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Статті в журналах з теми "Self-esteem in children Case studies"
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Martinić, Pia, and Andrea Brajša Žganec. "ULOGA RODITELJSKOG PONAŠANJA I SAMOPOŠTOVANJA OCA I MAJKE U SAMOPOŠTOVANJU I SAMOKONTROLI DJEČAKA I DJEVOJČICA." Annual of Social Work 27, no. 3 (April 24, 2021): 481–503. http://dx.doi.org/10.3935/ljsr.v27i3.186.
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THE ROLE OF PARENTAL BEHAVIOUR AND SELF-ESTEEM OF FATHER AND MOTHER ON SELF-ESTEEM AND SELFCONTROL OF BOYS AND GIRLS The aim of the research was to analyse the connection between parental behaviours and self-esteem of the parents on the self-esteem and self-control of the children. The pupils of the seventh and eighth grade of six primary schools in the area of the city of Zagreb and the city of Split and their parents participated in the research. The children filled out the Coopersmith Self-Esteem Inventory, the Brief Self-Control Scale and the Perception of Parental Behaviour Scale, while the parents filled out the Rosenberg Self-Esteem Scale. Regression analysis was used and it has determined that the parental control is the best predictor for the child’s self-esteem. Self-esteem of boys is better predicted by the sets of parental predictors and it is somewhat more connected with the father’s self-control, while self-esteem of girls is more connected with the mother’s self-control. Self-control of girls is best predicted by the mother’s acceptance and control, so that the sets of parental variables, more specifically the mother’s variables, are significant only for predicting self-control of girls. The assumption about the greater role of the mother in the development of self-esteem and self-control of children was confirmed, while the assumptions about the gender differentiation in upbringing were confirmed only in the case of the child’s self-control, but not in the case of their self-esteem, which shows that there are differences in the direction of transition towards more modern upbringing practices. The results, as well as the existing studies and theoretical assumptions, point out the importance of the parental role as the model for the development of the child’s self-esteem and self-control, and the different approaches in the upbringing of boys and girls can be addressed specifically.
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Ihbour, Said, Hammou Anarghou, Abdelmounaim Boulhana, Mohamed Najimi, and Fatiha Chigr. "Mental health among students with neurodevelopment disorders: case of dyslexic children and adolescents." Dementia & Neuropsychologia 15, no. 4 (December 2021): 533–40. http://dx.doi.org/10.1590/1980-57642021dn15-040014.
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ABSTRACT Several research studies have been devoted to study the links between emotional disorders and learning disabilities. However, very minimal of this research has focused on dyslexic students. Objective: The objectives of this study were as follows: (1) to assess self-esteem, anxiety, and depression in dyslexic Arabic-speaking children and adolescents and (2) to describe psychiatric comorbidities in these subjects by comparing them to their non-dyslexic peers. Methods: In total, 205 students (56 dyslexics and 149 good readers), pursuing their education in ordinary schools in the Beni Mellal-Khenifra region of Morocco responded to Taylor’s Self-Assessment Scale of Anxiety, Beck’s Depression Questionnaire, and the Coopersmith Self-Esteem Inventory (SEI). Results: Overall, dyslexics were more anxious, more depressed, and had disturbed self-esteem compared to their non-dyslexic peers. The percentage of psychiatric comorbidity was higher in the dyslexic group. Conclusions: The results of this study highlight the need for a multidisciplinary approach that integrates emotional needs assessment into the rehabilitation care of dyslexic children and adolescents.
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Yusuf, Ah, Rizki Fitryasari, and Wiwin Sulistyawati. "Terapi Aktivitas Kelompok (TAK) Stimulasi Persepsi Meningkatkan Harga Diri Anak di Lembaga Pemasyarakatan." Jurnal Ners 2, no. 2 (July 23, 2017): 77–82. http://dx.doi.org/10.20473/jn.v2i2.4959.
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Introduction: Prison is societal implementer unit which accommodate care and develop the delinquent children. It was recorded that 57% of children at Blitar Child Prison undergo some self concept problems such as low self esteem. This was caused by some factors such as society’s stigmatization toward criminals, development pattern and education, and less support from family. If the self esteem problem is not being overcome soon, the children may fell useless, disable to control their self and recrime when they are back to society. The objective of this study was to analyze the influence of GAT (Group Activity Therapy) perception stimulation in increasing the children self esteem at prison. Method: A quasy experimental pre post control design was used in this study. Samples were recruited by using total sampling and there were 22 samples as on inclusion criteria. The independent variable was GAT perception stimulation and the dependent variable was increasing self esteem of these childen. Data were collected by using questionnare and analyzed by using Wilcoxon Signed Ranks Test and Mann Whitney U Test with the significance level α≤0.05.Result: The result showed that controlled group has significance level was p=0.654, it is mean there was no self esteem change before and after GAT perception stimulation was given. Whereas treatment group has significance level was p=0.001, it revealed that there was self esteem change before and after GAT perception stimulation was given. The result of Mann Whitney U Test showed p=0.000 which means was accepted. Discussion: It can be concluded that perception stimulation can increase the children self esteem at prison. Further studies are recommended to study the effect of GAT perception stimulation modified by skill therapy in increasing children self esteem in prison.
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Chen, Shu-Jiuan, Chia-Hui Chiu, and Chiungjung Huang. "Self-esteem and depression in a Taiwanese population: A meta-analysis." Social Behavior and Personality: an international journal 41, no. 4 (May 1, 2013): 577–86. http://dx.doi.org/10.2224/sbp.2013.41.4.577.
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In this study we conducted a meta-analysis to investigate the relationship between self-esteem and depression, and the moderating effects on this relationship. The 50 studies included in the meta-analysis yielded 59 effect sizes with a total of 32,005 participants sampled in Taiwan. The mean correlation between self-esteem and depression was large (γ = −.48). The effects of participants' gender, age, and birth cohort, and of the publication status on the relationship between self-esteem and depression were not significant. However, this relationship differed significantly among the 4 evaluated sample types of students, students with special needs, the general population other than students, and physically ill people. Given the strong correlation between self-esteem and depression in children, parents and teachers should pay special attention to self-esteem. Additionally, as self-esteem had a strong correlation with depression in physically ill people, their family members and medical care providers should be advised to monitor their self-esteem carefully.
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Roberts, John. "The Importance of Self-Esteem to Children and Young People Separated from Their Families." Adoption & Fostering 17, no. 2 (July 1993): 48–50. http://dx.doi.org/10.1177/030857599301700211.
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Low self-esteem is frequently referred to in studies of children in care, abused children, abusing parents and adult survivors of child sexual abuse. John Roberts considers some methods and techniques for working with young people to improve their feelings of self-worth.
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Ireland, Mary. "Death Anxiety and Self-Esteem in Young Children with Aids: A Sense of Hope." OMEGA - Journal of Death and Dying 36, no. 2 (January 1, 1997): 131–45. http://dx.doi.org/10.2190/80dj-djx8-6xh4-xxb7.
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This study used Roger's science of unitary human beings nursing model and the theory of accelerating change to examine young children who have AIDS. Differences in death anxiety and self-esteem were compared among thirty-five healthy and thirty-five AIDS-diagnosed African-American and Latino children. Each child was individually administered the screening tool, the Peabody Picture Vocabulary Test-Revised, the Thematic Instrument for Measuring Death Anxiety in Children, and the Pictorial Scale of Perceived Competence and Social Acceptance. The AIDS-diagnosed children did not manifest more death anxiety nor lower self-esteem than healthy peers. These findings are in contrast to previous studies about fatally ill children which routinely reported them to have high levels of death concern and low levels of self-worth. They provide a different framework for understanding the emotional needs of children with AIDS.
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Murphy, Shirley A., Clark Johnson, and Janet Lohan. "The Effectiveness of Coping Resources and Strategies Used by Bereaved Parents 1 and 5 Years after the Violent Deaths of Their Children." OMEGA - Journal of Death and Dying 47, no. 1 (August 2003): 25–44. http://dx.doi.org/10.2190/hdum-6a52-9958-7v0e.
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In this study, we examined the effectiveness of the coping resources and coping strategies by following 173 bereaved parents prospectively for five years after their children's deaths by accident, suicide, homicide, or undetermined violence. Using hierarchical multiple regression procedures, we examined how three predictors influenced parents' mental distress and PTSD: self-esteem, active/affective coping, and repressive coping. The results showed that at one and five years postdeath, self-esteem was a significant predictor of mental distress and PTSD. After controlling for self-esteem, the use of active/affective coping strategies predicted less mental distress for fathers but not for mothers. Active/affective coping strategies were not significant predictors of lowered PTSD symptoms for either mothers or fathers. Rather, repressive coping strategies were significant predictors of higher PTSD symptoms for both mothers and fathers at both one and five years postdeath. The findings suggest the need for interventions that target both gender and outcomes as unique aspects of the violent death bereavement transition.
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Murphy, Patricia Ann. "Parental Death in Childhood and Loneliness in Young Adults." OMEGA - Journal of Death and Dying 17, no. 3 (November 1987): 219–28. http://dx.doi.org/10.2190/ya7g-a6xn-0rau-7x61.
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This descriptive, correlational study was undertaken to determine the relationship between self-esteem and reported mourning behavior as it pertains to loneliness in young adults who, as children, had experienced parental death. A sample of 184 males and females between the ages of eighteen and twenty-five years completed the four questionnaires that were the research instruments. Data were analyzed using hierarchical multiple regression and Pearson product-moment correlation coefficients. Analysis of the data revealed that self-esteem was the single best predictor of loneliness and that reported mourning behaviors significantly added to the prediction of variance in loneliness.
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Jung, Hyekyung. "A case study of estimating a causal effect using machine learning with Bayesian Additive Regression Trees." Korean Society for Educational Evaluation 35, no. 2 (June 30, 2022): 355–77. http://dx.doi.org/10.31158/jeev.2022.35.2.355.
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The study aims to introduce a causal inference method using machine learning to general education researchers, and in particular, focus on the theory and practice of Bayesian Additive Regression Trees algorithm. To analyze the empirical data, public data from the Korean Children and Youth Panel Survey 2018 were used. For an illustrative purpose, this study estimated the causal effect of participation in activities related to self (personality) development on students’ life satisfaction and self-esteem and discussed the feasibility of the BART method in educational impact studies. The applicability of the BART-based machine learning causal inference technique in the field of education was discussed in comparison with model-based propensity score and causal effect estimation. Finally future research topics and limitations of the study were addressed.
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Culbert, Timothy P., Gerard A. Banez, and Michael I. Reiff. "Children Who Have Attentional Disorders: Interventions." Pediatrics In Review 15, no. 1 (January 1, 1994): 5–14. http://dx.doi.org/10.1542/pir.15.1.5.
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The treatment of attentional disorders (ADs) has been the subject of much controversy. Sound treatment programs must address a myriad of issues other than the three core symptoms of AD: inattention, impulsivity, and hyperactivity. Intervention programs purportedly leading to positive long-term outcomes have been studied inadequately. The few treatment plans shown to result in long-term improvement in outcome for children and families have used multiple modalities. Such plans integrate medical, psychological, psychosocial, and educational interventions; provide for case management; and educate and empower families as advocates. Very little actually is known about how treatments for ADs interact with each other, and it has been quite difficult to document the advantages of adding psychosocial treatments to psychopharmacologic treatments, although studies are under way to address these issues. Some of the few studies assessing the long-term efficacy of multimodality treatment programs have shown that although drug treatment alone leads to little measurable change, a combination of medication, psychological treatments, and appropriate classroom interventions leads to improved long-term outcomes. These outcomes include a reduction in antisocial behavior, improved social relationships, enhanced academic performance, improved self-esteem, and decreased delinquent behavior. The treatment team for children who have AD should consist of a partnership that includes the child, family, significant school personnel, and the physician.
Дисертації з теми "Self-esteem in children Case studies"
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Rustige, Cindy L. "Maternal reactions, home environment, and the self-esteem of eight visually impaired children." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29210.
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This study investigated the relationship among maternal reactions to visual impairment, home environment, and the self-esteem of eight visually impaired children. Educational research has clearly isolated a correlation between self-esteem, academic performance, and behavior. The premise of this study was that visually impaired children who perceived their home environments as supportive and nurturing; and who had parents, particularly mothers who accepted their loss of vision, would feel better about themselves more so than visually impaired children who held predominantly negative perceptions. The study also compared children's, mothers' and teachers' perceptions of the child's self-esteem.
The subjects were 8 visually impaired children between the ages of 5 and 8, their mothers, and their integrating teachers. A questionnaire pertaining to children's self-esteem was circulated to teachers and mothers. Children were interviewed separately.
Results indicated that the climate of the home was associated with both the use of functional vision and self-esteem in visually impaired children. The findings are congruent with educational and humanistic-phenomenological theory, and support the hypothesis that children's behavior and perceptions of themselves are influenced by the reflections of 'significant others', particularly their parents.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Chan, Kwok-kuen Ernest, and 陳國權. "The self-esteem of the hearing-impaired junior secondary pupils in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B38625994.
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Johnson, Gwendolyn Gay. "An analysis of the impact of an official diagnosis and label of ʹdyslexiaʹ on pupils’ self-concept and self-esteem : a sociological case study involving pupils in Grahamstown". Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1013124.
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The aim of this study is to develop an understanding of how Grahamstown teenagers are affected by the label ʹdyslexiaʹ; by providing a space in which their feelings about being labelled dyslexic and their experiences can be voiced. Historically much international and local research has focussed on causation and remediation of dyslexia and has neglected the social aspects of the diagnosis. Causation and remediation are categories which form part of the medical or educational models. A social model of dyslexia needs to be applied. Due to the paucity of South African literature on the social experiences of dyslexic teenagers, this research thesis aims to add to the body of knowledge and hopefully provide an avenue for more research within the context of Sociology. This is a micro study, situated in Grahamstown Eastern Cape, South Africa, and the author recognizes that responses cannot be generalized to the greater dyslexic population. All human environments consist of objects which are given meaning through social interaction. Meaning is central to human behaviour and therefor explains the ways in which humans conduct their lives based on these meanings. For this reason George Herbert Mead’s (1934) and Herbert Blumers (1969) symbolic interactionist positions have framed the theoretical approach to this research. Qualitative methods of interviewing provide an opportunity for dyslexic individuals to discuss the meaning dyslexia gives to them, from their perspective and in their own words. The following conclusions have been arrived at: Educational psychologists in Grahamstown are reticent to diagnose individuals as dyslexic. This lack of identification hinders early intervention which can be very detrimental to individuals struggling with reading, writing and spelling as well as the associated co-morbid conditions of dyslexia. Teenagers who have had early diagnosis and intervention with support structures in place identify with their dyslexic identity more positively as they are able to make sense of their struggles of a dyslexic nature.
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Williams, Cathy E. "The effects of cognitive self-instructional strategies on children's fear of fire." Thesis, Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/101362.
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Childhood fears have been considered to be part of normal development. It is when these fears develop into severe fears or phobias that they become of concern to clinicians. Children's fears have varied over the years from school related fears, to political fears, to fears of danger and death in most recent years. Of the latter category, fear of fire-getting burned emerged as the second most commonly reported fear among children. The present study examines two cognitive self-instructional strategies to test their effectiveness in reducing children's fear of fire. Cognitive strategies were the ones of choice in that they remedied many of the problems found in some of the other behavioral techniques. Either of two self-instructional strategies including a fire safety training program using self-instructions and a self-instructional fear reduction strategy were taught to second and third grade children. A major hypothesis of the study was not confirmed which maintained that children who learned self-instructional fear reduction exercises would show greater reductions in fear than children who did not learn the exercises. Although these results were not evident immediately following training, a trend toward this expectation did appear at follow-up. These findings implied that although the cognitive self-control strategy was not effective in reducing children's fear immediately, it did tend to provide for greater maintenance of behavior change over time. The present study has implications for continued investigation in the areas of childhood fear reduction and the maintenance of behavior over time.M.S.
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Yee, Yan-yan, and 余茵茵. "An evaluation of an adventure based counseling (ABC) group in a Hong Kong primary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31962026.
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Sin, Kuen-fung, and 冼權鋒. "Self-concept amongst high and low achievers in a Hong Kong secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B38627097.
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Nelson, Bonnie E. "One child's use of assistive technology." Diss., Virginia Tech, 1992. http://hdl.handle.net/10919/37322.
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This is a qualitative study of one student’s use of assistive technology in the public school system from preschool to fourth grade. The data collected for this case study include interviews, participant observation, field and diary notes, video tapes, and other documents including school records and a teacher memoir. Throughout the study, the goals were to stay open to and reflect emerging patterns rather than to fit data into previously determined categories. The report describes how Michael--with cerebral palsy that affects his speech and prevents his standing or holding a pencil--used computers, augmentative communication devices, and other electronic technology. On one level the report becomes the story of a student who moves from a separate special education facility into an elementary school where he is integrated fulltime into a fourth grade class. Discussion and conclusions explore (1) types of support he required, (2) barriers to technology use as well as problems of "abandonment" of technology acquired, (3) the effect of integration into general education on his use of technology, and (4) how providing assistive technology influences and changes teachers’ roles.Ed. D.
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Law, Man-shing, and 羅萬成. "Social status and friendship patterns among students with learning difficulties." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957973.
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Ybarra, Rita. "The Effects of Interspersed Trials and Density of Reinforcement on Accuracy, Looking Away, and Self-Injurious Behavior of a Child with Autism." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2485/.
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This research examines the effects of task interspersal and density of reinforcement on several behaviors of an autistic 6-year-old boy during the performance of a visual matching task and two auditory matching tasks. Experiment 1 investigated the effects of interspersing high and low accuracy tasks on correct matching responses, positions of matching responses, looking away, and self-injurious behavior (SIB). The effects of interspersed trials were evaluated using an ABAB multiple treatments design. Results indicated that interspersed trials produced slightly more correct responses during the visual matching task; however, correct responses decreased during the other two tasks. The use of interspersed trials also decreased looking away from the stimuli and SIB. Experiment 2 evaluated the effects of reinforcement density apart from task interspersal. Two conditions, reinforce-corrects-only and reinforce-all-responses, were compared in Experiment 2. Correct responses increased slightly for all three tasks during the reinforce-all-responses condition. Looking away and SIB were very infrequent throughout Experiment 2.
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Mitchell, Dove Lakindra Michelle. "Got Hair that Flows in the Wind: The Complexity of Hair and Identity among African American Female Adolescents in Foster Care." PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2321.
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African American children are disproportionately over-represented in the child welfare system. Many of these children linger in the system and experience disconnection from their biological families, communities, cultural beliefs, values, and practices. Familial socialization and cultural exposure are essential to developing a positive ethnic identity and self-concept. For African American female adolescents, hair and hair care are critical areas for such socialization and support. This qualitative study explored the hair and hair care perceptions and experiences of African American female adolescents in foster care. The goal was to examine hair and hair's connection to, and influence on, sense of self and self-esteem for African American female adolescents in foster care.
Eleven African American female adolescents participated in individual interviews, and grounded theory was used to analyze the data. Four major themes emerged: hair care, perception of hair and identity as an African American female, societal influences on self-awareness, and influence of the foster care system. Results from the study indicated African American female adolescents in foster care identify hair as important. Participants noted hair is connected to appearance and shapes who they are and how they view themselves as African American females. Participants addressed the complexity of hair and politics associated with hair. The findings further emphasized the role of racial socialization and the importance of a supportive hair care environment. Participants also discussed their awareness of societal influences on their perception of African American women. They offered recommendations for improving the hair care experiences of African American children in foster care, for supporting positive development of identity and self-esteem, and for implementing standards of practice that will ensure these youths' cultural needs are addressed in the child welfare system.
Книги з теми "Self-esteem in children Case studies"
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Khastigir, Rupa. Raising the self-esteem of a dyslexic child in the class room: A case study. Oxford: Oxford Brookes University, 1997.
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Helge, Doris. Report of pilot project regarding strategies for enhancing self-esteem of at-risk students. [Bellingham, Wash.]: National Rural Development Institute, 1989.
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Reider, Barbara. A hooray kind of kid: A child's self-esteem and how to build it. El Dorado Hills, Calif. (2716 King Richard Dr., El Dorado Hills 95630): Sierra House Pub., 1988.
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Becoming emotionally intelligent. Stafford: Network Educational, 2003.
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Svedin, Carl Göran. Children who don't speak out: About children being used in child pornography. Stockholm: Swedish Save the Children, 1996.
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Dibs: In search of self : personality development in play therapy. Harmondsworth: Penguin, 1990.
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Lonely children and adolescents: Self-perceptions, social exclusion, and hope. New York: Springer, 2010.
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Denzil, Edge, ed. A natural curiosity: Taffy's search for self. Louisville, Ky: Learning House, 1988.
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Children of alcoholism: The struggle for self and intimacy in adult life. New York: New York University Press, 1987.
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Jim, Stynes, ed. Finding heroes: Be inspired by stories of amazing journeys. Crows Nest, N.S.W: Allen & Unwin, 2006.
Знайти повний текст джерелаЧастини книг з теми "Self-esteem in children Case studies"
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Farrant, Camilla, Tal-Chen Rabinowitch, and Nicola Dunbar. "Musical care in childhood." In Collaborative Insights, 44–69. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780197535011.003.0003.
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Musical care has multiple roles in the nurturing of a child. Music can have a powerful influence on children’s emotions, behaviour, and cognition. The chapter focuses on the ages 5 to 12 years: a period of childhood that typically encompasses rapid and vast developmental change. Drawing together research and clinical perspectives from the authors’ disciplines of music psychology, music education, and music therapy, the chapter frames itself around the three main areas of childhood development: cognitive, physiological/physical, and social-emotional. Research on the cognitive outcomes of musical care for children range from improved spatial abilities and IQ to enhanced memory and verbal intelligence. The physiological outcomes include pain reduction, relaxation, and reduced secretion of the stress hormone cortisol. The physical outcomes include improved gross and fine motor skills, temporal coordination, strength, and greater ability to synchronize with others. Social-emotional outcomes ranges from changes in intrapersonal capacities such as self-esteem, confidence, emotional regulation, and stability to changes in interpersonal capacities, including empathy, social relationships and bonding, shared attention, and communication skills. The chapter discusses the various methodologies used in research studies on music and children and suggests ways towards interdisciplinary collaboration. Then further research directions for musical care in childhood are presented. In conclusion, the authors argue that music is an act of caregiving that can influence the quality of a child’s development and therefore offers one way to nurture children’s cognitive, physical, and social-emotional capacities in preparation for the next stage of life.
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Reynard, Leslie J. "Troll Farm." In Developing Safer Online Environments for Children, 230–65. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1684-3.ch010.
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Anonymity can create cowards. Perceptions of mistreatment can create an urge for revenge. And online social media platforms create opportunities to exact vengeance. This chapter provides an overview of online character assassination as it has evolved within a profusion of social media sites offering forums for uncensored airing of opinions. When opinions constitute political speech, they can be life-threatening. When opinions are commercial speech rating character and competence of professionals, digital defamation can threaten livelihood. In commercial arenas, victims often feel helpless to protect their reputations; however, some legal remedies may be available. This essay investigates the nature of abusive communication online, the role anonymity plays in digital attacks, and psychological characteristics associated with trolls and cyber-bullies. Case studies of individuals' efforts to defend themselves from online character assassination illustrate concepts discussed and strategies being used for online reputational self-defense.
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Painter, Kirstin, and Maria Scannapieco. "Treatment of Anxiety Disorders." In Understanding the Mental Health Problems of Children and Adolescents, 122–33. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190927844.003.0008.
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As with depressive disorders, the two most common treatments for anxiety are psychotropic medication and psychotherapy, either individually or in conjunction. Psychotherapy is often the preferred first line of treatment unless the youth is a danger to self or others or is significantly unable to function. This chapter provides an overview of the classes of antianxiety and antidepressant medications (i.e., selective serotonin reuptake inhibitors, serotonin norepinephrine reuptake inhibitors, benzodiazepines) used for treating different anxiety disorders along with brief information on their side effects. Descriptions are provided of the core components of curriculum and non-curriculum evidence-based and promising practices, including child–parent psychotherapy, trauma-focused cognitive-behavioral therapy, and two computerized therapies. The chapter ends by revisiting the case studies from Chapter 7, reviewing the actual outcomes of the cases and posing questions to prompt further discussion.
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Trickey, David, and Dora Black. "Child trauma." In New Oxford Textbook of Psychiatry, 1728–31. Oxford University Press, 2012. http://dx.doi.org/10.1093/med/9780199696758.003.0225.
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This chapter will focus on the impact on children of traumatic events other than child abuse or neglect, which are covered in Chapter 9.3.3. According to the DSM-IV-TR definition of post-traumatic stress disorder (PTSD), traumatic events involve exposure to actual or threatened death or injury, or a threat to physical integrity. The child's response generally involves an intense reaction of fear, horror, or helplessness which may be exhibited through disorganized or agitated behaviour. Terr suggested separating traumatic events into type I traumas which are single sudden events and type II traumas which are long-standing or repeated events. If the traumatic event includes bereavement, the reactions may be complicated and readers should consult Chapter 9.3.7 to address the bereavement aspects of the event. Following a traumatic event, children may react in a variety of ways (see Chapters 4.6.1 and 4.6.2 for the adult perspective on reactions to stressful and traumatic events). Many show some of the symptoms of post-traumatic stress disorder—re-experiencing the event (e.g. through nightmares, flashbacks, intrusive thoughts, re-enactment, or repetitive play of the event), avoidance and numbing (e.g. avoidance of conversations, thoughts, people, places, and activities associated with the traumatic event, inability to remember a part of the event, withdrawal from previously enjoyed activities, feeling different from others, restriction of emotions, sense of foreshortened future), and physiological arousal (e.g. sleep disturbance, irritability, concentration problems, being excessively alert to further danger, and being more jumpy). In young children the nightmares may become general nightmares rather than trauma-specific. Other reactions to trauma in children are: ♦ becoming tearful and upset or depressed ♦ becoming clingy to carers or having separation anxiety ♦ becoming quiet and withdrawn ♦ becoming aggressive ♦ feeling guilty ♦ acquiring low self-esteem ♦ deliberately self-harming ♦ acquiring eating problems ♦ feeling as if they knew it was going to happen ♦ developing sleep disturbances such as night-terrors or sleepwalking ♦ dissociating or appearing ‘spaced out’ ♦ losing previously acquired developmental abilities or regression ♦ developing physical symptoms such as stomach aches and headaches ♦ acquiring difficulties remembering new information ♦ developing attachment problems ♦ acquiring new fears ♦ developing problems with alcohol or drugs. Such problems may individually or in combination cause substantial difficulties at school and at home. The reactions of some children will diminish over time; however, for some they will persist, causing distress or impairment, warranting diagnosis, and/or intervention. Research predicting which children will be more likely to be distressed following a traumatic event suffers from a number of methodological flaws. However, factors which are often identified as constituting a risk for developing PTSD across a number of studies include: level of exposure, perceived level of threat and peri-traumatic fear, previous psychological problems, family difficulties, co-morbid diagnoses, subsequent life events, and lack of social support.
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Phipps, Sean. "Psychosocial and Behavioral Issues in Stem Cell Transplantation." In Comprehensive Handbook of Childhood Cancer and Sickle Cell Disease. Oxford University Press, 2006. http://dx.doi.org/10.1093/oso/9780195169850.003.0010.
Повний текст джерелаАнотація:
Stem cell transplantation (SCT) or bone marrow transplantation (BMT) has evolved from a heroic, experimental therapy of last resort to a standard therapy for many high-risk leukemias and the preferred first option after leukemic relapse (Sanders, 1997; Santos, 2000; Treleaven & Barrett, 1998; Wingard, 1997). The indications for SCT have widened to include a number of other malignant disorders, including lymphomas, solid tumors, and even brain tumors, as well as to a growing number of nonmalignant disorders (Meller & Pinkerton, 1998; Santos, 2000; Treleaven & Barrett, 1998). The growth of bone marrow registries that allow for wider use of unrelated donor transplants and developments in stem cell selection techniques that allow for haplotype transplants using mismatched family donors, including parents, have greatly increased the availability of SCT as a viable treatment option for seriously ill children (Mehta & Powles, 2000). At the same time, advances in supportive care have led to improved survival outcomes and thus to a rapidly growing number of long-term survivors of SCT (Santos, 2000; Treleaven & Barrett, 1998). Yet, despite the extraordinary medical and technical advances that have saved the lives of many children, SCT remains a high-risk medical procedure involving a prolonged and physically demanding treatment regimen that can challenge the coping capacities of patients and their families. Psychosocial research in pediatric SCT has progressed more slowly, but available studies indicate that SCT is a stressful experience that can have a negative impact on the social functioning, self-esteem, and general emotional well-being of survivors (Barrera, Pringle, Sumbler, & Saunders, 2000; McConville et al., 1990; Parsons, Barlow, Levy, Supran, & Kaplan, 1999; Phipps, Brenner, et al., 1995; Phipps & Barclay, 1996; Rodrigue, Graham-Pole, Kury, Kubar, & Hoffman, 1995; Stuber, Nader, Yasuda, Pynoos, & Cohen, 1991; Vannatta, Zeller, Noll, & Koontz, 1998). A number of studies have also focused on parental response to SCT (Barrera et al., 2000; Kronenberger et al., 1998; Manne et al., 2001, 2002; Phipps, Dunavant, Lensing, & Rai, 2004; Rodrigue et al., 1996; Streisand, Rodrigue, Houck, Graham-Pole, & Berlant, 2000). Much of the literature to date has focused on long-term outcomes in survivors, particularly neurocognitive and academic outcomes.
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Lyu, Keyi, Cong Lyu, Jiacheng Li, and Ghassan Shughri. "Parental Involvement Contributes to Family Cultural Capital in J District in Shanghai." In Advances in Educational Marketing, Administration, and Leadership, 448–69. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9108-5.ch025.
Повний текст джерелаАнотація:
Family cultural capital can be defined as a series of family cultural elements that are mainly held and transmitted by parents, that can contribute to children development. Many studies reveal that the family cultural capital of the migrant works is insufficient, which exerts negative effects on the development of their children. The study focuses on exploring the relationship between parental involvement and family cultural capital. The authors selected Taoyuan migrant as a case which has conducted home-school collaboration reform for more than three years, using the methods of interview, questionnaire, and observation to get two mains findings: (1) The model of parental involvement experienced a change process from self-elimination to active-participation, in which the school played a major role. (2) When parents adopt the model of active-participation, family cultural capital changes in three main forms of activation, increasing and transformation.
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Lyu, Keyi, Cong Lyu, Jiacheng Li, and Ghassan Shughri. "Parental Involvement Contributes to Family Cultural Capital in J District in Shanghai." In Research Anthology on Balancing Family-Teacher Partnerships for Student Success, 463–84. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-7601-7.ch023.
Повний текст джерелаАнотація:
Family cultural capital can be defined as a series of family cultural elements that are mainly held and transmitted by parents, that can contribute to children development. Many studies reveal that the family cultural capital of the migrant works is insufficient, which exerts negative effects on the development of their children. The study focuses on exploring the relationship between parental involvement and family cultural capital. The authors selected Taoyuan migrant as a case which has conducted home-school collaboration reform for more than three years, using the methods of interview, questionnaire, and observation to get two mains findings: (1) The model of parental involvement experienced a change process from self-elimination to active-participation, in which the school played a major role. (2) When parents adopt the model of active-participation, family cultural capital changes in three main forms of activation, increasing and transformation.
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Midkiff, Emily. "The Case Study." In Equipping Space Cadets, 102–51. University Press of Mississippi, 2022. http://dx.doi.org/10.14325/mississippi/9781496839022.003.0005.
Повний текст джерелаАнотація:
This chapter offers grounded evidence to combat the cycle of self-fulfilling prophecies around primary sf. Through three studies designed for this book, this chapter builds an interdisciplinary case describing primary sf. One study describes contemporary children's interest in science fiction through a national dataset of school library lending during the 2016-2017 school year. Another study describes the beliefs and habits of adult mentors regarding science fiction through a survey of teachers and librarians. Finally, the last study demonstrates children's reading skills with science fiction through recorded read-aloud sessions with primary school students.
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Dandona, Anu. "The Impact of Parental Substance Abuse on Children." In Advances in Psychology, Mental Health, and Behavioral Studies, 30–42. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0228-9.ch003.
Повний текст джерелаАнотація:
Substance abuse is a difficult situation for anyone to deal with, but the problem is compacted when children are involved. Parents who are substance abusers may knowingly or unknowingly be causing a number of problems for their child. Substance abuse in a parent can lead to child abuse and neglect. A child can develop anxiety; this can include overachievement, constant need to please others, fear of harm coming to the family, and concern about getting home on time. Children can experience depression including symptoms like fatigue, listlessness, and no interest in pleasurable activities. For a child with a parent who abuses drugs or alcohol, there is a strong likelihood they will experience psychosomatic illness and complaining often about not feeling well. The child may also show behaviours evident of regression, including thumb-sucking, enuresis and infantile behaviour. Phobias can occur, which sometimes are about attending school. Some additional effects on a child can include low self-esteem and social isolation. These can encompass difficulty making decisions, self put downs, reluctance to try new activities, keeping to one's self, no friends and avoiding peer contact. This chapter aims to describe and increase awareness of the harmful effects of parental substance abuse on children. Therefore, the trends in substance abuse are being discussed to give the reader an understanding of the widespread and complex social phenomenon and the ones most affected; the children.
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Guazzaroni, Giuliana. "Autism Spectrum Disorder (ASD) and Attention-Deficit/Hyperactivity Disorder (ADHD) Children." In Advances in Psychology, Mental Health, and Behavioral Studies, 176–98. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7168-1.ch011.
Повний текст джерелаАнотація:
Autism spectrum disorder (ASD) is a serious neurological disorder. Using virtual reality (VR), researchers are exploring alternative solutions to treat ASD. Recent experiences show that VR can be a motivating platform to safely practice social and communication skills for children with ASD. It is also seen as an effective method to build empathy and help improve the general understanding of the condition. This study will focus on using and experimenting different 360-degree immersive learning environments for ASD and attention-deficit/hyperactivity disorder (ADHD) pupils and their schoolmates. The chapter will report on a few ASD students who use VR facilities to communicate, learn, improve self-awareness, autobiographical memory, and reduce school pressure, and a few ADHD students who enjoy a VR environment to improve concentration and self-esteem. Both the ASD students and the ADHD ones decided, during the trial, to become VR creators building their own content, with the help of a facilitator.
Тези доповідей конференцій з теми "Self-esteem in children Case studies"
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Barreto, Luisa, and Hugo Gonçalves. "Language and Visual Perception as a Communication tool for Children with Autism Spectrum Disorders." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001409.
Повний текст джерелаАнотація:
This study aims to create a tool to facilitate pedagogy for children with autism spectrum disorders, with a primary focus on investigating how different alternative communication systems can improve the daily lives of these children.Autism is a psychological disorder that expresses itself in the development of different degrees of affectation of the individual in relation to family and social interactions, revealing very specific behavioral characteristics, and deficits in communication and language. Due to the difficulty of diagnosing this pathology in the first years of a child's life, the treatments implemented are not always the most appropriate. On the other hand, there are several degrees of development of the disease, which are relevant to their ability to interact with people and the world around them. Therefore, and in association with an early diagnosis, it is necessary to find ways to stimulate them towards social interaction and the development of self-esteem and communication, through didactic-pedagogical monitoring. It is estimated that autism affects one in every 160 children in the world, where pedagogical programs do not contemplate the needs of these children, they become discriminated and segregated from the community.The main goal of this study is to create a pedagogical object adapted to individuals with cognitive disabilities, particularly children with autism spectrum disorders, allowing them to develop their cognitive and interaction skills with others. With the support of studies and institutions that work with children with autism spectrum disorders, information was collected to identify which visual elements are more stimulating and provide interaction with other children.Having Communication Design as a tool for creating communication objects, it was concluded that the best way to provide this interaction would be with the creation of a children's storybook suitable to the interests of children with autism spectrum disorders.Thus, a character Miguelito, who travels through the stars and planets, was created. "Miguelito's Journey" is characterized by a specific language, with the objective of improving and adapting its characteristics as much as possible to the perception capacities of children with cognitive disorders in order to facilitate communication between them. The book/game was presented to a sample of five children with autism, with ages ranging from six to ten years old, who were asked to make a joint and final analysis about the storytelling in the book. From this interaction with the developed project, we started observational study, through the collection of qualitative data. This study revealed that illustrations are a key point of help for individuals with cognitive difficulties, since textual production in these cases becomes a difficult medium to understand. These illustrations should be simple, which makes them easier to understand, and the insertion of textured materials is an added value, creating more interest and interaction of children with autism spectrum disorders.
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Liu, Miao, and Hongzhao Qi. "Product Design for Children's Life Education from the Perspective of Social Control Theory." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001739.
Повний текст джерелаАнотація:
Childhood is the beginning of life, and education during this period is crucial to a person's growth. Life education is an important part of the basic education system, and life education for children is conducive to establishing the correct values of life from an early age, learning to respect and care for their own lives and the lives of others. Life education has always been the weakness of the Chinese education system, and the lack of awareness of life education among children from an early age has led to many tragedies. Life education in China is still in the exploratory stage, and the research and development of life education products for children is still insufficient, so it is of great social value to study how to design better life education products.This paper studies the product design of children's life education from the perspective of the Social Control Theory, which is a long-established criminological theory that studies how to comply with social rules and prevent impermissible behavior. The Social Bond Theory in Social Control Theory holds that the four key elements of "attachment", "commitment", "involvement" and "belief", also known as social bonds, help people reduce their criminal tendencies. Social Control Theory has been widely used in the study of juvenile delinquency, but few researchers currently apply it to the field of children’s life education, so it is a novel perspective and method to apply Social Control Theory to children's life education design research. It brings forward social control from crime prevention to promoting children's education, this is relevant and reasonable.This paper first uses the interdisciplinary research method, integrates the multidisciplinary knowledge of sociology and psychology to study and summarize the Social Control Theory, and combines Piaget's cognitive development theory and other educational theories to study children's life education, summarizes the connection between social control and children's life education, and constructs the basic framework of life education system from the perspective of social control. In this paper, we used python crawler to collect data about children's life education products and summarize the current situation of children's life education product design. The questionnaire method was used to obtain the data of approval degree of parents of kindergarten children for children's life education and in the investigation of the attributes of children's life education products they value. Design suggestions for children's life education products are provided from the perspective of the four aspects of the social bond of social control theory: attachment, commitment, involvement and belief.This paper summarizes the connection between Social Control Theory and children's life education. From the perspective of social control, the continued development of life education deficiency is deviance and crime, and the purpose of children's life education is firstly to guide children to learn to comply with norms and to create values, and secondly to develop self-control from an early age and learn to cope with emotional changes. Social Control Theory provides a new perspective for the design of children's life education products, that is, from the four social bonds of "attachment", "commitment", "involvement" and "belief", make children cultivate good cultural values and positive personality, enhance their social participation and self-efficacy. Social Control Theory can help society, families and schools provide better life education for children, and help children learn about life more effectively, establish correct life values and have a better life.
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Lambrecht, Franz, and Carsten Sommer. "SafeBike - a road safety programme for young adolescent cyclists." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002428.
Повний текст джерелаАнотація:
In 2019, approximately 29,000 children (up to 15 years of age) were involved in road traffic accidents in Germany. The cohorts with the most accident victims are the 11- to 14-year-olds, about half of whom (approx. 6,000 children) were involved in accidents by bicycle. The number of cyclists involved in accidents rises sharply after the transition from primary to secondary school. This is due to a change in driving behavior after the change of school compared to the primary school period. Many pupils start cycling to school after changing to secondary school. Furthermore, extensive behavioral changes occur with the onset of puberty, which, for example, increases the willingness to take risks in road traffic. SafeBike is a road safety program for the particularly vulnerable target group of 11 to 14-year-old cyclists based on observation procedures, self-reflection and personal responsibility. The basic aim of SafeBike is to raise students' awareness of danger perception when cycling, leading to an increased sense of safety in the short term, so that in the long term the number of cycling accidents in the target group will decrease. After participating in the program, students are expected to be more critical of their own behavior, among other things. SafeBike consists of three components: a self-assessment of one's own driving behavior in terms of safety, the treatment of several subject areas in which driving errors and traffic conflicts occur more frequently, and a final re-assessment of one's own driving behavior.The traffic effects of the program were surveyed and evaluated in a pilot test at two different schools in Germany. In the post-surveys, the test group committed about 50% fewer traffic conflicts and driving errors than the control group, which attests to the very high short-term effectiveness of SafeBike. In the control group, who did not complete the program, no significant improvements occurred in comparison to the before survey, in contrast to the subject group. In the test group, there were significant positive effects, especially in the case of driving errors that occurred particularly frequently in the pre-surveys and were correspondingly addressed in the program and discussed by the students. Particularly high positive effects were achieved with conversations while driving, at the pedestrian crossing and using the pavement on the wrong side of the road. Medium effects were achieved with hand signals and looking around. This means that the road safety program can be used in road safety education throughout the country. However, long-term effects are not yet available and must be determined in further studies.
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Cohen Zilka, Gila. "The Elements Way: Empowering Parents, Educators, and Mentors in the Age of New Media." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3701.
Повний текст джерелаАнотація:
[This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology] Aim/Purpose: This study was designed to examine the effectiveness of mentor’s work with immigrant children and adolescents at risk, using the Elements Way. Background: The New Media offers our “screen kids” a lot of information, many behavioral models, and a new type of social communication. The Elements Way is an educational method designed to enhance openness, development, breakthroughs, goal achievement, and transformation in the age of media and social networks. Methodology: The Elements Way was developed following research on communication in the diversified media, especially new media such as Facebook, WhatsApp, and television reality shows, and the study is an examination of the effectiveness of mentors’ work with immigrant children and adolescents at risk, using the Elements Way. All mentors had been trained in the Elements Way. The study population included 640 mentors working with immigrants’ children in Israel. The work was conducted in 2010-2013. The mixed-methods approach was selected to validate findings. Contribution: Empowering children and enhancing their ability to cope; Creating openness and sharing, making children more attentive to the significant adults in their lives; Supporting children who face the complex reality that characterizes our age. Findings: Significant differences were found in the mentors’ conduct with the children. Work programs were designed and implemented with care and consistency, and mentors succeeded in generating change within the children and achieving desired goals. Of the 640 participating mentors, 62 were not able to promote the child, and interviews with them revealed that their work with the children was not consistent with the Elements Way and began from a different vantage point. Recommendations for Practitioners: Success factors: Self-awareness and awareness of one’s surroundings. Empathy. Willingness to engage in significant interactions. Self-cleansing and self-reflection. Ability to engage in a personal and interpersonal dialogue. Ability to accept and contain the child. Cooperation with the child in creating a work program and assisting the child to achieve the goals that were set in the program. Recommendation for Researchers: Future studies should focus on analyzing the discussions of children and adolescents, to add depth to our insights regarding children and adolescents’ perception of the mentors’ work from their perspective. Impact on Society: Finding the “keys” to openness, development, goal achievement, and transformation in our work with “screen kids.” Future Research: Studies that are designed to examine the effectiveness of mentor’s work with immigrant children and adolescents at risk, using the Elements Way.
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Lee, Kapo, Joanne Yip, and Kit Lun Yick. "Investigating the Factors Affecting the Thermal and Tactile Comfort of Summer Undergarments." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001537.
Повний текст джерелаАнотація:
Hong Kong is often playfully called the “Frozen City” because the air-conditioning in many buildings operates at frigid temperatures during the summer. However, the large temperature differences between the external and internal environments could cause a large array of illnesses, especially children who are not aware of the temperature changes and are less likely to have self-care ability. Therefore, wearing appropriate undergarments or summer underwear could be one of the solutions. However, there are few studies that have investigated the thermal and tactile comfort of summer underwear. In this study, physical experiments, KES-FB measurements, and a wear trial are done to address the lack of studies. Seven conventional types of materials for undergarments are tested. The results indicate that lighter, thinner, and low stitch density fabrics constructed with uniform filaments increase breathability and enhance moisture wicking. Also, uniform fibres increase the thermal conductivity thus enhancing a cooler feeling. In regards tactile comfort, lighter and thinner materials with a higher percentage of elastane, finer yarn, and uniform and long fibres offer a softer, smoother, and cooler hand feel. In addition, the pure cotton material appears to more regulate body temperature as the resultant undergarment facilitates a higher rate of perspiration despite clinging. These results are a good reference for materials scientists, textile researchers as well as academics to further related research work.
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Medeiros De Brito Sá, Andrea, Ana Luiza de Araujo Rodrigues, Ana Luiza França Crispim, Carlos Eduardo dos Santos Júnior, and Patrícia Junqueira Ferraz Baracat. "The effect of physiotherapy specific exercises on the treatment of adolescent idiopathic scoliosis." In 7th International Congress on Scientific Knowledge. Biológicas & Saúde, 2021. http://dx.doi.org/10.25242/8868113820212399.
Повний текст джерелаАнотація:
Adolescent idiopathic scoliosis (AIS), characterized by three-dimensional deviations of the spine, has an unknown etiology. It affects 2 to 4% of healthy children, mainly in the growth spurt phase, and has negative impacts on the perception of self-image, self-esteem and, later, on the quality of life and functionality of their carriers. Conservative treatment of structural changes in the spine includes specific exercises for scoliosis (PSSE), combined or not with the use of rigid orthosis, to prevent or reduce curve progression. The aim of this study was to review the most evidence-based and effective exercise protocols and methods for the treatment of adolescent idiopathic scoliosis. Only randomized and controlled clinical trials from Pubmed, Lilacs, Cochrane Library and PEDro (Physiotherapy Evidence Database) databases and published in English between 2015 and 2020 were included. The keywords used in the search were adolescent idiopathic scoliosis, spine, posture, physiotherapy, postural deviation, specific exercises for scoliosis and postural diagnosis. Eight randomized clinical trials were selected. The number of participants was three hundred and forty-five and their outcomes varied between Cobb angle, Global Rating of Change (GRC), SRS-22r questionnaire, aesthetic perception, and vertebral rotation angle. It is concluded that although more studies on the subject are still needed, a three-dimensional approach through exercises proved to be effective in the treatment of adolescent idiopathic scoliosis.
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Kröll, Martin, and Kristina Burova-Keßler. "Use of AI tools in learning platforms and the role of feedback for learning." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001504.
Повний текст джерелаАнотація:
The digital transformation in the world of work has profound effects on the processes of career orientation and the transition between school and work. Together with international partners from Bulgaria, Germany, Greece, Spain, Italy and Hungary, a digital mentoring concept to secure the employability of young people has been or is being investigated in the three-year EU project "Career 4.0". The focus is on the further development of a personal development plan with the help of which the young people can reflect on their future employment opportunities. Compared to other teaching-learning situations, this is a learning process that is open to development without a predetermined true or false, as is usually the case with mathematical tasks, for example. This places special demands on the mentors when it comes to assessing which forms of feedback are particularly beneficial for the young people and which prove to be less beneficial.Within the framework of the EU project, empirical studies were carried out which came to the conclusion that the quality of the feedback that mentors give to mentees is assessed very dif-ferently by these groups of participants. The mentees see considerable potential for improve-ment when it comes to the quality of the feedback from the mentors. In contrast, the mentors themselves are not as critical of their activities in giving feedback. Over 60 mentees and over 30 mentors have participated in the empirical study so far.The starting point for the study is the meta-analysis of the research team around Hattie et al. (2016). They differentiate between the following forms of feedback: (1) task-related, (2) pro-cess-related, (3) self-regulation-related and (4) person- or self-related feedback. According to the evaluation of their meta-analysis, the second and third forms of feedback have the greatest effect on learning outcomes.Furthermore, scientific studies have shown that the acceptance of feedback depends on numerous influencing factors, which can be assigned to four areas: Characteristics of (1) the feedback message, (2) the feedback source, (3) the feedback recipient and (4) the feedback context. The effect of feedback can be related to three levels, following the psychology of lear-ning: (1) cognitive (e.g. closing competence gaps), (2) metacognitive (e.g. supporting self-assessment and self-awareness) and (3) motivational level (e.g. promoting readiness). How the feedback recipients (here: the young people) ultimately deal with the feedback also depends on their causal attribution, i.e. which reasons they see as causal for their progress or the failure of their actions. If, for example, they attribute their inadequate task performance to environmental factors, e.g. difficult and unfair tasks or disproportionate time pressure, or if they see the reasons in themselves, e.g. in their lack of commitment or insufficient skills, this has very different effects on the effects of the feedback. Among other things, this can lead to a "self-esteem distortion" if, for example, negative results are primarily attributed to external circumstances. The research project is also investigating the extent to which AI tools can help to make feed-back even more effective and efficient for learners. In order to provide IT and AI solutions (such as adaptive learning systems, learning analytics, intelligent CBR recommendation sys-tems) to support the giving of feedback, e.g. with the help of a learning platform, it is advantageous and necessary to make the feedback process transparent by using a process mo-delling approach and to work out individual process steps.Hattie, J. & Timperley, H. (2007): The Power of Feedback, in: Review of Educational Research Vol. 77, No. 1, 81-112.London, M. & McFarland, L. (2010): Assessment Feedback. In J. Farr & N. Tippins (Hrsg.), Employee Selection (S. 417-436). New York, London: Routledge.Narciss, S. (2013). Designing and Evaluating Tutoring Feedback Strategies for digital learning environments on the basis of the Interactive Tutoring Feedback Model. Digital Education Review, (23), 7–26.
Звіти організацій з теми "Self-esteem in children Case studies"
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Integration of reproductive health services for men in health and family welfare centers in Bangladesh. Population Council, 2004. http://dx.doi.org/10.31899/rh17.1006.
Повний текст джерелаАнотація:
Since the mid-1970s, the Bangladesh national family planning program primarily focused on motivating women to use modern contraceptive methods and encouraging them to seek services from clinics. In addition, female field workers were recruited to deliver contraceptive methods at homes. The program design facilitated women’s access to information and medical care through clinics and home visits. In the process, however, the medical needs of males were marginalized. Men generally seek services from pharmacies, private practitioners, and district hospitals, and often ignore preventive steps and postpone seeking medical care for chronic health conditions. In cases of acute illness, they often resort to self-medication. As noted in this report, the study’s aim was to integrate male reproductive health services within the existing government female-focused health-care delivery system. The study concluded that reproductive health services for men could easily be integrated into the health and family welfare centers without affecting the clinics’ focus on serving women and children.