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Artículos de revistas sobre el tema "Child psychology"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 31 de julio de 2024

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1

Walters, Jennifer. "Child Psychology Selection". Child and Adolescent Mental Health 9, n.º 1 (febrero de 2004): 38–39. http://dx.doi.org/10.1046/j.1475-357x.2003.00075_1.x.

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2

Berger, Michael y Sara Portnoy. "Clinical child psychology". Current Opinion in Psychiatry 3, n.º 6 (1990): 781–84. http://dx.doi.org/10.1097/00001504-199012000-00013.

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3

Witryol, Sam L. "Child Psychology, 2091". Journal of Genetic Psychology 152, n.º 4 (diciembre de 1991): 606–12. http://dx.doi.org/10.1080/00221325.1991.9914715.

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4

Mavropoulou, Sophie. "Child psychology selection". Child and Adolescent Mental Health 8, n.º 4 (9 de octubre de 2003): 194–95. http://dx.doi.org/10.1111/1475-3588.00070_3.

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5

Berger, Michael y Sara Portnoy. "Clinical child psychology". Current Opinion in Pediatrics 3, n.º 6 (diciembre de 1990): 781–84. http://dx.doi.org/10.1097/00008480-199012000-00013.

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6

Drotar, Dennis, Suzanne Bennett Johnson, Ron Iannotti, Norman Krasnegor, Karen A. Matthews, Barbara G. Melamed, Sharon Millstein, Rolf A. Peterson, Debbie Popiel y Donald K. Routh. "Child health psychology." Health Psychology 8, n.º 6 (1989): 781–84. http://dx.doi.org/10.1037/h0090323.

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7

Walters, Jenny. "Child Psychology Selection". Child and Adolescent Mental Health 11, n.º 1 (febrero de 2006): 57–59. http://dx.doi.org/10.1111/j.1475-3588.2005.00389_3.x.

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8

Walters, Jenny. "Child Psychology Selection". Child and Adolescent Mental Health 10, n.º 1 (febrero de 2005): 42–44. http://dx.doi.org/10.1111/j.1475-3588.2005.116_1.x.

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9

Mavropoulou, Sophia. "Child Psychology Selection". Child and Adolescent Mental Health 10, n.º 1 (febrero de 2005): 44–45. http://dx.doi.org/10.1111/j.1475-3588.2005.116_2.x.

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10

Cartwright-Hatton, Sam. "Child Psychology Selection". Child and Adolescent Mental Health 11, n.º 2 (mayo de 2006): 118–19. http://dx.doi.org/10.1111/j.1475-3588.2006.00400_2.x.

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11

Mavropoulou, Sophia. "Child Psychology Selection". Child and Adolescent Mental Health 11, n.º 4 (noviembre de 2006): 215–16. http://dx.doi.org/10.1111/j.1475-3588.2006.00415_1.x.

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12

Gatzanis, Sonia. "Child health psychology". Behaviour Research and Therapy 28, n.º 1 (1990): 101. http://dx.doi.org/10.1016/0005-7967(90)90067-s.

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13

Culbertson, Jan L. "Child Advocacy and Clinical Child Psychology". Journal of Clinical Child Psychology 20, n.º 1 (marzo de 1991): 7–10. http://dx.doi.org/10.1207/s15374424jccp2001_2.

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14

Kirkland, Anna, David Moran y Angela Perone. "Child Abuse Evidence: New Perspectives from Law, Medicine, Psychology & Statistics: Introduction". University of Michigan Journal of Law Reform, n.º 50.3 (2017): 669. http://dx.doi.org/10.36646/mjlr.50.3.child.

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15

Mikkelsen, Edwin J. "Child Psychology and Psychiatry". Journal of Clinical Psychiatry 73, n.º 10 (15 de octubre de 2012): 1360–61. http://dx.doi.org/10.4088/jcp.12bk07983.

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16

Drotar, Dennis, Suzanne Bennett Johnson, Ron Iannotti, Norman Krasnegor, Karen A. Matthews, Barbara G. Melamed, Susan Millstein, Rolf A. Peterson, Debbie Popiel y Donald K. Routh. ""Child health psychology": Erratum." Health Psychology 9, n.º 6 (1990): 811. http://dx.doi.org/10.1037/h0090324.

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17

Schaffer, H. R. "CHILD PSYCHOLOGY: THE FUTURE". Journal of Child Psychology and Psychiatry 27, n.º 6 (noviembre de 1986): 761–79. http://dx.doi.org/10.1111/j.1469-7610.1986.tb00200.x.

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18

Gerson, Arlene C. "Child Health Psychology (Book)". Journal of Clinical Child Psychology 18, n.º 1 (marzo de 1989): 90–91. http://dx.doi.org/10.1207/s15374424jccp1801_11.

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19

Gibbs, Simon. "Educational and Child Psychology". DECP Debate 1, n.º 98 (junio de 2001): 32–33. http://dx.doi.org/10.53841/bpsdeb.2001.1.98.32.

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20

Luria, A. R. "Experimental Psychology and Child Development". Journal of Russian & East European Psychology 40, n.º 1 (enero de 2002): 54–70. http://dx.doi.org/10.2753/rpo1061-0405400154.

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21

Duncan, S. Wayne. "More Clinical Child Psychology Advances". Contemporary Psychology: A Journal of Reviews 35, n.º 12 (diciembre de 1990): 1145–46. http://dx.doi.org/10.1037/029211.

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22

McCanna, Michael W. y Leonard A. Jason. "Clinical Child Psychology Marches Forward". Contemporary Psychology: A Journal of Reviews 34, n.º 1 (enero de 1989): 62–63. http://dx.doi.org/10.1037/027565.

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23

Hooton, Sue. "Book Review: Introducing Child Psychology". Journal of Child Health Care 8, n.º 4 (diciembre de 2004): 314. http://dx.doi.org/10.1177/136749350400800409.

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24

Rey, Joseph M. "Abnormal Child Psychology, 2nd Edition". Journal of the American Academy of Child & Adolescent Psychiatry 43, n.º 3 (marzo de 2004): 375. http://dx.doi.org/10.1097/00004583-200403000-00026.

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25

Bjorklund, David F. y Anthony D. Pellegrini. "Child Development and Evolutionary Psychology". Child Development 71, n.º 6 (noviembre de 2000): 1687–708. http://dx.doi.org/10.1111/1467-8624.00258.

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26

Lindemann, James E. "Developments in Child Health Psychology". Contemporary Psychology: A Journal of Reviews 37, n.º 8 (agosto de 1992): 808–9. http://dx.doi.org/10.1037/032478.

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27

De Bruin, L. H. M. "Child psychology. The modern science". Kind en adolescent 14, n.º 1 (marzo de 1993): 35–36. http://dx.doi.org/10.1007/bf03060495.

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28

Slomowitz, Marcia. "Clinical Child Psychology and Psychiatry". JAMA: The Journal of the American Medical Association 277, n.º 17 (7 de mayo de 1997): 1413. http://dx.doi.org/10.1001/jama.1997.03540410091045.

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29

Becerra, Jesus Duenas. "Imagination, Fantasy and Reality: A Look from Child-Adolescent Psychology". Psychology & Psychological Research International Journal 8, n.º 3 (2023): 1–3. http://dx.doi.org/10.23880/pprij-16000355.

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The main objective pursued by this succinct essay is to establish the articulation between imagination-fantasyreality with the support of the theoretical-conceptual and methodological tools provided by Child-Adolescent Psychology, a branch of psychological science that studies the laws, categories and principles in which structure the psychic and spiritual life of the «dwarf princes», who -according to the Apostle- «are the ones who know how to love» and «know more than it seems»
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30

Saksena, N. K. "School Psychology: A Positive Psychology Approach". Mind and Society 11, n.º 04 (9 de febrero de 2023): 09–17. http://dx.doi.org/10.56011/mind-mri-114-20221.

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The ultimate goal of schools is to educate young people to become responsible, critically thinking citizens who can succeed in life. Understanding the factors that stimulate them to become active agents in their own learning is critical. Positive psychology is a relatively new field of psychology.Positive psychology can be used to unravel factors that facilitate a student’s sense of agency and active school engagement. Positive psychology is an emerging applied science that is just beginning to have a significant impact on schools and school-based interventions. Positive psychology is also used in school-based interventions from the point of view of public health. Interventions are given to students at different levels based on their individual needs. An inordinate number of students report high levels of boredom, anger, and stress in schools. This scenario often leads to their disengagement from critical learning and school development. Positive psychology has gained immense popularity within many areas of the behavioural sciences, including applied psychology. Most of the interest in positive psychology, however, has been disproportionately focused on adults. (Diener & Diener, 2009). Child development and the structures that support that development have received less attention within positive psychology. The attributes of interest to positive psychologists are Optimism, Hope, Creativity, Self-Efficacy, Virtues of various types like Forgiveness and Gratitude, and Subjective Well-being are likely to begin in childhood. It is, therefore, imperative that childhood and those organisations that are most pertinent to the developing child-family, child, peers, and school—be of high interest to positive psychologists. The development of a child is facilitated by primary group and secondary group socialization processes.
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31

Wang, Yuyan. "Child Psychology in the Dance Classroom". Education, Language and Sociology Research 4, n.º 4 (24 de octubre de 2023): p116. http://dx.doi.org/10.22158/elsr.v4n4p116.

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Child psychology is a discipline that studies the laws of children’s mental activities, and with the improvement of social standards, the application of psychology in children’s education is becoming more and more widespread. This paper takes children’s psychological development as a fulcrum to gain deep insight into children’s psychological characteristics in dance teaching. Taking children as the research object, it studies the specific application of psychology in the process of children’s dance teaching through its own teaching practice.
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32

Dr, Nitin Malhotra. "Elements of Child Psychology in Alice Munro‘s ―Deep-Hole‖: An Overview". International Journal of Psychosocial Rehabilitation 24, n.º 04 (28 de febrero de 2020): 206–12. http://dx.doi.org/10.37200/ijpr/v24i4/pr201000.

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33

Wadham, Ben y Firman Mansir. "THE DYNAMICS OF CHILD DEVELOPMENT IN THE PERSPECTIVE OF ISLAMIC EDUCATIONAL PSYCHOLOGY". Psikis : Jurnal Psikologi Islami 8, n.º 1 (1 de enero de 2022): 8–18. http://dx.doi.org/10.19109/psikis.v8i1.11700.

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This article aimed to explain the importance of Islamic educational psychology's role in child development. Psychological development in children varies. Some developments are excellent and appropriate, while others are not and have not been fulfilled. Psychological development in children that has been fulfilled includes emotional development and the ability to read and write. Meanwhile, psychological development and moral development have not been fulfilled. The role of Islamic educational psychology is crucial in child development so that Islamic educational psychology can be accessed in shaping children's attitudes and souls through instilling awareness that has a relationship with personal inner values. The method used in this study was a qualitative approach, with data collected through a descriptive-analytical literature review analysis. This research shows that children's development can grow through spiritual and social approaches in a dynamic learning process. Therefore, child development in the context of their lives can change according to the family, school, and community environments.
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34

Muhammad, Devy Habibi y Agustiriani Eka Desari. "Early Child Education Based on Islamic Psychology". International Journal of Islamic Thought and Humanities 2, n.º 1 (1 de marzo de 2023): 12–20. http://dx.doi.org/10.54298/ijith.v2i1.51.

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This study aims to explain early childhood education based on Islamic psychology, a study approach to understanding child psychology and behavior based on monotheism through the integration of science and faith. Islamic psychology is a form of psychology based on the description of humans, especially in Islam, who have different uniqueness. The formulation of the problem in this research is how early childhood Islamic education tells Islamic psychology. This research is a study that uses literature sources to obtain research data. This study's results provide a new view that is different from contemporary western psychology. Islamic psychology emphasizes the need to keep the child's soul closer to Allah, the creator. A person whose soul is open will be wiser, more compassionate, and more understanding than those whose soul is closed. The soul referred to here is the inner spiritual nature, not the soul in the physical sense. The soul is the source of inner light, inspiration, creativity, and compassion. The concept of understanding that individual consists of some unique behavior and spirit, and these factors are closely related and essential for the success of the learning process.
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35

DeRobertis, Eugene M. "Third force psychology and child psychology: A convergence of horizons." Humanistic Psychologist 40, n.º 1 (2012): 58–78. http://dx.doi.org/10.1080/08873267.2012.643689.

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36

Gielen, Uwe P. "An International Perspective on Child Psychology". Eye on Psi Chi Magazine 20, n.º 4 (2016): 6–7. http://dx.doi.org/10.24839/1092-0803.eye20.4.6.

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37

HYUN, Jung-Hwan. "Department of Child Psychology, Hiroshima University". Japanese Journal of Educational Psychology 41, n.º 2 (1993): 221–29. http://dx.doi.org/10.5926/jjep1953.41.2_221.

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38

SCHENDLER, L. "Journal of Child Psychology and Psychiatry". Developmental Medicine & Child Neurology 2, n.º 2 (12 de noviembre de 2008): 118–19. http://dx.doi.org/10.1111/j.1469-8749.1960.tb05160.x.

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39

Leys, Ruth. "Problems in Child Neurology and Psychology". Developmental Medicine & Child Neurology 4, n.º 1 (12 de noviembre de 2008): 85–86. http://dx.doi.org/10.1111/j.1469-8749.1962.tb03107.x.

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40

Maddux, James E., Michael C. Roberts, Elizabeth A. Sledden y Logan Wright. "Developmental issues in child health psychology." American Psychologist 41, n.º 1 (enero de 1986): 25–34. http://dx.doi.org/10.1037/0003-066x.41.1.25.

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41

Roberts, Celia. "Psychology, Evolution and the Traumatised Child". Australian Feminist Studies 30, n.º 86 (2 de octubre de 2015): 377–85. http://dx.doi.org/10.1080/08164649.2016.1148098.

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42

THOMPSON, ROBERT J. "Casebook of Child and Pediatric Psychology". Journal of Developmental & Behavioral Pediatrics 11, n.º 1 (febrero de 1990): 38–39. http://dx.doi.org/10.1097/00004703-199002000-00013.

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43

Penrod, Steven D. "Psychology in Court: The Child Witness". Contemporary Psychology: A Journal of Reviews 33, n.º 8 (agosto de 1988): 655–57. http://dx.doi.org/10.1037/025863.

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44

Harrison, Alexandra. "Using Self Psychology in Child Psychotherapy". Journal of the American Academy of Child & Adolescent Psychiatry 36, n.º 6 (junio de 1997): 864–65. http://dx.doi.org/10.1097/00004583-199706000-00029.

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45

DeRobertis, Eugene M. "Prolegomena to a Thomistic child psychology." Journal of Theoretical and Philosophical Psychology 31, n.º 3 (2011): 151–64. http://dx.doi.org/10.1037/a0023123.

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46

Johnston, Charlotte. "Advanced Abnormal Child Psychology, 2nd Edn". Behaviour Research and Therapy 39, n.º 10 (octubre de 2001): 1258. http://dx.doi.org/10.1016/s0005-7967(01)00035-3.

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47

Palacio Acosta, Carlos Alberto. "Issues in child and adolescent psychology". Revista Colombiana de Psiquiatría (English ed.) 48, n.º 2 (abril de 2019): 67. http://dx.doi.org/10.1016/j.rcpeng.2019.03.005.

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48

Prendergast, M. P. "Child psychology and psychiatry: an introduction". Archives of Disease in Childhood 90, n.º 1 (1 de enero de 2005): 109. http://dx.doi.org/10.1136/adc.2004.056267.

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49

Bracha, Z. "When child psychiatry meets school psychology". Neuropsychiatrie de l'Enfance et de l'Adolescence 60, n.º 5 (julio de 2012): S288. http://dx.doi.org/10.1016/j.neurenf.2012.04.802.

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50

Smirnova, E. O. "Will and Intentionality in Child Psychology". Journal of Russian & East European Psychology 52, n.º 4 (30 de abril de 2015): 21–127. http://dx.doi.org/10.1080/10610405.2015.1184892.

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