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1
Martinić, Pia, and Andrea Brajša Žganec. "ULOGA RODITELJSKOG PONAŠANJA I SAMOPOŠTOVANJA OCA I MAJKE U SAMOPOŠTOVANJU I SAMOKONTROLI DJEČAKA I DJEVOJČICA." Annual of Social Work 27, no. 3 (April 24, 2021): 481–503. http://dx.doi.org/10.3935/ljsr.v27i3.186.
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THE ROLE OF PARENTAL BEHAVIOUR AND SELF-ESTEEM OF FATHER AND MOTHER ON SELF-ESTEEM AND SELFCONTROL OF BOYS AND GIRLS The aim of the research was to analyse the connection between parental behaviours and self-esteem of the parents on the self-esteem and self-control of the children. The pupils of the seventh and eighth grade of six primary schools in the area of the city of Zagreb and the city of Split and their parents participated in the research. The children filled out the Coopersmith Self-Esteem Inventory, the Brief Self-Control Scale and the Perception of Parental Behaviour Scale, while the parents filled out the Rosenberg Self-Esteem Scale. Regression analysis was used and it has determined that the parental control is the best predictor for the child’s self-esteem. Self-esteem of boys is better predicted by the sets of parental predictors and it is somewhat more connected with the father’s self-control, while self-esteem of girls is more connected with the mother’s self-control. Self-control of girls is best predicted by the mother’s acceptance and control, so that the sets of parental variables, more specifically the mother’s variables, are significant only for predicting self-control of girls. The assumption about the greater role of the mother in the development of self-esteem and self-control of children was confirmed, while the assumptions about the gender differentiation in upbringing were confirmed only in the case of the child’s self-control, but not in the case of their self-esteem, which shows that there are differences in the direction of transition towards more modern upbringing practices. The results, as well as the existing studies and theoretical assumptions, point out the importance of the parental role as the model for the development of the child’s self-esteem and self-control, and the different approaches in the upbringing of boys and girls can be addressed specifically.
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Ihbour, Said, Hammou Anarghou, Abdelmounaim Boulhana, Mohamed Najimi, and Fatiha Chigr. "Mental health among students with neurodevelopment disorders: case of dyslexic children and adolescents." Dementia & Neuropsychologia 15, no. 4 (December 2021): 533–40. http://dx.doi.org/10.1590/1980-57642021dn15-040014.
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ABSTRACT Several research studies have been devoted to study the links between emotional disorders and learning disabilities. However, very minimal of this research has focused on dyslexic students. Objective: The objectives of this study were as follows: (1) to assess self-esteem, anxiety, and depression in dyslexic Arabic-speaking children and adolescents and (2) to describe psychiatric comorbidities in these subjects by comparing them to their non-dyslexic peers. Methods: In total, 205 students (56 dyslexics and 149 good readers), pursuing their education in ordinary schools in the Beni Mellal-Khenifra region of Morocco responded to Taylor’s Self-Assessment Scale of Anxiety, Beck’s Depression Questionnaire, and the Coopersmith Self-Esteem Inventory (SEI). Results: Overall, dyslexics were more anxious, more depressed, and had disturbed self-esteem compared to their non-dyslexic peers. The percentage of psychiatric comorbidity was higher in the dyslexic group. Conclusions: The results of this study highlight the need for a multidisciplinary approach that integrates emotional needs assessment into the rehabilitation care of dyslexic children and adolescents.
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Yusuf, Ah, Rizki Fitryasari, and Wiwin Sulistyawati. "Terapi Aktivitas Kelompok (TAK) Stimulasi Persepsi Meningkatkan Harga Diri Anak di Lembaga Pemasyarakatan." Jurnal Ners 2, no. 2 (July 23, 2017): 77–82. http://dx.doi.org/10.20473/jn.v2i2.4959.
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Introduction: Prison is societal implementer unit which accommodate care and develop the delinquent children. It was recorded that 57% of children at Blitar Child Prison undergo some self concept problems such as low self esteem. This was caused by some factors such as society’s stigmatization toward criminals, development pattern and education, and less support from family. If the self esteem problem is not being overcome soon, the children may fell useless, disable to control their self and recrime when they are back to society. The objective of this study was to analyze the influence of GAT (Group Activity Therapy) perception stimulation in increasing the children self esteem at prison. Method: A quasy experimental pre post control design was used in this study. Samples were recruited by using total sampling and there were 22 samples as on inclusion criteria. The independent variable was GAT perception stimulation and the dependent variable was increasing self esteem of these childen. Data were collected by using questionnare and analyzed by using Wilcoxon Signed Ranks Test and Mann Whitney U Test with the significance level α≤0.05.Result: The result showed that controlled group has significance level was p=0.654, it is mean there was no self esteem change before and after GAT perception stimulation was given. Whereas treatment group has significance level was p=0.001, it revealed that there was self esteem change before and after GAT perception stimulation was given. The result of Mann Whitney U Test showed p=0.000 which means was accepted. Discussion: It can be concluded that perception stimulation can increase the children self esteem at prison. Further studies are recommended to study the effect of GAT perception stimulation modified by skill therapy in increasing children self esteem in prison.
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Chen, Shu-Jiuan, Chia-Hui Chiu, and Chiungjung Huang. "Self-esteem and depression in a Taiwanese population: A meta-analysis." Social Behavior and Personality: an international journal 41, no. 4 (May 1, 2013): 577–86. http://dx.doi.org/10.2224/sbp.2013.41.4.577.
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In this study we conducted a meta-analysis to investigate the relationship between self-esteem and depression, and the moderating effects on this relationship. The 50 studies included in the meta-analysis yielded 59 effect sizes with a total of 32,005 participants sampled in Taiwan. The mean correlation between self-esteem and depression was large (γ = −.48). The effects of participants' gender, age, and birth cohort, and of the publication status on the relationship between self-esteem and depression were not significant. However, this relationship differed significantly among the 4 evaluated sample types of students, students with special needs, the general population other than students, and physically ill people. Given the strong correlation between self-esteem and depression in children, parents and teachers should pay special attention to self-esteem. Additionally, as self-esteem had a strong correlation with depression in physically ill people, their family members and medical care providers should be advised to monitor their self-esteem carefully.
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Roberts, John. "The Importance of Self-Esteem to Children and Young People Separated from Their Families." Adoption & Fostering 17, no. 2 (July 1993): 48–50. http://dx.doi.org/10.1177/030857599301700211.
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Low self-esteem is frequently referred to in studies of children in care, abused children, abusing parents and adult survivors of child sexual abuse. John Roberts considers some methods and techniques for working with young people to improve their feelings of self-worth.
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Ireland, Mary. "Death Anxiety and Self-Esteem in Young Children with Aids: A Sense of Hope." OMEGA - Journal of Death and Dying 36, no. 2 (January 1, 1997): 131–45. http://dx.doi.org/10.2190/80dj-djx8-6xh4-xxb7.
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This study used Roger's science of unitary human beings nursing model and the theory of accelerating change to examine young children who have AIDS. Differences in death anxiety and self-esteem were compared among thirty-five healthy and thirty-five AIDS-diagnosed African-American and Latino children. Each child was individually administered the screening tool, the Peabody Picture Vocabulary Test-Revised, the Thematic Instrument for Measuring Death Anxiety in Children, and the Pictorial Scale of Perceived Competence and Social Acceptance. The AIDS-diagnosed children did not manifest more death anxiety nor lower self-esteem than healthy peers. These findings are in contrast to previous studies about fatally ill children which routinely reported them to have high levels of death concern and low levels of self-worth. They provide a different framework for understanding the emotional needs of children with AIDS.
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Murphy, Shirley A., Clark Johnson, and Janet Lohan. "The Effectiveness of Coping Resources and Strategies Used by Bereaved Parents 1 and 5 Years after the Violent Deaths of Their Children." OMEGA - Journal of Death and Dying 47, no. 1 (August 2003): 25–44. http://dx.doi.org/10.2190/hdum-6a52-9958-7v0e.
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In this study, we examined the effectiveness of the coping resources and coping strategies by following 173 bereaved parents prospectively for five years after their children's deaths by accident, suicide, homicide, or undetermined violence. Using hierarchical multiple regression procedures, we examined how three predictors influenced parents' mental distress and PTSD: self-esteem, active/affective coping, and repressive coping. The results showed that at one and five years postdeath, self-esteem was a significant predictor of mental distress and PTSD. After controlling for self-esteem, the use of active/affective coping strategies predicted less mental distress for fathers but not for mothers. Active/affective coping strategies were not significant predictors of lowered PTSD symptoms for either mothers or fathers. Rather, repressive coping strategies were significant predictors of higher PTSD symptoms for both mothers and fathers at both one and five years postdeath. The findings suggest the need for interventions that target both gender and outcomes as unique aspects of the violent death bereavement transition.
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Murphy, Patricia Ann. "Parental Death in Childhood and Loneliness in Young Adults." OMEGA - Journal of Death and Dying 17, no. 3 (November 1987): 219–28. http://dx.doi.org/10.2190/ya7g-a6xn-0rau-7x61.
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This descriptive, correlational study was undertaken to determine the relationship between self-esteem and reported mourning behavior as it pertains to loneliness in young adults who, as children, had experienced parental death. A sample of 184 males and females between the ages of eighteen and twenty-five years completed the four questionnaires that were the research instruments. Data were analyzed using hierarchical multiple regression and Pearson product-moment correlation coefficients. Analysis of the data revealed that self-esteem was the single best predictor of loneliness and that reported mourning behaviors significantly added to the prediction of variance in loneliness.
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Jung, Hyekyung. "A case study of estimating a causal effect using machine learning with Bayesian Additive Regression Trees." Korean Society for Educational Evaluation 35, no. 2 (June 30, 2022): 355–77. http://dx.doi.org/10.31158/jeev.2022.35.2.355.
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The study aims to introduce a causal inference method using machine learning to general education researchers, and in particular, focus on the theory and practice of Bayesian Additive Regression Trees algorithm. To analyze the empirical data, public data from the Korean Children and Youth Panel Survey 2018 were used. For an illustrative purpose, this study estimated the causal effect of participation in activities related to self (personality) development on students’ life satisfaction and self-esteem and discussed the feasibility of the BART method in educational impact studies. The applicability of the BART-based machine learning causal inference technique in the field of education was discussed in comparison with model-based propensity score and causal effect estimation. Finally future research topics and limitations of the study were addressed.
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Culbert, Timothy P., Gerard A. Banez, and Michael I. Reiff. "Children Who Have Attentional Disorders: Interventions." Pediatrics In Review 15, no. 1 (January 1, 1994): 5–14. http://dx.doi.org/10.1542/pir.15.1.5.
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The treatment of attentional disorders (ADs) has been the subject of much controversy. Sound treatment programs must address a myriad of issues other than the three core symptoms of AD: inattention, impulsivity, and hyperactivity. Intervention programs purportedly leading to positive long-term outcomes have been studied inadequately. The few treatment plans shown to result in long-term improvement in outcome for children and families have used multiple modalities. Such plans integrate medical, psychological, psychosocial, and educational interventions; provide for case management; and educate and empower families as advocates. Very little actually is known about how treatments for ADs interact with each other, and it has been quite difficult to document the advantages of adding psychosocial treatments to psychopharmacologic treatments, although studies are under way to address these issues. Some of the few studies assessing the long-term efficacy of multimodality treatment programs have shown that although drug treatment alone leads to little measurable change, a combination of medication, psychological treatments, and appropriate classroom interventions leads to improved long-term outcomes. These outcomes include a reduction in antisocial behavior, improved social relationships, enhanced academic performance, improved self-esteem, and decreased delinquent behavior. The treatment team for children who have AD should consist of a partnership that includes the child, family, significant school personnel, and the physician.
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Adam, Tas, and Arthur Tatnall. "School Children with Learning Disabilities." International Journal of Actor-Network Theory and Technological Innovation 4, no. 2 (April 2012): 10–24. http://dx.doi.org/10.4018/jantti.2012040102.
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This article presents a report on an investigation into the use of Information and Communications Technologies (ICT) to aid in the education of students with Learning Disabilities. The study was framed by the use of actor-network theory. The term ‘Learning Difficulties’ (sometimes also referred to as Special Needs) is used in reference to a large heterogeneous group of students who are seen to have significant difficulties in the acquisition of literacy and numeracy skills and need extra assistance with schooling. Another more specific term is ‘Learning Disabilities’ that refers to the sub-set of students who constitute a small sub-group that exhibit severe and unexplained problems. The reported study involved case studies and participant observation of the use of ICT in two outer suburban Special Schools in Melbourne, and an investigation of the role and impact of Education Department policies on these school environments. Research at the two Special Schools revealed that use of ICT can have a very beneficial impact on these students by improving their self-esteem and facilitating their acquisition of useful life skills.
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Worden, J. William, and Phyllis R. Silverman. "Parental Death and the Adjustment of School-Age Children." OMEGA - Journal of Death and Dying 33, no. 2 (January 1, 1996): 91–102. http://dx.doi.org/10.2190/p77l-f6f6-5w06-nhbx.
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Findings on the emotional impact of parental death for dependent children have not been consistent due to serious methodological limitations. The Child Bereavement Study investigated a community-based sample of parentally bereaved children and compared their responses to those from matched non-bereaved controls. Children and their surviving parent were assessed four months, one year, and two years after the death using standardized instrumentation. Most of the difference between the two groups was not obvious until two years after the death. The bereaved showed higher levels of social withdrawal, anxiety, and social problems as well as lower self-esteem and self-efficacy. Although most bereaved children do not show signs of serious emotional/behavioral disturbance, there is a significantly large group of bereaved children who show serious problems at one year (19%) and at two years (21%).
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Gualano, Maria Rosaria, Gianluca Voglino, Fabrizio Bert, Robin Thomas, Elisa Camussi, and Roberta Siliquini. "The impact of intergenerational programs on children and older adults: a review." International Psychogeriatrics 30, no. 4 (October 9, 2017): 451–68. http://dx.doi.org/10.1017/s104161021700182x.
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ABSTRACTBackground:Elderly are at particular risk of social isolation. This condition significantly affects health; on the contrary, social involvement can be extremely advantageous. In this context, intergenerational programs improve interactions between different ages. Then, we conducted a review regarding intergenerational programs, to summarize the effects of these activities on both elderly and children.Methods:Our review followed the PRISMA statements. We considered papers reporting data about intergenerational programs involving children (preschool and elementary) and elderly.Results:The final selection obtained 27 sources. Ten studies evaluated children's outcomes outlining the positive impact of intergenerational programs upon children's perception of elderly. The effects on older participants were variegated considering well-being, depression, self-reported health, and self-esteem. Moreover, the retrieved studies outlined the importance of a careful organization and of a specific training for all staff members. The staff involved in similar programs appeared, overall, highly satisfied.Discussion:The positive impact on children of intergenerational programs is proved at both short- and long-term. Moreover, despite the different outcomes considered and the variable results, these programs resulted overall beneficial on elderly participants. Finally, similar activities resulted feasible even in case of older adults with dementia.
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Triseliotis, John. "The current status of post-adoption contact." Educational and Child Psychology 28, no. 3 (2011): 9–19. http://dx.doi.org/10.53841/bpsecp.2011.28.3.9.
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Providing for face-to-face contact after adoption is a complex and fiercely contested area. What is called indirect or ‘letterbox’ contact is now provided for the great majority of adopted children but direct, or face-to-face, contact is still selective depending on the child’s circumstances, the adoption agency’s policy and the attitude of the courts. The consensus of the majority of the available studies is that children benefit. Contact appears to promote genealogical identity, self-esteem and a general sense of well-being, and the majority of adoptive parents and birth relatives are reported to find it helpful too. It is also recognised that there are still many unknowns including the long-term outcome of arrangements, the kind of children who can benefit and in what specific ways, how contact impacts on children who had been severely maltreated by birth relatives and who now have contact, and the effect on children whose birth relatives cease to visit. For these, and other reasons, face-to-face contact is not for every child and a case-by-case approach is required.
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Veliyeva, S. "Psychological Foundations of the Formation of Ecological Education in Primary Schoolchildren." Bulletin of Science and Practice 7, no. 8 (August 15, 2021): 339–46. http://dx.doi.org/10.33619/2414-2948/69/39.
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The psychological foundations of the formation of ecological education in young schoolchildren are analyzed in the article. The importance of teaching young schoolchildren to be sensitive and respectful to nature is emphasized. It is shown that young schoolchildren first feel and perceive nature and natural phenomena, and then filter them with their imagination and thinking. They come to a specific conclusion after filtering natural phenomena through imagination and thinking. After all, they express their discoveries through speech. Their findings are reflected in a sensitive and careful attitude towards nature. The article also emphasizes the importance of motivating the cognitive activity of children of primary school age, as well as teaching them sensitivity and care for nature and natural phenomena. The article also shows how to determine the psychological basis for teaching students of primary school age sensitivity and care for nature. In this case, the article scientifically substantiates and makes references to the psychological foundations of the manifestation of a sensitive and caring attitude to nature and natural phenomena, which are determined not only in the lesson of Environmental Studies, but also in the lessons of the Azerbaijani language and Fine Arts. It is also noted that the formation of the personality of schoolchildren also ensures the development of their self-awareness. In this case, the self-awareness of children of small school age is ultimately determined by their relationship. Thus, a psychologically correct approach to the formation of environmental education in children of small school age is manifested in self-esteem, self-respect and the level of psychological claims of the student. That is, such psychological relationships that arise between young schoolchildren ensure their sensitive attitude to nature, natural phenomena, including flowers, plants, trees, clean water and their protection from environmental disasters
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Worden, J. William, and Phyllis S. Silverman. "Grief and Depression in Newly Widowed Parents with School-Age Children." OMEGA - Journal of Death and Dying 27, no. 3 (November 1993): 251–61. http://dx.doi.org/10.2190/xmhj-f977-p8gv-4w07.
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The objectives of this study were to examine depression levels found in newly widowed parents with school age children and to distinguish bereavement dysphoria from clinical depression. A community based sample of seventy bereaved families with school-age children were assessed four months after the death and at the first anniversary. Parents were assessed with the CES-D depression scale [1], and the Impact of Events Scale [2], and the Family Inventory of Life Events [3]. The results indicate that 56 percent of the parents had high CES-D scores (> 16) at four months and 44 percent had high scores at one year. Early depression was a strong predictor of later depression. Higher depression levels were associated with more family life changes (FILE), limited income, lack of peer support, more younger children, and difficulty mobilizing support. Few parents with high CES-D scores selected the low self-esteem items suggesting more of a grief response than depression. Those who selected the low esteem items looked more clinically depressed than those who did not. In conclusion, it is important to distinguish between clinical depression and grief reactions since both share similar characteristics. This distinction is especially critical when planning appropriate interventions to assist the bereaved in coping with the loss.
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Ross, Denise, and Ben Hayes. "Interventions with groups of bereaved pupils." Educational and Child Psychology 21, no. 3 (2004): 95–108. http://dx.doi.org/10.53841/bpsecp.2004.21.3.95.
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It is well established that loss through death can impact upon children’s psychological wellbeing affecting self-esteem, confidence, learning, social and emotional development. This article describes the techniques used in two interventions, one delivered by the first author in a primary school and a second delivered by both authors in a secondary school. The rationale for the specific techniques used in the interventions is given in terms of theoretical principles and practical guidelines for those directly supporting people following bereavement. Some outcome indicators are reported. The conclusions drawn from this small scale study, using 14 case studies (7 primary-school children and 7 secondary-school aged children) indicate that this sensitive area of work can lead to significant benefits for children, young people, their families and schools. It is suggested in the conclusion that applying the principles of support in the school community has particular benefits for continuity of support, and staff confidence and skills.
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Major, Zsolt B. "STRUGGLE FOR INTEGRITY IN RESIDENTIAL CHILDREN’S HOMES: PROFESSIONAL SELF-ESTEEM AND ORGANIZATIONAL DEVELOPMENT — PRACTICAL EXPERIENCES FROM HUNGARY." International Journal of Child, Youth and Family Studies 9, no. 2 (May 15, 2018): 1. http://dx.doi.org/10.18357/ijcyfs92201818210.
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This article presents an organizational development process — a therapeutic residential care model known as “Armchair” — that is based on qualitative experiences gained by the author in 10 years of practice, and that draws upon theories from child and youth care (CYC) and organizational psychology. The ideas described here have been implemented in several children’s homes in Hungary. Based on the premise that CYC is an autonomous applied science, the paper describes briefly the theoretical principles created from everyday practice in Hungary. It examines similarities between this model and the Cornell CARE model from the United States in relation to such aspects as the basic needs of children in residential care and the long-term orientation to building practice methods within agencies. A practical approach with a system-oriented perspective developed in Hungary for implementing the principles is presented. This includes a Plan-Do-Check-Act cycle model-quality assurance system designed to meet the needs of children, and furnishes an example of how information technology software can support the daily job of employees in terms of administrative and supportive activities. The article discusses weaknesses, threats, or challenges that can occur during implementation and threaten the program’s aims of helping both children and staff. This analysis uncovers the underlying role and importance of positive identity and self-esteem among staff, with a strong focus on personal and professional integrity. In conclusion, findings are presented that indicate some possible solutions for the problems discussed, comparing these qualitative results to previous quantitative evidence found in research studies measuring the effectiveness of the CARE model, and drawing some commonalities from the two approaches.
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Mello, Bianca Zeponi Fernandes, Thiago Cruvinel Silva, Daniela Rios, Maria Aparecida Andrade Moreira Machado, Fabrício Pinelli Valarelli, and Thais Marchini Oliveira. "Mini-implants: Alternative for Oral Rehabilitation of a Child with Ectodermal Dysplasia." Brazilian Dental Journal 26, no. 1 (February 2015): 75–78. http://dx.doi.org/10.1590/0103-6440201300111.
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Ectodermal dysplasia is a rare congenital disease that affects several structures of ectodermal origin. The most commonly related oral characteristics are hypodontia, malformed teeth and underdeveloped alveolar ridges. New alternative treatments are needed due to the failure of the conventional prosthesis retention. This case report outlines the oral rehabilitation treatment of a 9-year-old girl with ectodermal dysplasia. The treatment was performed with conventional prosthesis upon mini-implants. The mini-implants provided prosthetic retention. The patient reported a good adaptation of the dental prosthesis and satisfaction with the treatment. The increased self-esteem improved the socialization skills of the girl. In this case report, use of prosthesis with mini-implants was satisfactory for prosthetic retention. However, clinical studies with long-term follow-up are needed to test the mini-implants as an alternative for oral rehabilitation of children with ectodermal dysplasia.
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Mandava, Prasad, Gowri Sankar Singaraju, Sobitha Obili, Venkatesh Nettam, Sasipriya Vatturu, and Seshu Erugu. "Impact of self-esteem on the relationship between orthodontic treatment and the oral health-related quality of life in patients after orthodontic treatment – a systematic review." Medicine and Pharmacy Reports 94, no. 2 (April 29, 2021): 158–69. http://dx.doi.org/10.15386/mpr-1843.
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Objective. The treatment protocol in the modern health care paradigm has shifted considerably towards enhancing the quality of life in the last decade. This is particularly important in cosmetic and elective treatments, and hence the interest in oral health-related quality of life (OHRQoL) also has increased. OHRQoL always been measured by endogenous, functional, social, or psychological determinants. Self-esteem (SE) is one of the internal factors that affect the perception of malocclusion and hence OHRQoL before and after treatment. The purpose of this review is to assess whether there exists any correlation between the Oral Health-Related Quality of Life, Self-esteem (SE) in patients following orthodontic treatment.
Methods. A literature search was confined to the English language using Medical Subject Heading terms (MeSH) in PubMed, Cochrane Library, and Ovid® covering the period from January 1, 1951 to May 15, 2020. Search in Google Scholar, grey literature, and hand search on cross-references was performed to find additional data. The studies found to be suitable were selected based on the predefined inclusion and exclusion criteria. The quality of assessment and risk of bias for the included studies were evaluated independently by two invigilators utilizing “The Cochrane Collaboration’s tool for assessing the risk of bias” and “Modified version of the Newcastle Ottawa scale” for Randomized Controlled Trials (RCTs) and non-randomized trials respectively.
Results. A total of 7688 studies were retrieved from all the sources. After screening all the titles and excluding the duplicates, 28 studies were finally included for text review, and all of them were fit for quality appraisal. The design of the final studies included comprised of 3 RCTs, 14 cohort studies, 9 cross-sectional studies, and 2 case-control studies.
Conclusion. There is moderate evidence to show that fixed orthodontic treatment improves OHRQoL and SE in children. OHRQoL also increased in adolescents and adults. However, there is a weak correlation between SE and OHRQoL. More evidence-based studies are needed to analyze the relationship.
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Xu, Jianzhong, and Lyn Corno. "Case Studies of Families Doing Third-grade Homework." Teachers College Record: The Voice of Scholarship in Education 100, no. 2 (November 1998): 403–36. http://dx.doi.org/10.1177/016146819810000207.
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In this article, we describe data from six cases studies of children doing third-grade homework with their parents. The study combined observation and interview data from children, parents, and teachers to take a close look at the dynamics of homework and its potential to develop self-responsibility in children. We discuss both methodology and results in the context of related investigations and modern theoretical direction. Our data provide clear evidence that everyday experiences with homework, as mediated by parents, provide opportunities for children to learn to cope with various difficulties and distractions associated with doing homework. How children seize those opportunities and begin to develop strategies and skills for doing homework, along with the nature of the mediation parents provide, are key topics for discussion. Our study suggests directions for future research, theory, and practice regarding homework.
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Marques Pinto, Alexandra, Celeste Simões, Paula Lebre, and Kathy Evans. "Special Issue on Social and Emotional Competences." PSICOLOGIA 30, no. 2 (December 7, 2016): 0. http://dx.doi.org/10.17575/rpsicol.v30i2.1251.
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Mental health problems are a major cause of disability and morbidity of modern societies, as several epidemiological studies have evidenced. International reports indicate that before the age of 18 at least 20% of children and young people have a mental health problem, which highlights the importance of early intervention in order to promote good mental health. In this context, in the last two decades scientific research has consistently focused on the role of Social and Emotional competencies as predictors of mental health, well-being and academic success along the life course. Less adjusted social and emotional functioning is associated with various behavioral, personal, social and academic difficulties. The study and promotion of social and emotional competencies in children and young people, as part of their healthy development, is therefore considered as a national priority in many countries. The importance of social and emotional competences promotion has been reinforced with the acknowledgment of the resilience concept as a crucial process for overcoming successfully the adversities that we face throughout our life. This process draws on a combination of external resources that are available to children and young people, as well as internal assets that encompass social and emotional competences. Promoting resilience in children and adolescents that have had to deal with with adversity has been the focus of many researchers who work in this field. If social and emotional skills are one of the pillars of resilience, the promotion of resilience naturally implies the learning of these skills and how they can be used when we are confronted with challenges or significant life events. This special issue draws on six articles, arising from a call for papers exploring on Social and Emotional Competences and Resilience, following the 5th ENSEC Conference, hosted by the University of Lisbon, Portugal, in July 2015, and includes national and international contributions on this topic. The first article, by Diego Gomez-Baya and colleagues, entitled Emotional basis of gender differences in adolescent self-esteem, explores gender differences in emotional intelligence and self-esteem in Spanish adolescents. Results showed that girls presented lower overall self-esteem and lower perceived emotional intelligence than boys. Additionally, high-perceived emotional attention was related to lower self-esteem in girls and to higher perceived emotional clarity and repair in boys, which in turn were associated with higher self-esteem. The authors close the article with some important implications for the design of programmes to improve girls’ self-esteem through a focus on emotional attention. Valéria Silva and colleagues study, called the Preliminary study for validation of questionnaire “CDC - body, dance and community” for teenagers, describes the validation of a questionnaire for young dance practitioners. This study was developed in dance classes for young people aged between 6 to 12 years old, organized by Art Centers of Rio de Janeiro, Brazil, aiming at looking into the benefits of dance, both in physical (expressiveness and self-perception of emotions), affective (self-confidence and well-being) and social dimensions (interaction and social participation with family, school and community). A questionnaire developed, comprised 105 items in a 5 point Likert scale, demonstrated adequate validity and reliability which allowed the researchers to identify the benefits of dance in two dimensions, the first called affective and social representations of dance and the second designated as personal and social representations of dance. The article by Anjali Ghosh, entitled Expressive Differences for Emotions in Hearing Impaired and with Hearing Individuals, explores difference between hearing impaired and hearing adolescents in an Indian context. Results demonstrated interesting differences between the two groups which have implications for developing work with both groups, and some particular insights relating to how work might be developped in an Indian context. The article of Paulo Dias and colleagues, entitled Further evidence for the structure of the resilience scale in Portuguese language countries: an invariance study with Brazilian and Portuguese adolescents, explores the resilience concept, its associated factors and outcomes, and in particular the measurement issues around this concept. The study presented by the authors aimed to analyze the structural invariance of the Wagnild and Young’s Resilience Scale, as one of the most know and widely used resilience measure across the world, in this case with a sample of Portuguese and Brazilian adolescents. In this article two models, namely the original five and two factor solutions, were tested with the full 25 items version scale, as well as an alternative one factor model for the14-item short version. The results suggested that the short version can be used for cross-cultural studies since the one factor model tested with the short version scale presented a good fit for the Portuguese and Brazilian samples. Sandra Roberto and colleagues research, “The place I long to be": Resilience processes in migrants, aims at understanding the contexts of adversity and resilience resources of migrants in Portugal. This study was conducted to understand the migration process, particularly, the meanings attributed by Cape Verdean migrants to their life in the country of origin, including the decision to migrate, as well as adversities, resources and adjustment. Using biographical narratives two main dimensions of relevance were identified: cultural differences and interpersonal relationships with the Portuguese concluding that resilience is an ongoing process, changing over time, which includes the annulment of adversity's impact, developing alternative possibilities or overcoming adversities by integrating them into trajectories and life paths. Finally, the last article, Resilience and self-concept of competence in institutionalized and non-institutionalized youth, by Maria Helena Martins and Vanessa Neto, focuses also on resilience, in this case in institutionalized and non-institutionalized youth. Considerations about institutionalization are made by the authors highlighting positive and negative impacts on youth development. Their research explored the relations between resilience and the self‑concept of competence in these two groups. Interestingly the results showed no significant differences between the two groups in terms of resilience, but the non-institutionalized sample revealed higher scores on the self-concept of competence, while the correlation between these two variables is stronger in the institutionalized group. The influence of other variables, such as gender, age, school grade, and school retentions is also investigated. Implications for practice are suggested namely the importance of resilience promotion in care institutions.
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Kvrgic, Svetlana, and Jelena Jovovic. "Children without parental care as a vulnerable category." Medical review 56, no. 9-10 (2003): 436–38. http://dx.doi.org/10.2298/mpns0310436k.
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Introduction Health protection and health promotion are the primary goals of modern medicine. Since children's health is the cornerstone of adult's health, it must be in the center of all social and health care strategies. Vulnerability concept Vulnerability means exposure to harmful influences, risks or stress, which increases disease probability. The most vulnerable are categories that are exposed to influence of many harmful factors, which have minimal chances for survival and lowest quality of life. Vulnerability of children without parental care Vulnerability of children without parental care is caused by lack and/or inadequate family environment. These children are usually emotionally unstable; they frequently develop conduct disorders and have low self-esteem. As adolescents, these children have tendency to risky behavior, which greatly decreases their health potentials. Health status and quality of life All three components of health are endangered with children without parental care. These children present with physical, psycho-motoric and intellectual impairments. There are no studies about quality of life regarding these children, but we can assume that their quality of life is lower than in children who experience protective family environment, since quality of psychosocial factors and family environment are very important predictors of quality of life. Conclusion Children without parental care are an extremely vulnerable category, because they are subjected to various risk factors. Therefore, in order to improve health potentials and quality of life, special measures are required in health care, psychological care and social welfare.
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Callinan, J., and I. Coyne. "Arts-based interventions to promote transition outcomes for young people with long-term conditions: A review." Chronic Illness 16, no. 1 (July 13, 2018): 23–40. http://dx.doi.org/10.1177/1742395318782370.
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Objectives To conduct a systematic review of arts-based interventions promoting transition from paediatric to adult services for young people (Note: The term young people refers to adolescents and young adults.) with long-term conditions and to explore their effectiveness. Interventions Arts-based interventions included studies of young people who were actively participating in the intervention rather than passive observers. Visual arts interventions included film/video production, time-based media, photography, animation, sculpture, audio, installation, sound recordings, painting, textiles, print, mixed media, multimedia. Arts-based interventions included creative writing, poetry, dance, choreography and storytelling. Main outcome measures We included all outcome measures relevant to transition and any chronic condition. These included: self-care knowledge and skills, autonomy, continuity of care, adherence to treatment and attendance at appointments. Results Seven studies reported arts-based interventions promoting outcomes that are relevant to transition. These studies showed that arts-based interventions may influence young people with long-term conditions self-esteem, confidence and self-expression. The findings must be treated with caution as the evidence was weak with studies using qualitative measures and of poor methodological quality. Conclusions There is a need for further research of arts-based interventions for children and adolescents with long-term conditions that incorporate objective measurements or validated tools to assess outcomes relevant to the transition process.
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Marley, Charles, and Beatus Mauki. "Resilience and protective factors among refugee children post-migration to high-income countries: a systematic review." European Journal of Public Health 29, no. 4 (October 30, 2018): 706–13. http://dx.doi.org/10.1093/eurpub/cky232.
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Abstract Background Increasing numbers of children have been forced to flee and seek asylum in high-income countries. Current research indicates that focussing on resilience and protective factors is an important long-term goal for positive mental health and psychological functioning of refugee children. Methods We performed a systematic review of quantitative literature regarding psychological and contextual factors that contribute to resilience in refugee children residing in high-income countries. Our procedure followed guidelines from the Centre for Reviews and Dissemination. Results We identified a number of protective factors as related to positive outcomes. They are drawn from several ecological domains and include age, self-esteem, maintenance of cultural identity, social support, belonging and safety and innovative social care services. A key overarching point reported by the studies we reviewed was that for refugee settlement specific policies and approaches to be beneficial, they were required to be embedded within a positive socially inclusive society. We also identified several limitations across the reported studies. Conclusion The factors we identified would assist clinicians to adopt a resilience-focussed approach. However, a continued pre-occupation with psychopathology was evident across the studies, which we argue as holding back the development of resilience-focussed approaches.
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Hendy, Helen M., Doreen Eggen, Cheryl Gustitus, Kelli C. McLeod, and Phillip Ng. "Decision to Leave Scale: Perceived Reasons to Stay in or Leave Violent Relationships." Psychology of Women Quarterly 27, no. 2 (June 2003): 162–73. http://dx.doi.org/10.1111/1471-6402.00096.
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The 30-item Decision to Leave Scale (DLS) was developed with 631 college women and 420 college women and women in shelters. Seven DLS subscales emerged for concerns in deciding to stay or leave: Fear of Loneliness, Child Care Needs, Financial Problems, Social Embarrassment, Poor Social Support, Fear of Harm, Hopes Things Change. Mean internal reliability was .73, mean test-retest reliability was .70. Discriminant validity was demonstrated by expected associations between DLS concerns and self-esteem, children, and violence. Criterion validity was demonstrated by greater DLS concerns for women in shelters than for college women. Women in violent relationships who decided to stay reported more Fear of Loneliness than women who decided to leave.
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Merhaut, Marek. "Theoretical studies focused on gender discrimination against Roma women in the Czech Republic." Journal of Ethnic and Cultural Studies 6, no. 1 (June 23, 2019): 28. http://dx.doi.org/10.29333/ejecs/147.
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Discrimination affects the lives of many Roma women in different areas of their lives. Issues such as unequal access to the labor market for women and men, domestic violence, stereotypical expectations of the roles of women in society, other expectations in education for women and men are deepening in the context of discrimination and ethnicity expectations. Roma women in the Czech Republic are among the groups most at risk of unemployment. However, repeated failures to find a job reduce their self-esteem and, unfortunately, predetermine their future use in the family circle and in the natural community where they are more or less the role of careers. Relationships in the Roma community are much stronger than usual in Czech society. Many Roma women have a subordinate position towards husband and other male family members. Roma families often do not allow a woman to study, according to her usual practice; she should take care of her family and children. The current need is to listen to the voice of Romani women who strive for full participation in the Czech society and to act in this sense also on the attitudes of their surroundings.
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Guidetti, Susanne, and Ingrid Söderback. "Description of self-care training in occupational therapy: case studies of five Kenyan children with cerebral palsy." Occupational Therapy International 8, no. 1 (March 2001): 34–48. http://dx.doi.org/10.1002/oti.130.
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Shelef, Assaf, Dorit Brafman, Thom Rosing, Abraham Weizman, Rafael Stryjer, and Yoram Barak. "Equine Assisted Therapy for Patients with Post Traumatic Stress Disorder: A Case Series Study." Military Medicine 184, no. 9-10 (March 6, 2019): 394–99. http://dx.doi.org/10.1093/milmed/usz036.
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Abstract Introduction Equine assisted therapy (EAT) which includes therapeutic horseback riding (THR), grooming, horsemanship and ground level work with horses, has been studied as treatment for children with special needs and/or autistic spectrum disorder. Preliminary evidence indicates that EAT is also effective for improving self-efficacy and self-esteem in adults with psychiatric disorders. Empowerment, bonding and building trust with the horses, may promote functioning of patients struggling with post traumatic stress disorder (PTSD). The authors performed a prospective, pilot open case series study to assess the effect of EAT on patients with PTSD in terms of symptoms and functioning in work, family and social interaction. Methods Patients with PTSD received EAT once a week for 3 consecutive hours for 6 months. The Short Post Traumatic Stress Disorder Rating Interview (SPRINT) and the Sheehan Disability Scale (SDS) were assessed at baseline, the SDS after 1 and 6 months, and the SPRINT after 6 months. Results Thirteen of 23 participants completed the study. Ten participants withdrew from the study for various reasons including discomfort from horses. Total SPRINT scores showed a statistically significant improvement in PTSD symptoms (baseline vs. 6 months: 24.38 ± 6.4 vs. 21.54 ± 7.94 points; p < 0.05). SPRINT scores indicated improvement in the ability to work and perform daily tasks (p < 0.05). A statistically significant improvement in the total SDS score was revealed following 1 month (p < 0.03) and after 6 months (p < 0.02) of EAT. There was also a significant decline in the days of inefficiency (baseline vs. 6 months: 4.15 ± 2.73 vs, 1.88 ± 2.18 days per week, p < 0.02). Conclusion This preliminary pilot open case series study suggests that EAT may be a beneficial treatment for patients suffering from PTSD. The study demonstrated improved ability to work and perform daily tasks and reduction in the number of days of inefficiency. Further large-scale long-term studies are warranted to substantiate our observation.
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PHAM, Van Thi Hong. "Factors Affecting Parents Decision to Send Their Children Abroad for Studies: A Case Study of Parents in Ho Chi Minh City." International Education Studies and Sustainability 1, no. 1 (June 18, 2021): p99. http://dx.doi.org/10.22158/iess.v1n1p99.
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The study aims to identify factors influencing the parents’ decision in Ho Chi Minh City to send their children to study abroad. The study used the exploratory factor analysis method to examine and estimate regression coefficients on sample 243 observations from parents whose children study abroad. Research has identified 6 factors affecting the decision to send a child to study abroad. The paper shows that the parents’ decisions to let their children study abroad are not only based on the parents’ desire but also on the students’ desire. In addition, factors such as the family’s financial capacity, training programs, career prospects, and self-reliance also affect the parents’ decisions to send their children to study abroad. Interestingly, the study found that factors of self-reliance have negative impacts on parents’ decisions to send their children to study abroad. When they realized that their child may have good self-reliance, great success would be obtained regardless of study location. As a result, motivation for the overseas study was no longer found by them. Since then, domestic training programs need to increase opportunities to practice English, the opportunity to practice independence and flexibility in training programs will limit your children to study abroad.
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EVANS, KAREN E., and KATHERINE DEMUTH. "Individual differences in pronoun reversal: Evidence from two longitudinal case studies." Journal of Child Language 39, no. 1 (June 14, 2011): 162–91. http://dx.doi.org/10.1017/s0305000911000043.
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ABSTRACTPronoun reversal, the use of you for self-reference and I for an addressee, has often been associated with Autism Spectrum Disorder (ASD) and impaired language. However, recent case studies have shown the phenomenon also to occur in typically developing and even precocious talkers. This study examines longitudinal corpus data from two children, a typically developing girl, and a boy with Asperger's syndrome. Both were precocious talkers who reversed the majority of their personal pronouns for several months. A comparison of the children's behaviors revealed quantitative and qualitative differences in pronoun use: the girl showed ‘semantic confusion’, using second person pronouns for self-reference, whereas the boy showed a discourse–pragmatic deficit related to perspective-taking. The results suggest that there are multiple mechanisms underlying pronoun reversal and provide qualified support for both the Name/Person Hypothesis (Clark, 1978; Charney, 1980b) and the Plurifunctional Pronoun Hypothesis (Chiat, 1982).
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Grant, Claire, and Katherine Judge. "Predictive Ability of Self Compassion in Psychosocial Outcomes of Caregivers of Persons With Dementia." Innovation in Aging 5, Supplement_1 (December 1, 2021): 978. http://dx.doi.org/10.1093/geroni/igab046.3519.
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Abstract Caregivers of Individuals with Dementia (IWDs) often face increased rates of depression, anxiety, and burden because of their role as caregiver. Self-compassion, a construct centered around self-kindness and understanding has not been well studied within the caregiving population. The present study was aimed at understanding the relationship between self-compassion and the psychosocial outcomes of burden, depression, and anxiety. Strong relationships between self-compassion and these outcomes have been established in other populations, but these relationships have not been studied with the dementia caregiving population. A diverse sample of dementia caregivers providing over 5 hours of care per week were recruited through CloudResearch and MTurk (N = 99). Participants were aged 18 to 69 years (M = 38.61) and 66.7% were female. 67.7% were White, 13.1% were Black, and 8.1% were Asian. 73% were children/in law or grandchildren/in law of the individual with dementia and 12% were a close friend of the individuals with dementia. The individuals with dementia had an average age of 73.88 years. Results of multiple regression models showed that self-compassion was a significant predictor of depression (β = -.25, p = .025), anxiety (β = -.36, p = .001), and burden (β = -.25, p = .023) even while controlling for other constructs including self-esteem, types of coping, and IWD impairment level. Self-compassion will be discussed as a novel contribution to the caregiving literature in furthering our understanding of well-being predictors and how to target self-compassion as a modifiable factor for offsetting the negative impacts of caregiving.
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Ziglari, Leily, Burhan Ozfidan, and Quentin Dixon. "Self- and Other-Repairs in Child-Adult Interaction: A Case Study of a Pair of Persian-Speaking Twins." International Journal of English Linguistics 6, no. 4 (July 14, 2016): 52. http://dx.doi.org/10.5539/ijel.v6n4p52.
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<p>Twenty-five years ago, Schegloff (1989) proposed that repair is the most crucial factor in understanding the nature of language development. By observing and examining the repairs children make, not only can we understand repair organization, but also children language development and cognitive stage. Research in syntactic structure of repair, self-initiated self-repair (SISR) or other-repair have gained enough attention in recent years through the works of Forrester (2008), Radford (2008), and Morgenstern, Leroy, & Caef (2013). Some studies analyzed both self-repair and other-repair (Morgenstern et al., 2013; Salonen & Laakso, 2009; Forrester, 2008), whereas a few other studies analyzed only other-repairs from the perspective of parents (Huang, 2011). There are many studies done regarding the incidence of self-repair over other-repair (Schegloff et al., 1977); the relationship between repair and turn (Schegloff, 1988); corrective feedback (Laakso & Soininen, 2010); other-repetition (Huang, 2011); and adult’s self-repair (Laakso & Sorjonen, 2010). However, there is some inconsistency in their findings. The data for this study comprised four video-recorded adult-child interactions at a children’s home in various interactional activities (role-play, short story, or watching cartoons. The purpose of this study is to examine the incidence of self- and other-repairs in the language acquisition process of Persian children and to investigate if there is a relationship between child’s self-repair and adult’s other-repair.</p>
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Spurr, Shelley, Cynthia A. Danford, Karyn J. Roberts, Debbie Sheppard-LeMoine, Fernanda Machado Silva-Rodrigues, Michelle Darezzo Rodrigues Nunes, Leslie Darmofal, et al. "Fathers’ Experiences of Caring for a Child with a Chronic Illness: A Systematic Review." Children 10, no. 2 (January 20, 2023): 197. http://dx.doi.org/10.3390/children10020197.
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The prevalence of children living with chronic health conditions is increasing worldwide and can disrupt family roles, relationships, function, and parental involvement in family caregiving. The purpose of this systematic review was to explore fathers’ experiences and involvement in caring for a child with a chronic condition. Systematic searches using seven databases were conducted. Study criteria included (1) peer-reviewed original research in English, Spanish, French, or Portuguese, (2) children less than 19 years of age with a chronic condition, (3) fathers (biological or guardian) as direct informants, and (4) outcomes addressing fathers’ experience, perceptions, and/or involvement in the child’s care. Data were synthesized from ten articles reflecting eight separate studies that utilized quantitative designs. Three areas of focus were identified: Family Functioning, Father’s Psychological Health, and Need for Support. Data suggested increased involvement from the father in caring for their child with a chronic condition was associated with improved family functioning, increased anxiety and distress, decreased self-esteem, and increased need for support. This review revealed a paucity of data regarding fathers’ experiences and involvement when caring for a child with a chronic condition, with that available primarily from developed countries. Rigorous empirical studies are needed to deepen understanding of how fathers are involved in the care of their child with a chronic condition.
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Smith, Victoria F. "Exhibiting Children." Journal of Juvenilia Studies 1 (July 4, 2018): 62–81. http://dx.doi.org/10.29173/jjs101.
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This intimate exchange between real children and the stories we tell about them is at the fore of juvenilia studies, as scholars examining texts children produce must balance attention to the young person as author or artist with a critical awareness of systems of publication, reception, and analysis that are typically managed by adults. The focus of this paper is an investigation into the challenges of researching and writing about child-produced culture amid the often-overpowering constructs of childhood that surround it, taking two young artists as case studies: Daphne Allen, and Pamela Bianco, whose work can be challenging to access in ways that arise in part from the idiosyncrasies of their cultural moment, understood here as one that combined lingering Romanticism and burgeoning modernism. Analysis of the two child artists suggests that both were savvy and self-aware in negotiating, through their art, the discourses that surrounded them; it also presents methodologies that may be useful to other scholars in the field of juvenilia studies more broadly.
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Raynes-Goldie, Kate, and Matthew Allen. "Gaming Privacy: a Canadian case study of a children’s co-created privacy literacy game." Surveillance & Society 12, no. 3 (June 17, 2014): 414–26. http://dx.doi.org/10.24908/ss.v12i3.4958.
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This paper reports the process and outcomes of the design of a game that educates children about management of privacy online. Using a participatory action research process, children worked with the researchers to develop and play a game which simulates certain aspects of online privacy management and allows for scaffolded experiential learning in a safe environment. The game allows children to develop autonomous skills and understandings, not only for more effective learning but also because it is only through autonomy that children can develop a sense of self which is necessary for understanding what it means to be private. The paper shows that children have quite sophisticated understandings of privacy, compared with some adult perceptions, and that these understandings include awareness of the risks posed by commercial organisations seeking to gather personal data from them. The paper shows how engaging children as research and design participants can lead to more successful approaches in the development of privacy literacy.
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Lafaurie, Margaux, Bérangère Baricault, Maryse Lapeyre-Mestre, Laurent Sailler, Agnès Sommet, and Guillaume Moulis. "Risk of Vaccine-Induced Immune Thrombocytopenia in Children. Nationwide Case Cross-over and Self-Controlled Case Series Studies in France." Blood 132, Supplement 1 (November 29, 2018): 738. http://dx.doi.org/10.1182/blood-2018-99-110522.
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Abstract Introduction: The association of measles, mumps and rubella (MMR) vaccination with immune thrombocytopenia (ITP) occurrence has been shown. The risk of ITP with other vaccines is still not known. This study was aimed at assessing the association of recommended vaccinations in children with ITP occurrence. Methods: We conducted a population-based study in France including all children newly diagnosed for primary ITP between July 2009 and June 2015. This cohort was built using a validated algorithm in the nationwide French health insurance database (SNDS). We assessed the risk of ITP with MMR vaccine, all combined vaccines containing diphtheria, tetanus and poliomyelitis (DTP) vaccines, pneumococcal and meningococcal C vaccines. We used two self-controlled designs: a case cross-over and a self-controlled case series. For the case cross-over, we compared the frequency of exposure to vaccines during a 6-week period immediately preceding the event (case period) with the frequency of exposure during a previous time period (control period, having the same duration as the case period). We performed sensitivity analyses using 8- and 12-week periods. Analyses were adjusted for exposure to other drugs known as inducers of ITP and seasonality. Odds ratios (OR) and their 95% confidence intervals (CI) were calculated. For the self-controlled case series, we compared the ITP incidence within periods of risk (following vaccination, named exposure period) with the incidence within the control period of non-exposure. The exposure period was defined by the 6 weeks after the vaccine dispensing in the principal analysis (8 and 12 weeks in sensitivity analyses). We further excluded the 2 weeks prior to vaccine dispensing from the non-exposure period to address selective survival bias (healthy vaccinee effect). The observation period was censored at ITP occurrence, due to variation of vaccination probability after ITP diagnosis and to the impossibility to distinguish ITP relapses from chronic ITP in the database. Analyses were adjusted for seasonality. Incidence rate ratios (IRRs) and their 95% CI were calculated. We assessed the exposure to each vaccine, and conducted subgroup analyses in patients without any concurrent vaccination during case and control periods for the case cross-over study and exposure periods for the self-controlled case series study. We also calculated the number of ITP cases occurring during the 6 weeks after vaccination divided by the number of vaccine doses dispensed in the French children population during the study period. Results: We included 2,549 newly diagnosed primary ITP children. Among them, median age was 5.1 years and 46.5 % were females; 41.4% had been exposed to at least one studied vaccine before ITP onset. The results of the principal analysis are detailed in the Table. There was an increased occurrence of ITP following MMR vaccination (OR: 1.60, 95% CI: 1.09-2.34; IRR: 1.30, 95% CI: 0.95-1.80). Analyses excluding the patients with concurrent vaccination, notably meningococcal vaccination, led to similar results (OR: 1.66, 95% CI: 1.02-2.71; IRR: 1.39, 95% CI: 0.80-2.42). There was also an increased occurrence of ITP with the meningococcal C vaccine (OR: 1.92, 95% CI: 0.95-3.86; IRR: 1.40, 95% CI: 0.86-2.29). Analyses conducted in patients without any concurrent vaccination, notably MMR vaccination, confirmed these results with wide 95% CI because of fewer patients included (OR: 1.64, 95% CI: 0.57-4.71; IRR: 1.64, 95% CI: 0.69-3.86). No association was observed between other vaccines and ITP occurrence. The numbers of ITP cases occurring in the 6 weeks following vaccination per million doses dispensed were 8.2 for pneumococcal, 9.2 for DTP, 9.6 for meningococcal and 11.5 for MMR vaccines. Of note, these numbers overestimate the probability of vaccine-induced ITP. Indeed, they are ITP cases chronologically compatible with vaccine adverse reaction without any individual causality assessment (a worst-case scenario considering that all cases were triggered by vaccines). Conclusion: This study showed an increased occurrence of ITP after MMR and meningococcal C vaccines. It is reassuring for other vaccines. We cannot exclude temporal association with MMR and meningococcal C vaccines due to the peak of ITP incidence at 12 months of age in the general population. However, vaccine-induced ITP is a very rare event, which does not cast doubt on the interest of vaccination. Disclosures No relevant conflicts of interest to declare.
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Dor-Shav, Zecharia. "Development of an Ethnic Self-Definition: The Ethnic Self-Concept "Jew" Among Israeli Children." International Journal of Behavioral Development 13, no. 3 (September 1990): 317–32. http://dx.doi.org/10.1177/016502549001300305.
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The suggestion is made that ethnic self-definition-in this case the selfdefinition "Jew"-develops in a repeated pattern of movement from centrated to decentrated focus, according to an increasing number of units of mental capacity. It is further suggested that this identity develops according to a stagewise progression. An original scale (JRS) for the mode of definition of the self as "Jew" is introduced, paralleling the Piagean progression from intuitive preoperations through formal operations. In a series of studies of Israeli-born children it is demonstrated that there is a correlation of 0.57 between age and the JRS, and also a correlation of 0.55 with a seven-item Piagean-type scale of cognitive tasks. Some light is shed on the conflict, "Am I an Israeli or a Jew". Superficial differences in self-definition of religious and secular Jewish children are lessened when they are aided to eliminate logical inconsistencies in their original definitions. Implications for a theory of ethnic self-definition are explored.
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Pryjmachuk, Steven, Rebecca Elvey, Susan Kirk, Sarah Kendal, Peter Bower, and Roger Catchpole. "Developing a model of mental health self-care support for children and young people through an integrated evaluation of available types of provision involving systematic review, meta-analysis and case study." Health Services and Delivery Research 2, no. 18 (June 2014): 1–212. http://dx.doi.org/10.3310/hsdr02180.
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BackgroundThe mental health of children and young people (CYP) is a major UK public health concern. Recent policy reviews have identified that service provision for CYP with mental health needs is not as effective, responsive, accessible or child-centred as it could be. Following on from a previous National Institute for Health Research (NIHR) study into self-care support for CYP with long-term physical health needs, this study explored self-care support’s potential in CYP’s mental health.ObjectivesTo identify and evaluate the types of mental health self-care support used by, and available to, CYP and their parents, and to establish how such support interfaces with statutory and non-statutory service provision.DesignTwo inter-related systematic literature reviews (an effectiveness review with meta-analysis and a perceptions review), together with a service mapping exercise and case study.SettingGlobal (systematic reviews); England and Wales (mapping exercise and case study).Participants (case study)Fifty-two individuals (17 CYP, 16 family members and 19 staff) were interviewed across six sites.Main outcome measures (meta-analysis)A measure of CYP’s mental health symptomatology.Data sources (literature reviews)MEDLINE, Cumulative Index to Nursing and Allied Health Literature (CINAHL), PsycINFO, All Evidence-Based Medicine (EBM) Reviews, Applied Social Sciences Index and Abstracts (ASSIA) and Education Resources Information Center (ERIC).Review methodsTitles and abstracts of papers were screened for relevance then grouped into studies. Two independent reviewers extracted data from studies meeting the inclusion criteria. A descriptive analysis and meta-analysis were conducted for the effectiveness review; descriptive analyses were conducted for the perceptions review. These analyses were integrated to elicit a mixed-methods review.ResultsSixty-five of 71 included studies were meta-analysable. These 65 studies elicited 71 comparisons which, when meta-analysed, suggested that self-care support interventions were effective at 6-month [standardised mean difference (SMD) = −0.20; 95% confidence interval (CI) −0.28 to −0.11] and 12-month (SMD = −0.12; 95% CI −0.17 to −0.06) follow-ups. However, judged against Cochrane criteria, the studies were mostly low quality. Key elements of self-care support identified in the perceptions review were the acquisition of knowledge and skills, peer support and the relationship with the self-care support agent; CYP also had different perceptions from adults about what is important in self-care support. The mapping exercise identified 27 providers of 33 self-care support services. According to the case study data, effective self-care support services are predicated on flexibility; straightforward access; non-judgemental, welcoming organisations and staff; the provision of time and attention; opportunities to learn and practise skills relevant to self-care; and systems of peer support.ConclusionsMental health self-care support interventions for CYP are modestly effective in the short to medium term. Self-care support can be conceptualised as a process which has overlap with ‘recovery’. CYP and their families want choice and flexibility in the provision of such interventions and a continued relationship with services after the nominal therapy period. Those delivering self-care support need to have specific child-centred attributes.Future workFuture work should focus on under-represented conditions (e.g. psychosis, eating disorders, self-harm); the role of technology, leadership and readiness in self-care support; satisfaction in self-care support; the conceptualisation of self-care support in CYP’s mental health; and efficacy and cost-effectiveness.Study registrationPROSPERO number (for the effectiveness review) CRD42012001981.FundingThe NIHR Health Services and Delivery Research programme.
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Syrjänen, Milla, Airi Hautamäki, Natalia Pleshkova, and Sinikka Maliniemi. "Self-protective strategies of parents with ADHD and their children as mediated by sensitivity – a multiple-case study." Journal of Children's Services 14, no. 4 (November 28, 2019): 278–91. http://dx.doi.org/10.1108/jcs-09-2018-0018.
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Purpose The purpose of this paper is to explore the parental sensitivity and self-protective strategies of parents with attention deficit hyperactivity disorder (ADHD) and those of their children. Design/methodology/approach Six parents with ADHD and their under 3-years-old children participated. One parent took part with her both children. The data included seven parent-child dyads. The parents were interviewed with the modified Adult Attachment Interview. Parental sensitivity was assessed using the CARE-Index. The self-protective strategies of the children were assessed with The Strange Situation Procedure or the Preschool Assessment of Attachment. Findings The study showed a variety of the self-protective strategies of parents with ADHD as well as those of their children. Three subgroups were formed on the basis of risk as indicated by Crittenden’s gradient of transformation of information. Parents displayed complex self-protective strategies as well as unresolved traumas, which impaired their sensitivity and ability to engage in mutual regulation of arousal and emotion. The parents’ needs of self-protection compromised their ability to protect and comfort their child that is their sensitivity. The children’s protective strategies matched those of their parents in regard to complexity as mediated by parental sensitivity. Originality/value This multiple-case study demonstrates new ideas to be tested with quantitative methods in larger samples. There are no previous studies which have examined both the attachment strategies and sensitivity of parents with ADHD connecting these with the evolving attachment strategies of their children.
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Slusareva, Elena. "Risks for Educators in the Context of Implementing Inclusive Educational Practices: Psychological Safety Aspect." Man and Education, no. 4 (73) (2022): 61. http://dx.doi.org/10.54884/s181570410023777-9.
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The article presents theoretical analysis and empirical study of the psychological safety of teachers as subjects of an inclusive educational environment. The need to analyze issues related to the psychological safety of subjects of an inclusive educational environment is due to the current state of the socio-cultural and educational situation, uncertainty and difficulties in predicting the development of society, increasing tension in society, increasing the number of children with special educational needs, increasing requirements for representatives of the pedagogical community as a whole and for those who perform their functions in inclusive education, as well as the fact that it is the teacher who is the key figure in creating the psychological safety of students. The phenomenon of psychological security in relation to the teacher of inclusive education is traditionally considered through the prism of risks that may arise in the case of a teacher's unpreparedness for activities in inclusive educational environment; psychological barriers and difficulties encountered by teachers; destructive psychological defenses used by teachers in the exercise of their functions; features of self-esteem, self-acceptance and other professionally significant personal qualities, properties. Recent studies show that the primary importance in creating the psychological security of the educational environment, personal psychological security is the style of interaction of a teacher with students, his willingness to work in an inclusive educational environment, as well as the ability to overcome psychological barriers that arise in the process of implementing inclusive educational practice.
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Mogadime, Dolana, PJ (Kobus) Mentz, Denise E. Armstrong, and Beryl Holtam. "Constructing Self as Leader: Case Studies of Women Who Are Change Agents in South Africa." Urban Education 45, no. 6 (October 25, 2010): 797–821. http://dx.doi.org/10.1177/0042085910384203.
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The present article draws from the biographical narratives of three South African high school female principals which are part of a larger research study in which 26 aspiring and practicing women school leaders were interviewed. Narratives were constructed from in-depth interviews with each participant and analyzed for themes that provided insights into the skills, knowledge, and understanding that contribute to an effective African-centered leadership style that values three key principles of ubuntu: spirituality, interdependence, and unity. Findings indicate these women’s narratives are a testimony to their moral and ethical commitments in which social emancipation, compassion, and care for the community’s children are firmly rooted at the center of their leadership style. This study answers the call for research that explores context-specific leadership.
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Bee, Penny, Rebecca Pedley, Amber Rithalia, Gerry Richardson, Steven Pryjmachuk, Susan Kirk, and Peter Bower. "Self-care support for children and adolescents with long-term conditions: the REfOCUS evidence synthesis." Health Services and Delivery Research 6, no. 3 (January 2018): 1–192. http://dx.doi.org/10.3310/hsdr06030.
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BackgroundSelf-care support (e.g. education, training, peer/professional support) is intended to enhance the self-care capacities of children and young people, while simultaneously reducing the financial burden facing health-care systems.ObjectivesTo determine which models of self-care support for long-term conditions (LTCs) are associated with significant reductions in health utilisation and costs without compromising outcomes for children and young people.DesignSystematic review with meta-analysis.PopulationChildren and young people aged 0–18 years with a long-term physical or mental health condition (e.g. asthma, depression).InterventionSelf-care support in health, social care, educational or community settings.ComparatorUsual care.OutcomesGeneric/health-related quality of life (QoL)/subjective health symptoms and health service utilisation/costs.DesignRandomised/non-randomised trials, controlled before-and-after studies, and interrupted time series designs.Data sourcesMEDLINE, EMBASE, PsycINFO, Cumulative Index to Nursing and Allied Health Literature, ISI Web of Science, NHS Economic Evaluation Database, The Cochrane Library, Health Technology Assessment database, Paediatric Economic Database Evaluation, IDEAS, reference scanning, targeted author searches and forward citation searching. All databases were searched from inception to March 2015.MethodsWe conducted meta-analyses, simultaneously plotting QoL and health utilisation effects. We conducted subgroup analyses for evidence quality, age, LTC and intervention (setting, target, delivery format, intensity).ResultsNinety-seven studies reporting 114 interventions were included. Thirty-seven studies reported adequate allocation concealment. Fourteen were UK studies. The vast majority of included studies recruited children and young people with asthma (n = 66, 68%). Four per cent of studies evaluated ‘pure’ self-care support (delivered through health technology without additional contact), 23% evaluated facilitated self-care support (≤ 2 hours’/four sessions’ contact), 65% were intensively facilitated (≥ 2 hours’/four sessions’ contact) and 8% were case management (≥ 2 hours’ support with multidisciplinary input). Self-care support was associated with statistically significant, minimal benefits for QoL [effect size (ES) –0.17, 95% confidence interval (CI) –0.23 to –0.11], but lacked clear benefit for hospital admissions (ES –0.05, 95% CI –0.12 to 0.03). This finding endured across intervention intensities and LTCs. Statistically significant, minimal reductions in emergency use were observed (ES –0.11, 95% CI –0.17 to –0.04). The total cost analysis was limited by the small number of data. Subgroup analyses revealed statistically significant, minimal reductions in emergency use for children aged ≤ 13 years (ES –0.10, 95% CI –0.17 to –0.04), children and young people with asthma (ES –0.12, 95% CI –0.18 to –0.06) and children and young people receiving ≥ 2 hours per four sessions of support (ES –0.10, 95% CI –0.17 to –0.03). Preliminary evidence suggested that interventions that include the child or young person, and deliver some content individually, may optimise QoL effects. Face-to-face delivery may help to maximise emergency department effects. Caution is required in interpreting these findings.LimitationsIdentification of optimal models of self-care support is challenged by the size and nature of evidence available. The emphasis on meta-analysis meant that a minority of studies with incomplete but potentially relevant data were excluded.ConclusionsSelf-care support is associated with positive but minimal effects on children and young people’s QoL, and minimal, but potentially important, reductions in emergency use. On current evidence, we cannot reliably conclude that self-care support significantly reduces health-care costs.Future workResearch is needed to explore the short- and longer-term effects of self-care support across a wider range of LTCs.Study registrationThis study is registered as PROSPERO CRD42014015452.FundingThe National Institute for Health Research Health Services and Delivery Research programme.
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de Miguel Molina, María. "Self-Regulation of Mobile Marketing Aimed at Children: An Overview of the Spanish Case." Journal of Theoretical and Applied Electronic Commerce Research 2, no. 3 (December 1, 2007): 80–93. http://dx.doi.org/10.3390/jtaer2030023.
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Mobile phones have changed consumer and company behaviour and today they constitute the most direct means of communication between them. Many groups are targeted through promotion campaigns using mobile phones. Children, who in the future will be the largest consumer of new technologies, are one of these groups. Given that current Spanish legislation does not clearly establish what company policy ought to be in relation to promotions aimed at children, self-regulation of the mobile telephone sector is imperative. Spain is already among the developed countries in which one out of every two children has a mobile phone. Firms should pay special attention to this target group. Firstly, because promotional campaigns aimed at children have their peculiarities and secondly because of the legal and ethical protection that children deserve. Company policy, in this sense, should include the drawing up of Codes of Conduct. This article begins by analysing the child segment as mobile phone consumers. It then highlights the legal and ethical problems of mobile campaigns aimed at children, and looks at some studies carried out by the European Commission and the Spanish government. Finally, this paper draws some conclusions about the measures companies should adopt and offers practical help for self-regulation of the mobile telephone sector in Spain and, if possible, in other countries (especially other European countries within the framework of the agreement signed by the leading European mobile operators in 2007 to develop self-regulatory codes by 2008). Moreover, future research needs to centre on whether these measures increase child protection.
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Silva, Dayse Karoline Santos da, Larissy Alves Cotonhoto, and Mariane Lima de Souza. "Body self-perception in age school children with Down Syndrome." Journal of Human Growth and Development 30, no. 1 (March 27, 2020): 49–57. http://dx.doi.org/10.7322/jhgd.v30.9970.
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Introduction: The notion of body or body perception is of great importance in the development of motor skills and functionality. In atypical development situations, as in the case of Down syndrome (DS) there is a delay in the development and motor skills are compromised, which possibly is reflected in the quality of body self-perception in children with DS.
Objective: To assess the characteristics of body self-perception in school age children with DS.
Methods: This is an exploratory and descriptive study involving 10 children aged between seven and nine years. To assess body perception, it was used the Body Notion factor from the Psychomotor Battery (BPM). Data analysis was performed qualitatively and quantitatively according to the criteria established by the instruments and the researchers.
Results: The participants' performance regarding the notion of body was not related to their age. The right and left discrimination capability was the body notion sub-factor with the worst performance and the self-image was the sub-factor with the best performance. The drawings of the human figure were split into two categories: unidentifiable (Class A, n = 8) and recognizable (Class B, n = 2).
Conclusion: It is suggested that the self-perception of children with Down Syndrome analyzed in this study has a strong relationship with the body and environmental stimuli together with psychomotor and cognitive development, which, however, does not coincide with their chronological age.
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Putra, Purniadi, Akbar Yuli Setianto, Abdul Hafiz, Mutmainnah ., and Aslan . "Etnopedagogic Studies In Character Education In The Millinneal Era: Case Study MIN 1 Sambas." Al-Bidayah: Jurnal Pendidikan Dasar Islam 12, no. 2 (April 30, 2021): 237–52. http://dx.doi.org/10.14421/al-bidayah.v12i2.547.
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The vulnerability of the moral crisis that occurs in millennial children has led to numerous irregularities such as rape, taurine, extortion, bullying and other negative forms of violence. These changes occur due to globalization and the increasing development of technology, thereby leading to deviant behaviours amongst children. Therefore, character education based on Ethno pedagogy in Islamic basic education institutions is important due to its ability to reduce the impact of negative behaviours on primary-age children. The purpose of this research is to describe the meaning of Ethno pedagogy of MIN 1 Sambas in applying local cultural values. This research uses a naturalistic phenomenology approach through participant observation, interview, and documentation techniques with primary data obtained from students, teachers, parents, and community leaders. The results showed the importance of integrating the self-development program of students based on Ethno pedagogy of Melayu Sambas, familiar with fostering character education in creating local cultures such as the Sambas Malay language. Furthermore, ethnology tends to foster a religious character in the millennial generation, namely religious character, such as the attitudes and behaviour of priests and taqwa applied in everyday life.
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Khodayarifard, M., J. McClenon, and S. Khodayarifard. "Family therapy in iran: An OCD case study." European Psychiatry 26, S2 (March 2011): 972. http://dx.doi.org/10.1016/s0924-9338(11)72677-3.
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Iranian clinical psychologists have devised family therapy methods, based on cognitive behavioral models, fitting their collectivist, Islamic culture. We review Islamic-based strategies and describe family therapy in a culturally-specific childhood OCD case. In %80 of adults diagnosed with OCD, obsession is observed to have started in childhood and adolescence. Studies showed that cognitive-behaviour therapy, although efficient in treatment of OCD, fails in the case of children, due to their limited cognitive ability and their lower level of development. On the other hand, since children's response to medication cannot be anticipated, and because of the side-effects and the probability of recurrence after termination of medication, parents do not agree to medical treatment for their children. The purpose the present research was therefore designed to investigate the efficiency of family therapy based on cognitive behavioral approach in treatment of OCD case. The family therapy techniques used in this study are encounter, self-reporting, relaxation, modeling, and positive thinking. The OCD client was studied and exposed to the method. The results showed that the family therapy method using integrated, religious-based cognitive behavioral therapy, seems more appropriate for clients from collectivist, religious cultures. The final part of the research discusses the findings in relation to those of the previous studies.
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Karakas, Cemal, Rebecca J. Schultz, and Jay R. Gavvala. "Challenges in the Transition of Care Process for Patients with Dravet and Lennox–Gastaut Syndromes." Journal of Pediatric Epilepsy 09, no. 04 (September 11, 2020): 135–42. http://dx.doi.org/10.1055/s-0040-1716670.
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AbstractEpileptic encephalopathies such as Dravet syndrome (DS) and Lennox–Gastaut syndrome (LGS) present unique challenges in the transition of care not only for the providers but also for the patients and families. Some of these challenges include the complexity of disease process, differences in medication management between children and adults, high incidence of comorbidities such as psychosocial issues, a lack of structured transition process from pediatric to adult care, and the lack of parental knowledge and reluctance to transition to an adult provider. Improving transition readiness and transfer of care are essential to long-term management and continuity of care. Studies show that patients/families who possess transition readiness skills have better health outcomes. Furthermore, participation in a structured transition intervention has been shown to improve transition readiness and utilization of ambulatory care in the adult setting. Reported benefits of implementation of transition planning include increased self-esteem, improved health literacy, fewer emergency room visits, decreased hospitalizations and comorbidities, and fewer school absences. Nevertheless, there is a lack of evidenced-based, family/patient-centered transition model of care. This review's primary goal is to provide an overview of challenges in the transition of care and recommendations for an ideal transition for patients with DS and LGS.
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Erturk, Buket, Wendy Machalicek, and Christine Drew. "Self-Injurious Behavior in Children With Developmental Disabilities: A Systematic Review of Behavioral Intervention Literature." Behavior Modification 42, no. 4 (November 27, 2017): 498–542. http://dx.doi.org/10.1177/0145445517741474.
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We reviewed single-case research studies examining the effects of behavioral interventions for self-injurious behavior (SIB) in young children with autism and developmental disabilities. Systematic searches of electronic databases, journals, and reference lists identified 46 studies (66 participants younger than the age of 12) meeting inclusion criteria. Studies were examined based on (a) participant demographics, (b) topography and function of SIB, (c) type of functional behavior assessment (FBA), (d) intervention procedures and outcomes, and (e) experimental design and measurement. Intervention strategies were categorized as antecedent manipulations, teaching behavior, consequence-based procedures, and/or extinction procedures. Positive outcomes were reported for 78% of participants in the reviewed studies and 88% of the participants were diagnosed with autism. Results suggest the effectiveness of behavioral interventions to decrease SIB for young children with disabilities; however, the frequent use of packaged interventions without component analysis limits the conclusiveness of any treatment recommendation. Suggestions for future research are discussed.
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Roe, Diana, and Sandi Plummer. "The Use of Behavioural Self-Control as a Teaching Tool." Australasian Journal of Special Education 9, no. 2 (November 1985): 24–27. http://dx.doi.org/10.1017/s1030011200021394.
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AbstractThis paper examines the use of self-control techniques as a teaching tool to change children’s behaviour, and to generalize that behaviour change to other settings. Four case studies are presented to illustrate the use of self-assessment, using the child’s own criteria for rating behaviour, self-modelling with videotapes of the child in the classroom, and self-monitoring using a wrist counter. It is concluded that self-control techniques can be a valuable way of teaching special children to discriminate and evaluate how they are behaving.