Journal articles on the topic 'Understanding your child’s behaviour'
To see the other types of publications on this topic, follow the link: Understanding your child’s behaviour.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Understanding your child’s behaviour.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Bayley, Julie. "Is this normal? Understanding your child's sexual behaviour." Sex Education 13, no. 3 (May 2013): 369–70. http://dx.doi.org/10.1080/14681811.2012.733167.
Full text
2
Madigan, Sarah, Kate Paton, and Naomi Mackett. "The Springfield Project service: evaluation of a Solihull Approach course for foster carers." Adoption & Fostering 41, no. 3 (September 18, 2017): 254–67. http://dx.doi.org/10.1177/0308575917719373.
Full textAbstract:
Many young people in care have experienced trauma. The emotional and behavioural issues that often ensue, along with foster carers’ varying levels of confidence and skills, are cited as the main reasons for placement disruption. Placement breakdown can represent a further trauma for young people and is also highly costly for local authorities. The need for interventions to develop foster carers’ competence and confidence in understanding and managing foster children’s behaviour is therefore significant. The Solihull Approach (SA) promotes the parent and child relationship by emphasising the need for emotional containment and a reciprocal relationship so as to form a framework for thinking about, understanding and effectively managing behaviour. The ‘Solihull Approach course for foster carers: understanding your foster child’s behaviour’ is a 12-week programme tailored to the demands of this task. It has been run within the Springfield Project in Fife, Scotland for the past four years. In the reported study 83 participants completed evaluation forms. A thematic analysis of their replies revealed that the most important things learned were: taking a step back; understanding the effects of trauma; reciprocity; communication and play; containment (of my child); understanding my child; and the ability to offload when full up. The course helped participants to better understand their foster child by clarifying the nature of the relationship and their role, understanding the impact of the child’s early experiences and appreciating that she or he is not to blame. Participants took from the course: increased understanding; being part of the group; staying calm and thinking before they act; feeling more confident; and looking after themselves and seeking containment. Pre- and post-Child Behaviour Checklist (CBCL) questionnaires were collected from 34 carers with children in the six to 18 age group and 13 looking after children aged one-and-a-half to five years. Paired samples t-tests revealed no statistically significant difference in pre- and post-scores in either the six- to 18-year-olds (t(33) = 1.6, p = 0.114) or the one-and-a-half- to five-year-olds (t(12) = 2, p = 0.069). Possible reasons for this and its implications are explored. However, the identified qualitative themes suggest that the aims of the training are being met. There was a strong overall sense that foster carers found the course helpful and informative, suggesting that it could represent a valuable intervention for promoting placement security.
3
Vella, L. R., R. E. Butterworth, R. Johnson, and G. Urquhart Law. "Parents' experiences of being in the Solihull Approach parenting group, ‘Understanding Your Child's Behaviour’: an interpretative phenomenological analysis." Child: Care, Health and Development 41, no. 6 (September 10, 2015): 882–94. http://dx.doi.org/10.1111/cch.12284.
Full text
4
Nemeth, Blaise A. "Supporting Patients in the Pursuit of Adaptive Sports." Journal of the Pediatric Orthopaedic Society of North America 4, no. 3 (August 1, 2022): 1–2. http://dx.doi.org/10.55275/jposna-2022-0073.
Full textAbstract:
Physical activity and sport participation are integral to all children’s health, benefitting mental health, behavior and cognitive performance, in addition to physical health1. Making sure children with disabilities have access to physical activity opportunities is important to make sure they experience the same benefits2. Dr. Tabaie and colleagues wonderfully present an overview of some of the important concepts for children with disability participating in sports, including benefits, risks, barriers and resources for participation. The preparticipation physical exam (PPE) is of particular note. The most recent edition of the multi-organizational PPE Monograph contains a section on athletes with disabilities, including an athlete history form supplement3,4; it should be noted that Special Olympics has their own form5. One critical consideration is input from subspecialists on restrictions regarding, but more importantly adaptations to allow, participation in sport. This not only helps the child and family understand the child’s health, but also enlightens coaches and event organizers to the child’s abilities and needs. This approach allows the child to participate in a way that is safe and invites success, while still feeling a sense of challenge and accomplishment. While there are numerous adaptive sport organizations nationally and locally, many opportunities may develop de novo through local organizations that have no experience working with children with special healthcare needs. Having families or providers reach out to instructors, teachers, trainers, coaches and organizers inquiring about opportunities to work with a child often opens the door. Meeting as a group and working together, whether virtually or at the venue of the activity, allows for an individualized approach to identify modifications and adaptations that increase the likelihood of a positive experience by all involved. Parents bring the greatest understanding of their child, medical providers (physicians and therapists) contribute experience on the medical conditions specific to the child and coaches/instructors/organizers bring the knowledge of their sport. It’s important to understand that with every experience more knowledge is gained and modifications might occur. Over the last 10 years, I have worked with numerous local, regional and national organizations developing adaptive opportunities for my patients, ranging from power lifting to dance and triathlons to Nordic skiing. Some have developed as a result of interest on the part of the child – I have one patient who is well-known for calling organizers asking if they have a wheelchair division. If the answer is “no”, the response is “Well, why not? I’d like to compete”. Others have come from the organization wanting to increase opportunities or through a personal connection. Apprehension on the part of parents and organizers commonly occurs during the planning phase, both worried about the risk of injury and failure. Communicating with both parties about the child’s abilities, and limitations in joint range of motion and neuromuscular function helps set reasonable expectations. Physical therapists provide valuable insights, and most are willing to advocate for their clients and participate as well. The physical therapy students from the University of Wisconsin have been critical to the success of many events in our area with some continuing their careers and volunteer involvement in the arena of sports and children with special healthcare needs. A “walk- (or wheel-) through” of the activity and venue with everyone involved a week or two prior to the event has proved invaluable to trial various course and equipment adjustments. My experience is that after one or two times through this process, an adaptive division or class takes on a permanent presence. Most experts in their discipline are excited to take on an area of new development, having to think about their passion in new light, and putting their skills to work. Seeing the joy on a child’s face when participating validates the effort and investment. I still get emotional remembering one mother’s comment after her daughter’s first event – “She has spent her entire life sitting in the stands watching her brothers compete. This is the first time they have been able to come and watch her”. All it takes is overcoming the initial hesitancy around something new and unfamiliar on everyone’s part. I challenge the readers of this article who have not been involved in adaptive sport to consider how they might use the information presented in your practice, and how to encourage, support or create an opportunity for one of your patients, whether it be recreationally or competitively.
5
Fahmida Hussain. "Understanding and Managing Your Child’s Food Allergies (review)." Journal of Health Care for the Poor and Underserved 21, no. 3 (2010): 1090–91. http://dx.doi.org/10.1353/hpu.0.0337.
Full text
6
Calluen, Carmelo, and Thomas Oakland. "If you do not know the child's temperament you do not know the child." Estudos de Psicologia (Campinas) 31, no. 1 (March 2014): 3–14. http://dx.doi.org/10.1590/0103-166x2014000100001.
Full textAbstract:
Current scholarship generally characterizes temperament as stylistic and relatively stable traits that subsume intrinsic tendencies to act and react in somewhat predictable ways to people, events, and other stimuli. An understanding of children's temperament preferences aids our understanding of the origins of behaviors as well as normal attitudes children display at home, school, and elsewhere. The purpose of this paper is to provide an introduction to children's temperament along with a desire that this information serve to stimulate further research and applications in Brazil. The concept of temperament has evolved from a classic (Hippocrates and Galen) to a modern (Jung and Myers and Briggs) perspective. Two theoretical orientations (Thomas and Chess as well as Oakland and colleagues) provide somewhat popular methods to explain temperament constructs displayed by children and youth. This paper focuses on Oakland and colleagues' approach to temperament in children ages 8-17 in terms of the eight basic styles that are grouped into four bipolar traits: extroverted or introverted, practical or imaginative, thinking or feeling, and organized or flexible styles. Descriptions of the temperament styles and their corresponding behavioral characteristics in children are included. Findings from cross-national research on children's temperaments also are discussed.
7
Putri, Alfi Rahma, Dian Novita Chandra, and Luh Ade Ari Wiradnyani. "Food avoidance behaviour among children aged 2 – 6 years in North Jakarta and its correlation with weight and energy intake." World Nutrition Journal 5, no. 1 (February 26, 2021): 121. http://dx.doi.org/10.25220/wnj.v05.i1.0016.
Full textAbstract:
Background: Children generally facing food avoidance or food refusal behaviour and it may affect their food consumption. But there is limited information on food avoidance behaviour among Indonesian children. Therefore, this study aimed to assess whether energy intake and body weight are influenced by food avoidance behaviour in children aged 2-6 years in North Jakarta.Methods: Participants (N=168) were recruited between February – March 2020. Data collection was obtained via interviews with the mother or caregiver of the children. Food avoidance behaviour consisting of satiety responsiveness, slowness in eating, emotional under-eating, and food fussiness was measured with the Child Eating Behaviour Questionnaire. The child’s weight and dietary intake were assessed using a digital weighing scale and 2 x 24 hours food recall. Spearman test was performed to analyse the correlation between these variables. Multivariate analysis was done using linear regression to determine predictors of a child’s body weight and energy intake.Results: Energy intake among children was below the recommendation, and it was significantly correlated with the child’s body weight. Satiety responsiveness was negatively correlated with the child’s body weight (r = -0.166; p-value < 0.05) and energy intake (r = -0.210; p-value < 0.05). After running a linear regression test, we found that satiety responsiveness along with family income and child’s age was a significant predictor of energy intake among children.Conclusions: Children who are more responsive to satiety had lower body weight and energy intake. Understanding the child’s food avoidance behaviour is useful for designing intervention programs related to optimizing intake in children and malnutrition.
8
Bar-on, Dorit. "Semantic Eliminativism and the Theory-Theory of Linguistic Understanding." Canadian Journal of Philosophy Supplementary Volume 30 (2004): 158–99. http://dx.doi.org/10.1080/00455091.2004.10717604.
Full textAbstract:
Suppose, familiarly, that you and a friend have landed in an alien territory, amidst people who speak a language you do not know. Upon seeing you, one of them starts yelling, seemingly alarmed. You say to your friend, “She thinks we want to hurt her. She's scared. We must seem very strange to her.” Your friend, who is facing you, says, “No, I think she's actually trying to warn you: there's a snake right above your head, on that tree. You see the sling in her hand? I think she's going to try to shoot it down.“On a prevalent view, much discussed in recent years, you and your friend have engaged in a mini-theoretical enterprise. Using certain observations of the alien's behaviour as your data, and deploying certain generalizations and principles concerning human behaviour, you advance hypotheses regarding the internal psychological states which issued in her observed behaviour.
9
Paul, Howard A. "Pride & Joy: A Guide to Understanding Your Child’s Emotions and Solving Family Problems." Child & Family Behavior Therapy 41, no. 3 (July 3, 2019): 171–77. http://dx.doi.org/10.1080/07317107.2019.1635393.
Full text
10
Mohanty, Mugdha, Forrest Beaulieu, Spoorthi Sampath, Dimira Tambunan, Shivangi Kataria, and N. Paul Rosman. "“Your Child Has Cerebral Palsy”: Parental Understanding and Misconceptions." Journal of Child Neurology 36, no. 8 (February 23, 2021): 648–54. http://dx.doi.org/10.1177/0883073821991300.
Full textAbstract:
Importance: Caregivers of children with cerebral palsy can best help their child if they understand the disorder and the correct terminology. Objective: To assess caregiver understanding of cerebral palsy. Design: This was a cross-sectional study from a large tertiary medical center in Boston, to assess understanding of the term cerebral palsy by primary caregivers of children and adolescents with cerebral palsy. All cases were obtained from hospital electronic medical records. Telephone surveys were conducted. Caregiver understanding of cerebral palsy was assessed by open-ended responses (50%) and success in answering true/false questions about cerebral palsy (50%). Participants: Primary caregivers of children 18 years and younger with cerebral palsy. Results: Thirty-three percent of caregivers denied ever being told that their child had cerebral palsy. Most caregivers identified cerebral palsy as a brain problem (79%), lifelong condition (73%), often caused by a perinatal (60%) or gestational (40%) insult. Fifty-two percent knew that cerebral palsy was nonprogressive. Sixty-two percent of caregivers believed they had a good, very good, or excellent understanding of cerebral palsy, whereas the investigators found 69% of caregivers had a good, very good, or excellent understanding of cerebral palsy (P = .006). Most caregivers rated very good or excellent the setting where cerebral palsy was discussed (58%), the explanations provided (55%), and the amount of time spent (45%), yet using a Pearson correlation coefficient, most important was the time spent ( r = 0.53). Conclusions: Following discussion with their child’s physician, most primary caregivers of children with cerebral palsy have a good, very good, or excellent understanding of cerebral palsy. Most critical to a good understanding of cerebral palsy was the time spent in explaining the diagnosis.
11
George, Catriona, Natalia Kolodziej, Michael Rendall, and Fleur-Michelle Coiffait. "The effectiveness of a Learning Disability specific group parenting programme for parents of preschool and school-age children." Educational and Child Psychology 31, no. 4 (December 2014): 18–29. http://dx.doi.org/10.53841/bpsecp.2014.31.4.18.
Full textAbstract:
Objectives:This study aimed to investigate whether a group parenting programme designed specifically for parents of children with a learning disability affected parental stress, confidence and understanding of children’s diagnosis and behaviour. It also aimed to identify any differences between parents of preschool children and parents of school-aged children, and to explore possible relationships between the variables measured.Method:Parents of children with a learning disability (or global developmental delay if <5-years-old) were offered the intervention as part of routine practice and ‘opted in’ to take part in the evaluation. Parents of 34 children attended the ‘Confident Parenting’ group intervention and completed the Questionnaire on Resources and Stress – Short Form, and the Sheffield Learning Disability Outcome Measure.Results:Results relating to the overall sample indicated a statistically significant decrease in parental stress and a statistically significant increase in parental confidence and understanding of their child’s behaviour following the programme. Within-group comparisons revealed statistically significant differences between preschool and school-age groups in terms of parental stress levels and changes in understanding of child’s diagnosis. Statistically significant relationships between variables emerged and are reported.Conclusions:The study revealed that Confident Parenting can be an effective intervention for parents of both preschool and school-aged children. Differences in initial stress levels and impact on understanding of diagnosis were highlighted between the two age groups, thus Confident Parenting may be most effective as an early intervention.
12
Wagner, Linda D., and Elizabeth Armstrong. "Families in Transition: The Lived Experience of Parenting a Transgender Child." Journal of Family Nursing 26, no. 4 (August 1, 2020): 337–45. http://dx.doi.org/10.1177/1074840720945340.
Full textAbstract:
Research exploring the parents’ experience of their child undergoing gender transition is almost nonexistent. However, as the number of individuals who identify as transgender increases, gender identity will continue to evolve; therefore, supporting families of these individuals is paramount. Parents of transgender children were interviewed and yielded five themes: (a) It Rocks Your World; (b) Dancing Around in a Way that Doesn’t Distance; (c) Your Child Is Still Your Child; (d) Worrying About the Future; and (e) Transformational: Finally an Answer. These themes begin to identify the complex nature and struggles parents face as they encounter the emotional and physical aspects of their child’s gender transition. The findings raise awareness of the parents’ perspective, provide a better understanding of the complex family issues that occur, and provide nursing suggestions on how to continue to work to facilitate “healthy families” and promote cultural sensitivity.
13
Williams, Tricia S., Kyla P. McDonald, Samantha D. Roberts, Robyn Westmacott, Nomazulu Dlamini, and Emily W. Y. Tam. "Understanding Early Childhood Resilience Following Neonatal Brain Injury From Parents’ Perspectives Using a Mixed-Method Design." Journal of the International Neuropsychological Society 25, no. 04 (April 2019): 390–402. http://dx.doi.org/10.1017/s1355617719000079.
Full textAbstract:
AbstractObjectives:The current study used a mixed-method design to qualitatively examine parents’ definitions of resilience and factors they believed optimized their child’s early outcome following neonatal brain injury. This was followed by quantitative analyses of early developmental and mental health outcomes and their relation to salient biopsychosocial factors.Methods:Participants were parents of children diagnosed with neonatal brain injury due to stroke or hypoxic-ischemic encephalopathy (N=51; age range of children 18 months to 8 years). The Parent Experiences Questionnaire (PEQ) was used to qualitatively analyze parents’ open-ended responses about their child’s early experiences and outcome. The Child Behavior Checklist (CBCL) and Scales of Independent Behaviour Early Developmental Form (SIB-ED) parent ratings were used to measure child resilience from a quantitative perspective, identifying “at-risk” and “resilient” children using standard cutoffs. “Resilient” and “at-risk” children were compared on biopsychosocial variables using univariatettests and chi-square analyses.Results:Parents provided five unique definitions of their child’s positive outcomes, and many children demonstrated resilience based on parent perspectives and quantitative definitions. Supporting factors included close medical follow-up, early intervention, and intrinsic factors within the child and parent. Group comparisons of “resilient” and “at-risk” children highlighted the importance of parent mental health across these early developmental and mental health outcomes.Conclusions:Many children were described as resilient during the early years by parents using qualitative and quantitative approaches. Findings highlighted the importance of parent well-being in promoting optimal early outcomes. (JINS, 2019,25, 390–402.)
14
Damayanti, Luluk, Melati Putri Utami, Reynandar Wilda Muhammad, Umi Rahmawati, Wimpy Wimpy, and Enny Listiawati. "Training Preparing Mother’s Breastfeeding Realize, Understand and Upgrade Your Child’s Mpasi Needs to Posyandu Kader." Jurnal Peduli Masyarakat 2, no. 4 (December 15, 2020): 217–26. http://dx.doi.org/10.37287/jpm.v2i4.278.
Full textAbstract:
Inappropriate feeding to infants and children can lead to malnutrition, stunting and even death. The aim of this PKMD is to increase the knowledge of mothers in practicing breastfeeding and complementary foods to posyandu cadres in Cangkol village. The problem of stunting can be balanced by offering solid. MPASI must pay attention to the recommended Nutritional Adequacy Rate (RDA) based on the age group and the texture of the food according to the age development of children under five. MPASI is said to meet the requirements if it contains carbohydrates, proteins, fats and vitamin. The purpose of this article is to provide education to the community in Cangkol village, about breastfeeding and breastfeeding. MPASI according to the age of the toddler. The extension method is carried out by lectures, questions and answers and demonstrations. The Village Community Health Counseling program activity with the title of training to prepare mother's breast milk (realize, understand and upgrade your toddler's needs) to posyandu cadres in Cangkol Village, Mojolaban, Sukoharjo smoothly, as evidenced by the mothers understanding the material presented during education.
15
Lieģeniece, Daina. "Holistic approach to understanding behaviour of 5-12 year olds in a social environment." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (May 30, 2015): 37. http://dx.doi.org/10.17770/sie2013vol2.541.
Full textAbstract:
The primary purpose of this study was to become acquainted with theoretical background of the investigations of the phenomenon “self-regulation”. It was done by analysing various sources of information, receiving cues from SAGE publication data bases (after 1990). The idea of analyses was assumed by taking into consideration D.Lieģeniece’s (1997, 1999) elaborated model “Holistic approach to education of a 5-7 year old child”. Holistic approach model identifies child’s self-regulation as a construct influenced by a whole personality: cognitive processes, emotionality, volitional sphere, needs, motives etc. This work is reviewed as research on characteristics of children’s self-regulation as a point of children’s school-related competence across the preschool and elementary school. In the current study three aspects are considered, influencing self-regulation ability (1) emotionrelated self-regulation ability (2) cognitive competence (3) situation knowledge and social skills. Research suggests taking into consideration dynamic influences among intrinsic factors causing children’s behaviour.
16
Downing, Katherine L., Trina Hinkley, and Kylie D. Hesketh. "Associations of Parental Rules and Socioeconomic Position With Preschool Children’s Sedentary Behaviour and Screen Time." Journal of Physical Activity and Health 12, no. 4 (April 2015): 515–21. http://dx.doi.org/10.1123/jpah.2013-0427.
Full textAbstract:
Background:There is little current understanding of the influences on sedentary behavior and screen time in preschool children. This study investigated socioeconomic position (SEP) and parental rules as potential correlates of preschool children’s sedentary behavior and screen time.Methods:Data from the Healthy Active Preschool Years (HAPPY) Study were used. Participating parents reported their child’s usual weekly screen time and their rules to regulate their child’s screen time. Children wore accelerometers for 8 days to objectively measure sedentary time.Results:Children whose parents limited television viewing spent significantly less time in that behavior and in total screen time; however, overall sedentary behavior was unaffected. An association between parents limiting computer/electronic game use and time spent on the computer was found for girls only. SEP was inversely associated with girls’, but not boys’, total screen time and television viewing.Conclusions:As parental rules were generally associated with lower levels of screen time, intervention strategies could potentially encourage parents to set limits on, and switch off, screen devices. Intervention strategies should target preschool children across all SEP areas, as there was no difference by SEP in overall sedentary behavior or screen time for boys.
17
Maree, Charl, and Christian Omlin. "Reinforcement Learning Your Way: Agent Characterization through Policy Regularization." AI 3, no. 2 (March 24, 2022): 250–59. http://dx.doi.org/10.3390/ai3020015.
Full textAbstract:
The increased complexity of state-of-the-art reinforcement learning (RL) algorithms has resulted in an opacity that inhibits explainability and understanding. This has led to the development of several post hoc explainability methods that aim to extract information from learned policies, thus aiding explainability. These methods rely on empirical observations of the policy, and thus aim to generalize a characterization of agents’ behaviour. In this study, we have instead developed a method to imbue agents’ policies with a characteristic behaviour through regularization of their objective functions. Our method guides the agents’ behaviour during learning, which results in an intrinsic characterization; it connects the learning process with model explanation. We provide a formal argument and empirical evidence for the viability of our method. In future work, we intend to employ it to develop agents that optimize individual financial customers’ investment portfolios based on their spending personalities.
18
McKay, Kathy, Eilis Kennedy, and Bridget Young. "“Sometimes I think my frustration is the real issue”: A qualitative study of parents’ experiences of transformation after a parenting programme." PLOS ONE 16, no. 10 (October 12, 2021): e0258528. http://dx.doi.org/10.1371/journal.pone.0258528.
Full textAbstract:
Introduction Parenting programmes help to alleviate conduct problems in children, but ensuring that all parents feel supported to attend, complete and learn from these programmes has proven difficult. Parents can feel overwhelmed and struggle to change their parenting. This article aims to inform the future refinement of parenting programmes by examining parents’ narratives of how programmes motivated them to change and enabled them to put changes into practice. Method and results Forty-two parents, most of whom had attended Incredible Years group sessions, were interviewed about their views and experiences of parenting programmes that focused on positive parenting practices. Analysis of interview transcripts drew on thematic approaches. Parents perceived that parenting programmes helped them to better understand their child and themselves and to let go of anxieties surrounding their child’s behaviour. Better understanding included greater awareness of emotions and of behaviours their child could and could not control. Parents believed this awareness helped them to change the ways that they interacted with their child, which, in turn, helped them and their child to feel calmer. With greater understanding and calmness parents believed they became more able to see for themselves the changes that they could make in their parenting and everyday lives, and to feel more confident in putting these into practice. Discussion By supporting parents to reflect on their own and their child’s situation, parents perceived that programmes enabled them to improve interactions with their children without getting stuck in self-blame or feeling overwhelmed. Parents of children whose behaviour remained challenging believed that programmes led to beneficial changes in the way they felt about their child’s behaviours. Enhanced support for reflection by parents could potentially help more families to benefit from parenting programmes.
19
Bekhter, Anna A. "TYPOLOGICAL FEATURES OF THE PROACTIVE COPING BEHAVIOUR OF YOUNGER SCHOOLCHILDREN." Vestnik Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, no. 1 (2020): 124–29. http://dx.doi.org/10.34216/2073-1426-2020-26-1-124-129.
Full textAbstract:
The article presents the results of an empirical study of proactive coping behaviour in primary school pupils. The problem of proactive coping behaviour in primary school age is considered, the basic personal properties and qualities associated with its development (forecasting, ontogenetic refl ection, understanding of the categories of time) are determined. The question of the relationship of forecasting and understanding of a child’s temporal perspective (categories of past, present, future) from the point of view of the formation of ontogenesis of proactive coping is discussed. Positive correlations between the styles of proactive coping behaviours and the personality characteristics of the child (forecasting, refl ection of past experience) are established. It has been established that in primary school age, proactive and refl ective coping is almost formed, depending on the emotional support of signifi cant adults and the amount of information support. The positive correlation between emotional support and age is particularly noted. Clustering of the research data allowed the author to identify and describe three types of proactive coping behaviour of children (preventive-refl ective, negative-proactive, positive-proactive), which differ in their level of forecasting, refl ect on past experience and the prevalence of a specifi c style of proactive coping.
20
Chao, Kuo-Yu, Hsueh-Ling Chang, Wei-Chih Chin, Hsin-Mei Li, and Sue-Hsien Chen. "How Taiwanese parents of children with autism spectrum disorder experience the process of obtaining a diagnosis: A descriptive phenomenological analysis." Autism 22, no. 4 (February 16, 2017): 388–400. http://dx.doi.org/10.1177/1362361316680915.
Full textAbstract:
An autism spectrum disorder can result in considerable stress and confusion for parents as they attempt to understand their child’s problems and obtain a diagnosis. Few studies have explored the parental experience in the context of Chinese culture. The purpose of this study was to understand the experiences of parents in Taiwan of children diagnosed with autism spectrum disorder. In total, 15 parents, 1 father and 14 mothers, were recruited by purposive sampling. This qualitative study used semi-structured interviews and descriptive phenomenological analysis. The findings indicated that parents of children diagnosed with autism spectrum disorder underwent five coping experiences during the diagnostic process: (1) uncertainty and difficulty understanding their child’s behaviour, which occurred during the pre-diagnosis phase; (2) obligation to obtain professional services; (3) anxious searching for a second opinion, which occurred during the diagnosis phase; (4) acceptance and fortitude and (5) further adjustment during the post-diagnosis phase. Our findings add to our understanding of how parents experience the diagnostic process, which could improve medical professionals’ counselling and support for parents at the stage of obtaining a diagnosis for their children.
21
Rowe, Michael, and Fiona Hutton. "‘Is your city pretty anyway?’ Perspectives on graffiti and the urban landscape." Australian & New Zealand Journal of Criminology 45, no. 1 (March 16, 2012): 66–86. http://dx.doi.org/10.1177/0004865811431327.
Full textAbstract:
Drawing on survey and focus group research completed in New Zealand in 2009 this article examines young peoples’ perspectives on graffiti and tagging. The results further demonstrate that graffiti writing is an activity invested with considerable cultural meaning by many of those engaged in it and that their understanding of graffiti is considerably at odds with prevailing political, media and policy discourse that sees it purely in terms of criminal damage and antisocial behaviour. While graffiti can be conceptualised as an alternative way of ‘reading’ urban space, the results of this study show that writers recognised that graffiti had damaging consequences and was inappropriate in some contexts. Graffiti was not simply nihilistic destructive behaviour but one in which perceptions of criminality were leavened by aesthetic judgements and the allure and excitement of potential local celebrity.
22
Bičanić, Dajana, and Maja Brust Nemet. "Pedagogy workshops for promoting prosocial behaviour among students." Život i škola 66, no. 1 (July 10, 2020): 67–75. http://dx.doi.org/10.32903/zs.66.1.6.
Full textAbstract:
Prosocial behaviour refers to intentional behaviour aimed at helping others or having a positive influence on others. A community to which a child belongs plays a great role in developing prosocial behaviour. Therefore, great attention should be about the development of the prosocial behaviour in the classroom, which will fully contribute to the student's empathy development, active listening skills, being able to work collaboratively, being able to resolve conflict constructively and self-esteem development as well as self-confidence development. Pedagogical workshops can contribute to a better understanding of a child’s personality. According to that, their focus is on the actual process whose purpose is to provide each participant with the feeling of equality and belonging. The aim of this paper was to investigate whether pedagogical workshops encourage prosocial behaviour in students. The study was conducted during March 2019 and included methodological triangulation (participatory observation, sociometric test and interview) among students of one class departments in a rural area of Slavonia, Croatia. The results of the qualitative research showed that pedagogical workshops provide the conditions necessary to encourage prosocial behaviour in students. Also, the research showed that pedagogical workshops are related to the strengthening of social relations within the group and that certain activities are related to the student's development of empathy, self-confidence and constructive conflict resolution.
23
Singh, Birti, and Seema Deshmukh. "Cognitive Contemporary Behaviour Management Outline." Journal of Evolution of Medical and Dental Sciences 10, no. 40 (October 4, 2021): 3548–53. http://dx.doi.org/10.14260/jemds/2021/719.
Full textAbstract:
BACKGROUND Paediatric dentists are expected to recognize and effectively treat childhood dental diseases which can be cumbersome owing to the child’s inert anxiety and fear. Behaviour management techniques facilitate communication and establish social and behavioural guidelines for the dental environment. On what basis do paediatric dentists decide the appropriate management techniques for a child? This requires an understanding of children’s expected behaviour at different stages of intellectual development. Jean Piaget theorized cognitive development through four stages. According to him, children’s knowledge about reality is acquired by touching and observing, balanced by an interplay between assimilation and accommodation. The objective of the study was to prepare an outline integrating contemporary behaviour management techniques with Piaget’s cognitive development stages for a child to be able to provide them with a positive dental experience. METHODS A thorough literature search was done utilising different search engines (PubMed, Scopus, MedLine and google scholar) using different key words from the MeSH terminologies database. Comparative clinical trials and randomized clinical trials were included in the study and the recommendations were tabulated. RESULTS After performing a literature review, relevant articles were identified from various search engines. Piaget’s theory was reviewed as it views cognitive and intellectual activities as adaptive and helpful for the child in coping, organizing and reorganizing their thoughts and actions. CONCLUSIONS A systematic outline was prepared with the goal to develop a guideline fitting the objectives of this paper. CLINICAL SIGNIFICANCE This outline will enable the paediatric dentist to decide the appropriate behaviour management technique to provide a positive dental experience for a child in accordance with their expected cognitive and intuitive stage of development. KEY WORDS Cognitive Development Theory, Behaviour Management, Jean Piaget, Child Psychology
24
Mammadova, Umhani. "Development of emotional intelligence of a child in the family." Univers Pedagogic, no. 2(74) (August 2022): 103–7. http://dx.doi.org/10.52387/1811-5470.2022.2.16.
Full textAbstract:
Attention to the development of emotional intelligence today is associated with a growing interest in the formation of the human personality in the context of informatization of society. Understanding the emotional state of the people around you, the ability to control your feelings in various situations is one of the most important issues in communication. Therefore, from a very early age, it is necessary to pay special attention to the development of feelings in children so that in the future they can manage their emotions, make the right decisions in various situations and be able to manage their lives. Understanding the feelings of the child in the family, supporting their emotional state is one of the most important factors in the socialization of the individual. Certain social and economic problems create difficulties in the personal and emotional development of children. There are children who have high anxiety and low self-esteem. To overcome such a problem, it is necessary to establish close communication and cooperation with them, so it would be much more beneficial to start mainly from a younger age. The family is the social environment that provides first aid in shaping the child’s feelings. Developing the child’s mental processes from an early age, we lay the foundation for his mental development. The family should be able to convince the child of their own skills and abilities. The family should have a great influence on the formation of the emotional intelligence of the child, and then this work should be continued by educational institutions. The emotional formation of a child’s personality is also to a large extent connected with the spiritual and moral social environment in which he grows up. These are the religious views of the parents, ethnic identity and historically established living conditions. In particular, the community in which the family lives, the territory, the conditions of production activities and the way of life adopted here matters.
25
Donahey, Karen M. "Understanding Your Child's Sexual Behavior: What's Natural and Healthy. By Toni Cavanagh Johnson Oakland, CA: New Harbinger, 1999. vii + 189 pp, references, charts, tables. Paperback, ISBN 1-57224-141-1, $12.95." Journal of Sex Education and Therapy 26, no. 2 (June 2001): 146–48. http://dx.doi.org/10.1080/01614576.2001.11074396.
Full text
26
Maree, Charl, and Christian W. Omlin. "Can Interpretable Reinforcement Learning Manage Prosperity Your Way?" AI 3, no. 2 (June 13, 2022): 526–37. http://dx.doi.org/10.3390/ai3020030.
Full textAbstract:
Personalisation of products and services is fast becoming the driver of success in banking and commerce. Machine learning holds the promise of gaining a deeper understanding of and tailoring to customers’ needs and preferences. Whereas traditional solutions to financial decision problems frequently rely on model assumptions, reinforcement learning is able to exploit large amounts of data to improve customer modelling and decision-making in complex financial environments with fewer assumptions. Model explainability and interpretability present challenges from a regulatory perspective which demands transparency for acceptance; they also offer the opportunity for improved insight into and understanding of customers. Post-hoc approaches are typically used for explaining pretrained reinforcement learning models. Based on our previous modeling of customer spending behaviour, we adapt our recent reinforcement learning algorithm that intrinsically characterizes desirable behaviours and we transition to the problem of prosperity management. We train inherently interpretable reinforcement learning agents to give investment advice that is aligned with prototype financial personality traits which are combined to make a final recommendation. We observe that the trained agents’ advice adheres to their intended characteristics, they learn the value of compound growth, and, without any explicit reference, the notion of risk as well as improved policy convergence.
27
Uteshova, Z. "Communication culture and speech etiquette." Ренессанс в парадигме новаций образования и технологий в XXI веке, no. 1 (May 30, 2022): 39–40. http://dx.doi.org/10.47689/innovations-in-edu-vol-iss1-pp39-40.
Full textAbstract:
A person's worldview, his personal characteristics are formed precisely in society, in the place where he (the person) coexists. In the anthropological understanding, people are not born with a certain culture, but acquire it in the course of communication, on the basis of social activity, in particular, speech. The subject acquires a language that is a component of culture, and through its use gains access to its components. Therefore, the socialization of the personality takes place, during which the child's thinking and models of his behavior are formed, therefore the social function of the language as a means of communication, along with other factors, comes to the fore [2, 15-16]. The famous psychologist Luria argued that speech and its traces, which form the basis of the second signal system, allow one to distract and generalize the signals of reality, formulate intentions, and create the basis for ―forecasting‖ the future [4]. This means that speech also allows you to create long-term structures of excitation and creation of a program aimed at a known goal of human behavior. In turn, Yakubinsky noted human speech activity as a diverse phenomenon, determined by all the complex variety of factors and functions [8, 17-58].
28
Banks, Nicholas, and Patricia Ward. "Sexually harmful behaviour and treatment within an attachment-based framework: An adolescent case study." Educational and Child Psychology 31, no. 3 (September 2014): 22–32. http://dx.doi.org/10.53841/bpsecp.2014.31.3.22.
Full textAbstract:
The figures for the prevalence of child sexual abuse are startling. Some 20 to 66 per cent of sexual offences are committed by young people and adolescents with approximately 50 per cent of adult sex offenders disclosing their first sexual offences committed in adolescence. In the UK, about five per cent of 11- to 17-year-olds report experiencing sexual abuse in childhood, with two-thirds of all sexual abuse being from a peer. Adolescent sexual abuse has implications for the management and treatment of abusers. Psychologists may find themselves at the forefront of advising other professionals on how to understand and respond to the abuser. This paper reviews factors that contribute to the development and maintenance of adolescent sexually harmful behaviour and suggests therapeutic approaches for managing this. The effect of disorganised attachment development as a mediating factor in adolescent sexual behaviour is explored. A composite case scenario approach is used to locate psychological perspectives of sexually harmful behaviour and treatment into an attachment based therapeutic practice context. It is proposed that an increased understanding of such processes will better equip psychologists to inform those who come into contact with the child and have a need to make sense of the child’s sexually harmful behaviour.
29
Tamatea, Andrea. "Supporting Teachers and Educators who are Teaching Children Who Have Suffered Trauma and or Neglect." Kairaranga 19, no. 1 (January 1, 2018): 28–36. http://dx.doi.org/10.54322/kairaranga.v19i1.298.
Full textAbstract:
Resource Teachers: Learning and Behaviour (RTLB) are receiving significantly more behaviour referrals from teachers and schools. In the cluster where I practise as an RTLB there has been a major increase in funding requests relating to concerning behaviours. Behaviourspecific requests increased from 6 percent in 2013 to 26.2 percent in 2017. Schools are now includingmore students who have suffered from trauma and/or neglect, who present with complex, and at times, very challenging behaviour. Some of the behaviours include the student appearing hyper-vigilant, who flies into unpredictable, uncontrollable rages, who runs away, who swears, and who verbally and even physically attacks other children or the very people who are there to support them. The usual behaviour management systems and strategies that teachers have learnt to use including rewards and consequences often have little impact on this child’s ability to remain calm, rational and therefore ready for learning(Howard 2013; Ziegler, 2015).
This paper reports on an inquiry which investigated how to support children who have experienced trauma or neglect in early life, and specifically, how synthesising research in the field of childhood trauma and presenting it in a 40-minute instructional video,can support the teachers of children who present with complex and challenging behaviours due to trauma. It is essential that educators understand the physiological state these children are in, and understand the theory as well as the evidence-based practical strategies that can be used when working with traumatised students. Ultimately, by understanding these concepts,teachers will be able to support children with renewed confidence, understanding and empathy.
30
David, Patricia, and Sharyn Rundle-Thiele. "Rethinking behaviour change: a dynamic approach in social marketing." Journal of Social Marketing 9, no. 2 (April 8, 2019): 252–68. http://dx.doi.org/10.1108/jsocm-10-2018-0113.
Full textAbstract:
PurposeWhile awareness of social, health and environmental consequences of our collective action are growing, additional efforts are required to deliver the changes needed to affect the greater good. A review of the literature indicates that research efforts may be misdirected. Drawing from empirical data where a total of 161 caregivers reported changes in their child’s walking behaviour following a month long social marketing program, the purpose of this paper is to illustrate differences between behaviour and behaviour change.Design/methodology/approachData analyses involved use of multiple linear regression on static followed by dynamic measures of behaviour and behavioural change and their respective determinants. The static model used variables reported by caregivers after program participation, while the dynamic measures used change scores for all variables reported (T2-T1).FindingsResults from the static model showed that only intentions and barriers explained behaviour at Time point 2. In contrast, findings from the dynamic data analysis indicated that a change in injunctive norms (important others’ approval of the child walking to school) explained a change in walking to and from school behaviour. Taken together, the results of the current paper suggest research attention needs to be directed towards dynamic methodologies to re-centre research attention on behavioural change and not behaviour, which dominates current practice.Originality/valueThis paper offers a foundational step to support the research community to redirect research efforts from understanding behaviour to focussing research design and theoretical development on behavioural change. Theories of behaviour change are needed to affect the greater good.
31
Hjelmstedt, Sofia K., Ulla M. Forinder, Annika M. Lindahl Norberg, and Emma I. M. Hovén. "A Balancing Act: Working and Caring for a Child with Cancer." Journal of Child and Family Studies 30, no. 8 (June 26, 2021): 1881–94. http://dx.doi.org/10.1007/s10826-021-01997-1.
Full textAbstract:
AbstractParenting a child with cancer creates numerous additional care demands that may lead to increased difficulties in balancing work and family responsibilities. Still, there is limited knowledge of how parents cope with both parenthood and paid work after a child’s cancer diagnosis. The aim of the study was to explore mothers’ and fathers’ experiences of balancing the dual roles of work and parenthood following a child’s cancer diagnosis. Nine focus groups with in total 32 parents of children with cancer in Sweden were conducted. The data was analysed using qualitative content analysis. Three categories were identified: Shifts in the importance of the parent role and the work role, Influence of context and conditions on the balance of roles, and Long-term unbalance of roles. Parents expressed an increased appreciation of time spent with family, but also emphasized the importance of work to counterbalance the sometimes overwhelming parenting demands. The pre-existing financial situation, work situation, and employer behaviour were important factors influencing the parents’ ability to balance work and family. Traditional gender roles influenced how couples divided responsibilities and reflected on their experiences. Mothers and fathers were also met with different expectations, which highlights the need for the healthcare to consider their communication with caregivers. Importantly, the parents expressed how the child’s illness affected their ability to balance work and family for a long time, while the understanding and support from others had steadily declined. Enabling parents to care for their ill child without sacrificing their own career is of utmost importance, and future research should focus on identifying which factors facilitate for parents to achieve a sustainable work-life balance.
32
Delicia, Carissa Azarine, and Nida Ul Hasanat. "Understanding the Meaning-Making of Romantic Relationships among Emerging Adults after Parental Divorce." Jurnal Psikologi 49, no. 2 (August 26, 2022): 195. http://dx.doi.org/10.22146/jpsi.73571.
Full textAbstract:
Pursuing a romantic relationship is one of the most important developmental aspects of emerging adults. With the increasing divorce rate in Indonesia, the authors were interested in exploring how emerging adults make sense of romantic relationships after parental divorce. Three participants and two significant others were interviewed in this present study, in which interpretive phenomenological analysis was used as the approach to interpreting the data. This study generated two themes that show how emerging adults make meaning of romantic relationships, namely as a source of fear and a source of support. This contradictory meaning-making relates to the experience the participants had during their parents' divorce process and what they learned from the media or their significant others. These, coupled with human agency and the need for love, encourage the participants to learn from their parents' mistakes, develop certain behavioural patterns, and continue to seek romantic relationships in their lives. This study shows how interaction between parents during a divorce process can shape the meaning-making and behaviour patterns in the child’s romantic relationships. Therefore, it is suggested that divorced parents build an open communication, show positive interactions, and minimize exposing their children to negative interactions during the divorce process.
33
Iles, Jane E., Camilla Rosan, Esther Wilkinson, and Paul G. Ramchandani. "Adapting and developing a video-feedback intervention for co-parents of infants at risk of externalising behaviour problems (VIPP-Co): A feasibility study." Clinical Child Psychology and Psychiatry 22, no. 3 (April 27, 2017): 483–99. http://dx.doi.org/10.1177/1359104517704025.
Full textAbstract:
Background: Recent research on early interventions with parents of infants at risk of externalising behaviour problems indicates that focusing on co-parenting and involving fathers in treatment may enhance effectiveness. This article reports the development and preliminary evaluation of a brief intervention: video-feedback intervention to promote positive parenting and sensitive discipline for co-parents (VIPP-Co). Methods: Families who reported to be struggling with their infant’s behaviour were recruited from the community and received six home-based sessions of VIPP-Co. The primary outcome was feasibility of the adapted intervention, assessed using semi-structured questionnaires and interviews post-intervention. Preliminary clinical outcome measures were also recorded. Results: In total, five families with infants between 10 and 24 months completed the intervention. Feedback data documented high rates of acceptability and feasibility. All fathers and mothers completing the intervention reported that it positively impacted their understanding of their child’s thoughts and feelings, as well as their approach to individual parenting and co-parenting. Additional preliminary outcome data indicated positive changes in parent–chid interaction and a positive trend was found for infant behaviour, parental well-being and parent relationship adjustment across the intervention. Conclusions: The overall results of this study are encouraging, but VIPP-Co must be evaluated with larger samples to explore its efficacy.
34
García-Bravo, Cristina, Domingo Palacios-Ceña, Elisabet Huertas-Hoyas, Jorge Pérez-Corrales, Sergio Serrada-Tejeda, Marta Pérez-de-Heredia-Torres, Javier Gueita-Rodríguez, and Rosa Mª Martínez-Piédrola. "“Your Life Turns Upside Down”: A Qualitative Study of the Experiences of Parents with Children Diagnosed with Phelan-McDermid Syndrome." Children 10, no. 1 (December 30, 2022): 73. http://dx.doi.org/10.3390/children10010073.
Full textAbstract:
(1) Background: Parents of children with rare diseases experience great uncertainty and employ different strategies to care for their children and cope with the disease. The purpose of the present study was to describe the perspective of parents with children with Phelan McDermid Syndrome (PMS). (2) Methods: A non-probabilistic purposeful sampling was used to perform this qualitative descriptive study. Thirty-two parents with children with PMS were interviewed. In-depth interviews and research field notes were analyzed using an inductive thematic analysis. (3) Results: Four themes emerged from the data. “Understanding and accepting the disease” described how parents experienced their child’s diagnosis and the lack of information. The second theme, called “Living day by day”, highlighted the daily difficulties faced when caring for a child with PMS. The third theme, “Expectations versus reality”, was based on the parents’ expectations of parenthood and the reality they face. Expectations for the future are also included. Finally, “Pain and happiness” describes how parents alternate feelings of distress and suffering but also joy with what they learn from these experiences. (4) Conclusions: Health professionals can use these results to support parents.
35
Serebryakova, T., and S. Shibalkina. "Effective Communication as the Basis of Responsible Parenting: Teaching Daddies to Communicate with Your Children." Scientific Research and Development. Socio-Humanitarian Research and Technology 11, no. 4 (January 17, 2023): 39–47. http://dx.doi.org/10.12737/2306-1731-2022-11-4-39-47.
Full textAbstract:
The article reflects a fragment of an experimental program for the formation of responsible fatherhood among modern parents. Based on the analysis of studies by J. Bowlby, A. Freud, E. Fromm, K Horney, E. Erickson; B.G. Anneva, L.S. Vygotsky, V.V. Dubanova, I.V. Dubrovina, E.P. Ilyina, M.I. Lisina, A.A. Reana, A.S. Spivakovskaya and many other scientists, and understanding parenthood as a complex complex education, which includes a set of value orientations of a parent, his attitudes, expectations, feelings and attitudes towards children, parental responsibility, as well as the style of raising children and interacting with them, namely the communi-cation of parents (in our case, fathers) with their children, we consider as the most important condition for the manifestation of responsible parenthood. Our study showed that for the majority of fathers, our pupils are characterized by minimal involvement in the process of raising their children and ineffective interaction with them. The conclusion made prompted us to single out as one of the basic topics of our developmental program the topic “Communication in a Child’s Life”, focused not only on the formation of a system of knowledge among dads in the field of the role of communication in the full development of preschool children, but also a system of skills and abilities to effectively interaction with their children, which, we believe, will not only optimize the relationship in the “father-child” system, but will also “make” their parenthood more conscious and responsible.
36
Munoz, D. P., M. C. Dorris, M. Paré, and S. Everling. "On your mark, get set: Brainstem circuitry underlying saccadic initiation." Canadian Journal of Physiology and Pharmacology 78, no. 11 (November 1, 2000): 934–44. http://dx.doi.org/10.1139/y00-062.
Full textAbstract:
Saccades are rapid eye movements that are used to move the visual axis toward targets of interest in the visual field. The time to initiate a saccade is dependent upon many factors. Here we review some of the recent advances in our understanding of the these processes in primates. Neurons in the superior colliculus and brainstem reticular formation are organised into a network to control saccades. Some neurons are active during visual fixation, while others are active during the preparation and execution of saccades. Several factors can influence the excitability levels of these neurons prior to the appearance of a new saccadic target. These pre-target changes in excitability are correlated to subsequent changes in behavioural performance. Our results show how neuronal signals in the superior colliculus and brainstem reticular formation can be shaped by contextual factors and demonstrate how situational experience can expedite motor behaviour via the advanced preparation of motor programs.Key words: superior colliculus, reticular formation, eye movement, saccade, motor preparation, motor control.
37
Wells, Sue, Andrew Kerr, Elizabeth Broadbent, Craig MacKenzie, Karl Cole, and Andy McLachlan. "Does Your Heart Forecast help practitioner understanding and confidence with cardiovascular disease risk communication?" Journal of Primary Health Care 3, no. 1 (2011): 4. http://dx.doi.org/10.1071/hc11004.
Full textAbstract:
INTRODUCTION: Explaining what cardiovascular disease (CVD) risk means and engaging in shared decision-making regarding risk factor modification is challenging. An electronic CVD risk visualisation tool containing multiple risk communication strategies (Your Heart Forecast) was designed in 2009. AIM: To assess whether this tool facilitated explaining CVD risk to primary care patients. METHODS: Health professionals who accessed a Primary Health Organisation website or who attended educational peer groups over a three-month period were invited to complete questionnaires before and after viewing a four-minute video about the tool. Respondents were asked to make an informed guess of the CVD risk of a 35-year-old patient (actual CVD risk 5%) and rate the following sentence as being true or false: If there were 100 people like Mr Andrews, five would go on to have a cardiac event in the next five years. They also were asked to rank their understanding of CVD risk and confidence in explaining the concept to patients. RESULTS: Fifty health professionals (37 GPs, 12 practice nurses, one other) completed before and after questionnaires. Respondents CVD risk estimates pre-video ranged from <5% to 25% and nine rated the sentence as being false. After the video, all respondents answered these questions correctly. Personal rankings from zero to 10 about understanding CVD risk and confidence in explaining risk reduced in range and shifted towards greater efficacy. Discussion: Whether this tool facilitates discussions of CVD risk with patients and improves patient understanding and lifestyle behaviour needs to be evaluated in a randomised trial. KEYWORDS: Cardiovascular disease; risk communication.
38
Myers, Vicki, Laura J. Rosen, David M. Zucker, and Shoshana Shiloh. "Parental Perceptions of Children’s Exposure to Tobacco Smoke and Parental Smoking Behaviour." International Journal of Environmental Research and Public Health 17, no. 10 (May 13, 2020): 3397. http://dx.doi.org/10.3390/ijerph17103397.
Full textAbstract:
Around 40% of children are exposed to tobacco smoke, increasing their risk of poor health. Previous research has demonstrated misunderstanding among smoking parents regarding children’s exposure. The parental perceptions of exposure (PPE) measure uses visual and textual vignettes to assess awareness of exposure to smoke. The study aimed to determine whether PPE is related to biochemical and reported measures of exposure in children with smoking parents. Families with at least one smoking parent and a child ≤ age 8 were recruited. In total, 82 parents completed the PPE questionnaire, which was assessed on a scale of 1–7 with higher scores denoting a broader perception of exposure. Parents provided a sample of their child’s hair and a self-report of parental smoking habits. Parents who reported smoking away from home had higher PPE ratings than parents who smoke in and around the home (p = 0.026), constituting a medium effect size. PPE corresponded with home smoking frequency, with rare or no home exposure associated with higher PPE scores compared to daily or weekly exposure (p < 0.001). PPE was not significantly related to hair nicotine but was a significant explanatory factor for home smoking location. PPE was significantly associated with parental smoking behaviour, including location and frequency. High PPE was associated with lower exposure according to parental report. This implies that parental understanding of exposure affects protective behaviour and constitutes a potential target for intervention to help protect children.
39
Fatikhova, L. F., and E. F. Sayfutdiyarova. "Parental Assessment of Safe Behaviour in Children of Primary School, Adolescent and Young Age." Психологическая наука и образование 25, no. 2 (2020): 59–71. http://dx.doi.org/10.17759/pse.2020250205.
Full textAbstract:
The article deals with the issue of studying safety behaviour in psychology from the point of view of factors that influence this phenomenon. It presents results of a research aimed at understanding how parents assess safe behaviour of their children with and without mental disorders depending on the child’s age. Our hypothesis was that parental assessments of their children’s personality traits associated with safe behaviours would differ according to the children’s age (primary school, adolescent and young age) and mental abilities. The study involved 204 subjects: 136 parents of children without mental disorders (128 females and 8 males) and 68 parents of children with mental disorders (58 females and 10 males).We used the semantic differential method: the parents were asked to assess their children’s personal qualities associated with safe behaviour. The semantic differential was formed with two-pole scales of antonymous adjectives that described personality traits in terms of safe behavior. The adjectives were divided into groups based on three assessment factors: Assessment, Strength, and Activity. The research findings allow us to assume that the age factor has no influence on the manifestation of personal features related to safe behaviour. Yet, mental disorders affect their formation in every assessment factor: Assessment (p≤0,001), Strength (p≤0,01), Activity (p≤0,001).The findings can be useful in creating programmes aimed at developing safe lifestyle both in healthy and mentally disabled children and adolescents.
40
FRANCKEL, AURÉLIEN, and RICHARD LALOU. "HEALTH-SEEKING BEHAVIOUR FOR CHILDHOOD MALARIA: HOUSEHOLD DYNAMICS IN RURAL SENEGAL." Journal of Biosocial Science 41, no. 1 (January 2009): 1–19. http://dx.doi.org/10.1017/s0021932008002885.
Full textAbstract:
SummaryResearch on health care behaviour in sub-Saharan Africa usually considers the mother as the reference in the household when a child is sick. The study of health care management within the family is a key issue for understanding therapeutic rationales. This study was conducted in the region of Fatick in Senegal among 902 children with malaria-related fever. The data were taken from a retrospective quantitative survey conducted in all compounds of the DSS (Demographic Surveillance Site) of Niakhar. The results show that child care-taking is fundamentally a collective process: in 70·9% of out-of-home resorts, the treatment decision was collective. The health care process of 68·1% of morbid episodes involved several individuals. The involvement of the mother, the father and other relatives in the collective management of health care followed different logics. Each care-giver had a specific and complementary function depending on gender norms, intergenerational relations and characteristics of the family unit. Family management of illness aims at optimizing financial and human resources given the economic, logistical and social constraints on health care. Nevertheless, collective management also favoured home-based care, prevented good treatment compliance and delayed the resort to health facilities. These results suggest that health education campaigns should focus on an early involvement of fathers in health care-giving and also on the strengthening of the autonomy of mothers. Mothers’ empowerment should give women more autonomy in their child’s treatment choice. Lastly, there is a need to develop community health facilities and establish shared funding at the community level.
41
Wagner, Claudia, Matthew Rowe, Markus Strohmaier, and Harith Alani. "What Catches Your Attention? An Empirical Study of Attention Patterns in Community Forums." Proceedings of the International AAAI Conference on Web and Social Media 6, no. 1 (August 3, 2021): 595–98. http://dx.doi.org/10.1609/icwsm.v6i1.14289.
Full textAbstract:
Online community managers work towards building and managing communities around a given brand or topic. A risk imposed on such managers is that their community may die out and its utility diminish to users. Understanding what drives attention to content and the dynamics of discussions in a given community informs the community manager and/or host with the factors that are associated with attention. In this paper we gain insights into the idiosyncrasies that individual community forums exhibit in their attention patterns and how the factors that impact activity differ. We glean such insights by using logistic regression models for identifying seed posts and explore the effectiveness of a range of features. Our findings show that the discussion behaviour of different communities is clearly impacted by different factors.
42
Mishkulynets, Olena O., Nadiya Y. Bryzhak, and Kateryna O. Doktor. "INFLUENCE OF NEGATIVE BEHAVIOR OF ELEMENTARY SCHOOL CHILDREN ON EDUCATIONAL ACTIVITY AS A PSYCHOLOGICAL AND PEDAGOGICAL PROBLEM." Scientific Notes of Ostroh Academy National University: Psychology Series 1 (January 28, 2021): 51–56. http://dx.doi.org/10.25264/2415-7384-2021-12-51-56.
Full textAbstract:
Today, the number of children whose behavior is contrary to social, moral, and legal norms in society is increasing. The article consideredthat understanding the mechanisms of formation of behavioural disorders will contribute to the introduction on this basis of the preventive component in the pedagogical process at all levels of education. Particular attention is paid to the problem of negative behaviour among younger pupils, because the main stereotypes of behaviour are laid down at this age. It has been shown that the problem faced by primary school teachers is the formation of certain behaviours in children to improve the performance of pupils who lag behind in learning. The question of the relationship between the behaviour and success of junior high school pupils in learning is especially relevant. The purpose of the study is to substantiate the features of negative behaviour and its impact on the educational activities of primary school children. To test the methodological effectiveness, it had been studied and analysedseveral scientific papers on specific issues. Methods of research used: theoretical: analysis of scientific literature, generalization, classification (for clarification of key concepts of research), systematisation, grouping (for conceptualisation of the main provisions of the study). The results of the study substantiate and specify the factors on which the manifestations of behavioural disorders depend, analyse the psychological characteristics of children of this age, clarify the pedagogical conditions by which to ensure the preventive nature of raising children with negative behaviours; the theoretical bases of the process to prevent negative manifestations of behaviour in junior schoolchildren are revealed. The factors of negative behaviourhave been singled out. It has been noted that negative behaviour influences the educational activity of students. It has been established that the problem of negative behaviour should be considered in the plane of personal development of the child and the formation of her social behaviour. It has been noted that the understanding of behavioural mechanisms in children helps not only to identify the causes of deviations in behaviour, but also to find means of influence, to determine the main directions of psychological and pedagogical correction in behaviour. Attention is drawn to the need for preventive work and pedagogical correction in the behaviour of the emerging personality at all levels of education. It is stated that negative behaviour leads to the formation of persistent behavioural disorders that prevent the pupil’s success in learning as a necessary condition for the development of the child’s personality. Further prospects of the study include the study of the peculiarities of the manifestation and conditions of negative behaviour of primary school agechildren.
43
Wood, Matthew. "Resilience research and social marketing: the route to sustainable behaviour change." Journal of Social Marketing 9, no. 1 (January 7, 2019): 77–93. http://dx.doi.org/10.1108/jsocm-01-2018-0006.
Full textAbstract:
PurposeThis paper aims to argue that resilience – and its underlying socio-ecological perspective – is a critical concept that could serve to integrate different views on, and approaches to, social marketing. The aim is to inspire social marketers to move away from narrow, issue-based interventions targeting individual behaviours and to consider the impact of social ecologies, particularly the contribution resilience research can make to behaviour change.Design/methodology/approachThis is a conceptual paper; socio-ecological models and the resilience concept are discussed and applied to a current “wicked problem” – obesity.FindingsFrom a socio-ecological perspective, research findings highlight the impact macro, meso and micro forces have on behaviour and the importance of a child’s micro-system and the influence it has on development and life outcomes. Building resilience requires a relationship-building, person-centred, holistic and long-term developmental approach to behaviour change.Research limitations/implicationsThis is a conceptual paper that introduces new concepts to the social marketing field. Future research should focus on understanding how to implement a resilience-building approach in practice – including the interrelationships and interactions between individual, family and community resilience – and how resilience can be integrated within systematic, socio-ecological thinking when addressing “wicked problems”.Practical implicationsRather than blaming and targeting individuals, the goal should be to create an environment that supports parents, families and communities to build resilience at the micro, meso and macro levels. The findings support the argument that social marketers should adopt an upstream approach to develop interventions that make the environment the primary focus. Social marketers should collaborate with, and learn from, social workers, psychologists and educationalist to further their understanding of resilience. This would have a positive, sustainable impact on a whole range of social and health issues, ultimately helping to address the overarching issue of social inequality.Social implicationsBuilding resilience amongst individuals, families and communities offer a means to achieve fundamental positive social change and to reduce social, economic and health inequality.Originality/valueThe paper offers a unique perspective on how and why resilience – and its underlying socio-ecological framework – should be applied within the social marketing field.
44
Patil, Rakesh Narayan, Shashikant N. Nagaonkar, Nilesh B. Shah, Tushar S. Bhat, Balaji Almale, Shriram Gosavi, and Amit Gujrathi. "Study of perception and help seeking behaviour among parents for their children with psychiatric disorder: a community based cross-sectional study." Journal of Medical Research 2, no. 1 (February 25, 2016): 6–11. http://dx.doi.org/10.31254/jmr.2016.2103.
Full textAbstract:
Background: Child mental health problems present a health challenge for all societies, which are aggravated by lack of knowledge in parents regarding them as well as suboptimal response to them with reference to the help seeking behaviour by parents of these cases. We tried to find out perception of child mental health problems in parents and also the help seeking behaviour of parents residing in an urban slum of Mumbai because understanding impediments to perceiving these disorders and thereby having optimal health seeking behaviour could greatly contribute to reducing the impact of these problems on children's growth and development overall. Study design & setting: A cross‑sectional study was conducted in urban slum of Mumbai. Materials & Methods: Systematic random sampling technique was used to select 257 respondents which were interviewed for presence of mental health disorder using semi-structured questionnaire. Parents of 38 children who were diagnosed for mental health disorder were interviewed with the help of pre-tested questionnaire for perception and help seeking behaviour for psychiatric disorder in their children. Interviews were conducted after getting informed consent. Two focus group discussions with the parents of the cases about their child’s mental health were also conducted. Results: 47.4% parents perceived the problems in behaviour of their child and of these, only 10.5% parents sought treatment voluntarily before the interview. Major reasons given for not taking treatment were unawareness, no felt need, stigma attached to mental health. Parents’ perception and help seeking behaviour were better for male gender, higher education of parents, employed parents, having 5-10 members’ family and stress-free family. Conclusion: Present study outlined the need of awareness in parents regarding child mental health problems. Parents also need to be addressed in intervention and education programs related to child mental health.
45
Fawcett, Tim W., and Rufus A. Johnstone. "Learning your own strength: winner and loser effects should change with age and experience." Proceedings of the Royal Society B: Biological Sciences 277, no. 1686 (January 6, 2010): 1427–34. http://dx.doi.org/10.1098/rspb.2009.2088.
Full textAbstract:
Winner and loser effects, in which the outcome of an aggressive encounter influences the tendency to escalate future conflicts, have been documented in many taxa, but we have limited understanding of why they have evolved. One possibility is that individuals use previous victories and defeats to assess their fighting ability relative to others. We explored this idea by modelling a population of strong and weak individuals that do not know their own strength, but keep track of how many fights they have won. Under these conditions, adaptive behaviour generates clear winner and loser effects: individuals who win fights should escalate subsequent conflicts, whereas those who lose should retreat from aggressive opponents. But these effects depend strongly on age and experience. Young, naive individuals should show highly aggressive behaviour and pronounced loser effects. For these inexperienced individuals, fighting is especially profitable because it yields valuable information about their strength. Aggression should then decline as an individual ages and gains experience, with those who lose fights becoming more submissive. Older individuals, who have a better idea of their own strength, should be more strongly influenced by victories than losses. In conclusion, we predict that both aggressiveness and the relative magnitude of winner and loser effects should change with age, owing to changes in how individuals perceive their own strength.
46
Norheim, Helga, Thomas Moser, and Martine Broekhuizen. "Partnerships in multicultural ECEC settings in Norway: Perspectives from parents and professionals." Nordisk barnehageforskning 19, no. 1 (April 4, 2022): 40–60. http://dx.doi.org/10.23865/nbf.v19.228.
Full textAbstract:
Partnerships between parents and professionals in early childhood education and care (ECEC) are well established as being important for children’s well-being and learning, and may be especially significant for children with immigrant backgrounds. The present study uses data from the Inclusive Education and Social Support to Tackle Inequalities in Society (ISOTIS) project to investigate perspectives from parents and professionals regarding their mutual partnership as well as their views on multicultural and multilingual education in culturally and linguistically diverse ECEC settings in Norway. The findings indicate positive partnership views among the parents and professionals, but also suggest the opportunity to create a more shared understanding of the child’s behaviour and potential. The findings further suggest that both parents and professionals value educational practices that promote cultural diversity. However, beliefs regarding multilingual education diverge, indicating that although ECEC may play an important role in children’s multilingual education, there is little agreement on how this role should best be played.
47
Plejert, Charlotta, and Christina Samuelsson. "Recycling in clinical interaction involving children with and without language impairment." Communication and Medicine 5, no. 2 (March 14, 2009): 159–69. http://dx.doi.org/10.1558/cam.v5i2.159.
Full textAbstract:
The aim of the present study is to investigate the form,
function and frequency of repetitious talk in clinical
interaction between children and speech language
pathologists (SLP) as a test is carried out. The study comprises 45 Swedish children with and without language impairment (LI), aged between 4 years 4 months and 10 years, and six different SLPs. The repetitious behaviour investigated is the SLP’s recycling of parts or the whole of the child’s previous utterance. The results show that this type of recycling is more frequent in interaction involving children with LI than in interaction with children without LI. Recycling in SLPs’ responses to children without LI seems to occur where the children find the questions difficult, whereas recycling in responses to children with LI may occur in relation to any questions in the test. The finding that recycling is more common in talk involving children with LI highlights how understanding is negotiated when a participant has a communicative disability.
48
Fedenko, A. Yu. "Musical and dramatic creativity by Olena Pchilka in the development of children musical theater in Ukraine." Problems of Interaction Between Arts, Pedagogy and the Theory and Practice of Education 56, no. 56 (July 10, 2020): 73–92. http://dx.doi.org/10.34064/khnum1-56.05.
Full textAbstract:
Background. Today in the minds of Ukrainians there is a process of reappraisal of values, which requires new approaches to the cultural education of citizens. At the current stage of the formation of the Ukrainian state, in front of its culture, in particular, children education, important and responsible educational tasks arise for the younger generation to develop a worldview focused on national ideals and traditions, preserved in folk songs, tales, in outstanding literary, musical works and other significant achievements of spiritual culture. That is why there is a need to study the children musical and dramatic heritage of the past – an inexhaustible treasury of cultural and educational ideas that in modern conditions can get their new life. The pearl in this treasury are the children plays by Olena Pchilka. The lack of research that fully and comprehensively covers the scientific and practical significance of children musical plays by the writer for the development of children theater in Ukraine determines the relevance of the chosen topic. Appeal to it seems very timely, given the growing popularity of the children musical genre today both in the world and in Ukrainian musical culture. The process of creative development of this genre is now one of the important problems of a modern professional theater for children. Olena Pchilka’s work has been studied by such scientists as D. Dontsov (1958), I. Denysiuk (1970), N. Kuprata (1998), H. Avrakhov (1999), L. Miroshnichenko (1999, 2014), L. Novakivska (2002), L. Drofan (1992, 2004), O. Mikula (2007, 2011), V. Shkola (2010), A. Zaitseva (2014), I. Shchukina (2015), O. Yablonska (2019) and others. In critical and scientific studies, innovative genre features of the writer’s work are identified, attention is focused on the specifics of his problematic and thematic range, the features of literary and aesthetic, sociopolitical, pedagogical views of the writer. However, there is still no work that would comprehensively reveal our chosen topic. The purpose of the article is to show Olena Pchilka’s contribution to the development of children musical theater in Ukraine on the basis of a study of the children’s musical and dramatic work of the writer. The research methodology is comprehensive. The work uses knowledge from various fields of art and related sciences: the history and theory of theater, the theory of music, music and theater psychology, vocal and theater pedagogy. Analytical method is applied for Olena Pchilka’s musical plays for children’s theater, which are the material of this study. Results of the study. Results of the study. An outstanding Ukrainian writer, translator, editor, teacher Olga Petrovna Dragomanova-Kosach (1849–1930) is known better under the nickname Olena Pchilka. Half of all her works are works for children and youth: poems, translations, tales, stories, plays. Olena Pchilka’s legacy in the field of children theater, in terms of his qualities – an active educational orientation, a benevolent understanding of the child’s inner world and its highly artistic reflection in word and music – is a unique cultural phenomenon. During her lifetime, only three of her twelve plays for children were published. However, every play was put on the school stage. The author herself usually directed performances. The writer’s awareness of musical folklore formed the foundation for the creation of children plays. The author interweaves melodies in the texts of plays (“Melodies for singing”, as Pchilka called it) as an organic component of the child’s very existence, they sound in a dance, game or some imaginary action of children, thereby “feeding” and directing the Grand vector of the stage action. There is the information that Olga Petrovna became the author of some songs. The writer outlined the creative directions of her future children theater: 1) dramatizations of a “suitable” literary work; 2) a children musical play; 3) an original dramatic work with a wide use of poems, fables, folk songs, ritual dances with singing, children games with toys, and the like. “Honor your native...”, “...it is good to know your own folk language, song...” – expressions from Olena Pchilka’s article “Work of upbringing” formulate the dominant of her creativity, pedagogy, social and scientific activities and, to a high degree, her children drama. Olena Pchilka considered the life and work of Taras Shevchenko one of the most influential sources of education of conscious Ukrainians. Therefore, in her children theater, the theme of his life and creativity is a leitmotif (the play “Spring morning of Taras” etc.). Olena Pchilka was convinced that the Ukrainian language, song and native nature are a necessary and irreplaceable environment for a child. Folk art and folk mythology reign in a number of her children plays. In one of them (“Dreamdreamy, or a Fairy tale of a Green Grove” – “Son-Mriya, Kazka Zelenogo Gayu”) we meet a Forest Mouse, a Cuckoo-a girl, a Nightingale-a boy, a Crow-a girl, a Sparrow-a boy, children-Quail, Forest Mermaid, Goblin (Lisovik), Field Mermaid. For this play the author introduced the row of various songs, from the song of field workers to lullaby. The play “Bezyazykiy” (“Without tongue”) touches on the theme of refugees, the psychology of the child, his behavior in the school team, and at the same time the ethical problems of teaching. The play also includes the songs. The operetta “Two Sorceresses” (1919) is the pinnacle of Olena Pchilka’s children drama. The writer repelled from folk melodies and poems; games, ceremonies, festivals; from children’s naturalness, clarity, rainbow imagination, playfulness, organically weaving into the fabric of their works their own verses and melodies to them. The play contains a variety of numbers: solo (“Singing of the Earth”, “Singing of Santa Claus” and others), choral (“Choir of boys and girls”, “Spring-Beauty is coming”, etc.), conversational and vocal scenes (“I’m Winter, Winter”, “Girl, Fish”, “We are the clear rays of the sun”, “Lala, bobo”, etc.). Another title of the work is “Winter and Spring”, so the names of the main characters who oppose each other are placed in the title. The presence of conversational and vocal scenes, folk games and dances, comedy episodes allows us to consider the play as the predecessor of the modern genre of “musical” for children. The festive theme continues in the one-act play “A Christmas tale”. The play traces the process of becoming a person as a person. A large amount of ethnographic musical material has been introduced into the artistic structure of the work. The writer meant the “Christmas fable” as a dramatic action. To “AChristmas Fable” the author has included Ukrainian folk songs: the Christmas Carol “New joy”, a Christmas caroling girls “Oh red, plentiful viburnum”, the dance song “Dance of the groom” (“Kozachok”), the refrain “At the house of Pan Semen” etc. In 1920, in Mogilev-Podolsk, Olga Petrovna Kosach, a teacher of Ukrainian language and literature, organized a children’s drama Studio at the Ivan Franko school, where almost all the plays of her “Ukrainian children theater” were staged: “Peace-Peace!” (Mir-Mirom), “Kiselik” and “Treasure” (“Skarb”). The play “MirMirom!” is based on the games of preschool children: the song “Go, go, rain”, the game for friendship “Peace-Peace!”, the song “My mother gave me a cow” and other. Among Olena Pchilka’s children plays, there are “tales” of Patriotic content. “Treasure” performance in one action, which also include the songs, is teaching for responsibility and patriotism. In her play “Out of captivity”, where the Ukrainian childhood during the October revolution shows, the children sing the choral “liberated singing” – the singing of the Ukrainian anthem. Conclusions. It is concluded that Olena Pchilka contributed to the creation of the foundations for the formation of children musical theater in Ukraine with her creative heritage and practical activities, developing a new literary genre of musical children play, which we can call the genre of musical in modern times. After all, Olena Pchilka’s plays, written in a form accessible to children, are examples of Patriotic and cultural education, full of music, singing, folk and household melodies, folk songs, carols, poems, games, dances, rituals, celebrations. This problem is poorly understood and requires further research.
49
Jerina, Tanja, and Tadeja Volmut. "Social and demographic factors of physical activity in 9-11 years old Slovenian children." Kinesiology 50, no. 1 (2018): 68–78. http://dx.doi.org/10.26582/k.50.1.13.
Full textAbstract:
Factors related to physical behaviour of children are important in understanding the characteristics of their physical activity. Apart from the factors of physical environment, social and demographical factors are also related to physical activity levels. Randomly selected 669 children (9.9±0.8 years; 48.8% boys) from randomly selected Slovenian elementary schools participated in this study. All data were obtained during a single measurement in May 2010. The standardized questionnaire The Quality of Life Survey was used to measure physical activity (PA) levels as well as social and demographic factors which could be associated with it. The results indicated higher PA levels in boys than in girls (704±286 min/week vs. 617±268 min/week; p<.001). The analysis of variance confirmed higher PA levels in girls with parents of a higher socioeconomic status (SES) (p=.0018); in boys, there were no differences in PA levels according SES (p=.580). In both the boys (p=.047) and girls (p=.021) PA levels were higher if their whole family were members of any sport club. However, family structure was not related to PA levels in either boys (p=.648) or girls (p=.132). In boys, the bi-variate regression analysis showed a positive correlation with mother’s educational level (r=.090), with the number of children in the family (r=.150), with the child’s attitude that active commute to school is attractive (r=.108) and that child’s peers actively commute to school (r=.129), whereas a negative correlation was obtained with fear the child would become a victim of violence or harassment on the way to school (r=-.097). In girls, bi-variate regression analysis showed a positive correlation with mother’s educational level (r=.094), with the child’s attitude that active commute to school is attractive (r=.092) and that child’s peers actively commute to school (r=.221), whereas a negative correlation was established with fear the child would become a victim of violence or harassment on the way to school (r=-.061) or at recreational and sporting facilities (r=-.046). According to low correlations in bi-variate analysis, we conclude that other factors, such as, for example, physical environment, might be strongly related to physical activity levels in children and need to be taken into account when preparing interventions for physical activity enhancement.
50
Oskal, Nils. "On nature and reindeer luck." Rangifer 20, no. 2-3 (March 1, 2000): 175. http://dx.doi.org/10.7557/2.20.2-3.1511.
Full textAbstract:
This paper describes the reindeer Sami understanding of a worthy life expressed in qualitative distinctions centred around the term 'reindeer luck'. Reindeer luck does not in itself mean a good life but is an ingredient of a good life. Reindeer luck lasts from cradle to grave but it can change along the way. To a certain degree it is possible to influence your own reindeer luck, but you can also spoil it through actions, behaviour, words and thoughts. These are more important than means-to-end rational actions with the aim of intentionally improving reindeer luck. The paths to reindeer luck are discussed with the aim of articulating the moral ideals implied in this type of understanding. This theme is discussed in regard to what we may learn from relations to nature.