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(Ne)viditeľní: transrodové deti na základných a stredných školách

Author(s): Soňa Lutherová G. / Language(s): Slovak / Issue: 3/2016

The process of gender identity development in children and youth affects their daily life. With their very existence, transgender children confront the common notions of the majority about “right” boys and girls. There is a persistent pressure in different areas of social life and at schools they visit on preserving the cisnormative way of life. The study is based on a year-long research of transgender children and youth at elementary and secondary schools in Slovakia, with the support of the civic association TransFúzia. The research material consists of in-depth interviews with ten children and young people and interviews with the representatives and teachers from three selected secondary schools. The research results suggest that the self-realization of children in a school environment is influenced by various limits and barriers. These, however, arise not only from the official systemic framework for teaching and the education process in Slovakia, but also from individual notions and approaches by school authorities. The personal stories of seeking their own“self” of transgender children and youth therefore develop in different contexts and under different conditions. They present not only the specific situation of the members of this special minority, but create the image of the daily life of children and youth in a school environment.

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3-4 Yaş Çocuklarında Zihin Kuramı ve Kendini Düzenleme Becerisinin Yardım Davranışları Üzerindeki Etkisi

Author(s): Muhammed Şükrü Aydın,Sema Karakelle / Language(s): Turkish / Issue: 08/2016

The aim of this study is to examine the effects of theory of mind and self-regulation skills on children’s helping behavior. Total of 104 children aging between 36-59 months, participated in the study. Helping behavior was measured with an instrumental helping task. Scaling of Theory-of-Mind tasks were used in measuring theory of mind. As for measuring self-regulation, peg tapping task were used. In order to control receptive language abilities of children, Turkish Expressive and Receptive Language Test (TIFALDI) was applied. Results of the analyses indicated that there were significant relations between theory of mind and self-regulation skills and helping behavior, however, multiple regression analyses showed that the main predictor of helping behavior was theory of mind, but not self-regulation skills after controlling for age and receptive language. Results were discussed with respect to the literature, in relation to the role of theory of mind and self-regulation skills in explaining helping behavior.

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60-72 Aylık Çocukların Bilişsel, Sosyal- Duygusal ve Özbakım Yeterliklerinin Çeşitli Değişkenler Açısından İncelenmesi: Kuzey Kıbrıs Örneği

Author(s): Sarem Özdemir / Language(s): Turkish / Issue: 97-1/2019

Preschool education is a critical period in terms of improving cognitive, social-emotional, language and self-care skills of a human’s life. The main purpose in this study is to investigate differences of competencies of children’s cognitive, social-emotional and self-care skills in terms of mothers’ employment status. Cross sectional survey method and descriptive analysis were used in this study. Target population was all mothers who have a child at age 6 and accessible population was mothers who live in Nicosia. Random sampling was used to assign the questionnaire. The items in the rubric were formed with related to the objectives mentioned in the preschool education curriculum. Participant mothers were asked to specify the degree of competency on cognitive, social-emotional and self-care learning skills. Data obtained in this study were collected in the February and March 2016. Questionnaire also included personal information about participants that are; employment situation, age, number of children, level of education and job of the mother. According to the results, children of mothers at home had higher scores on social-emotional and self-care skills. In addition, it was found that children with higher education level had higher social emotional development scores and self-care skills. It was also concluded that the older mothers’children had a better level of self-care skills.

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A Comparative Macrostructural Analysis of Narrative Discourse in Children with Typical Language Development and Children with Developmental Language Disorder

Author(s): Jelena Kuvač Kraljević,Gordana Hržica,Ivana Vdović Gorup / Language(s): English / Issue: 3/2020

The aim of this study is to compare the narrative ability of children with developmental language disorder (DLD) and children with typical language development (TLD) using new material for narrative assessment – the Multilingual Assessment Instrument for Narratives (MAIN). Twenty children with DLD and twenty with TLD, mean age 6.6 years, all monolingual speakers of Croatian, participated in the study. Results demonstrated that children with TLD outperform children with DLD at the macrostructure level in both conditions – story generation and retelling. In addition, the type of elicitation was shown to have an impact on narrative production.

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A comparison of WISC-R and WAIS-R (PL) scores of children and adolescents in a longitudinal study

Author(s): Krystyna Sochacka / Language(s): English / Issue: 1/2016

D. Wechsler’s tests were used to examine the same group of subjects within the intellectual norm (N = 31) twice over an interval of 13 years: the Wechsler Intelligence Scale for Children (WISC-R; the subjects’ mean age was 8 years) and the Wechsler Adult Intelligence Scale (WAIS-R; mean age – 21 years). Each measurement was carried out by the same person. Based on 62 protocols (answer sheets), intelligence quotients, scaled subtest scores, and factor scores obtained using WISC-R were compared both with the normalized version of WAIS-R (PL) (2004) and with the version of WAIS-R (PL) from before normalization (1996). Statistically significant differences were found between the results obtained using WISC-R and the normalized version of WAIS-R (PL). There is no such difference between WISC-R and the earlier version of WAIS-R (PL), from before normalization. Implications for clinical practice are discussed.

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A felnőtté válás lehetőségei és útvesztői: a "készülődő felnőttség" és kapunyitási krízis

Author(s): Szende Elekes / Language(s): Hungarian / Issue: 1/2017

Contrary to Erikson’s developmental theory, nowadays it is a common phenomenon that identity achievement goes well beyond adolescence, extending even until the end of the twenties. Jeffrey Arnett suggested that in industralized socities a new life stage has occured between the ages 18 and 25, calling it emerging adulthood. Th is period that is neither adolescence, nor young adulthood, poses no normative expectations and obligatory adult roles on the youngster. It is a prolonged moratorium, that allows the person to explore several adult roles, without being obliged to commit themselves in a certain job or relationship. Although emerging adulthood is an „age of possibilities” for many, transition to adulthood may mean a crisis for many young people in their twenties, especially the transition from school to work. Th e unpredictability of the too many choices, the constant change can place a huge burden on today’s youth, and it results in anxiety, depression and hopelessness. This is in fact an identity crisis, where life goals, values and the whole person are questioned. The person in crisis needs social support or even professional help to conquer the crisis, set up new goals and take decisions.

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A model of attitudinal outcomes of teachers’ psychological capital

Author(s): Mehmet Karakus,Alpay Ersozlu,Selcuk Demir,Muhammet Usak,Helen Wildy / Language(s): English / Issue: 4/2019

This study aims to determine the relationship between psychological capital and job satisfaction, organizational commitment, motivation, and the intent to leave. The sample of this study consists of 323 teachers in 25 schools that were selected randomly with clustered sampling method from the schools. The structural equation model that yields the best-fit indices, states that as teachers’ psychological capital levels increase, job satisfaction levels also increase. Psychological capital has a positive effect on teachers’ commitment and motivation through the full mediation effect of job satisfaction. Psychological capital has a negative effect on intent to leave through the full mediation effects of job satisfaction and organizational commitment. It is beneficial for school managers to invest in developing and strengthening the psychological capital of teachers if they want to increase job satisfaction, organizational commitment and motivation levels of teachers and to decrease their intent to leave school

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A new form of friendship among young adults in Poland: Identification of the friends with benefits phenomenon

Author(s): Tomasz Prusiński / Language(s): English / Issue: 1/2018

Close friendship is one of the most fundamental issues in psychology. It is a universal relationship in terms of which it is possible to describe every human being, since every individual engages in it. The quality of close friendship relationships is one of the essential conditions of mental health. A close friendship generates space in which to fulfill the most fundamental human needs. The aim of this empirical study was to identify a new form of close interpersonal relationship, called “friend with benefits” and defined as friends having sexual relations. The results of the empirical study allow us to explore this phenomenon, discuss differences in the quality and intensity of the friends with benefits relationship between men and women, and draw some important conclusions.

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A Polish Adaptation of the Multidimensional Existential Meaning Scale: Internal Structure, Reliability, and Validity

Author(s): Rafał Gerymski,Dariusz Krok / Language(s): English / Issue: 2/2020

The aim of this article was to present a Polish adaptation of the Multidimensional Existential Meaning Scale (MEMS) developed by George and Park (2017). The scale proposes a tripartite view of meaning in life, measuring it in three different dimensions: Comprehension, Purpose, and Mattering, which is a new interesting approach to the conceptualization of this factor from a broader, existential perspective. The scale testing procedure involved a research sample consisting of 401 participants. In addition to the MEMS scale, the Meaning in Life Questionnaire (MLQ) and the Purpose in Life Test (PIL) were used. The results obtained with the Polish version confirmed its reliability and validity, and the three-factor structure. The Cronbach’s α coefficient was .91 for the entire scale and oscillated between .72 and .89 for the subscales. The Polish MEMS contains 9 items; therefore, it is a short tool which can be successfully used in research on meaning in life.

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A roughly mapped terra incognita: Image of the child in adult-oriented media contents

Author(s): Nada Korać,Jelena Vranješević / Language(s): English / Issue: 4/2003

The study analyzes the image of the child in the media contents intended for adult audiences in Serbia, considering the importance of the role media play in shaping public opinion on children, as well as the influence of such public opinion on adults' attitudes, decisions and actions concerning children. The study focuses on visibility and portrayal of children in the media, in order to determine to what extent children are present in them, and in what way. Relevant data were collected for three media - press, radio and television - mostly covering the entire territory of Serbia, over two consecutive months (April – May 2001). Content analysis revealed that children are not only underrepresented, but also misrepresented, in Serbian media.

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ABAS-3 – AN INSTRUMENT FOR ASSESSING ADAPTIVE SKILLS IN PEOPLE WITH AN INTELLECTUAL DISABILITY

Author(s): Anna Prokopiak,Janusz Kirenko / Language(s): English / Issue: 2/2020

In its initial part, the article presents an analysis of the definition of intellectual disability and follows its development over the past half-century. In order to diagnose an intellectual disability, it is important not only to demonstrate an overall level of intelligence that is at least two standard deviations below the median score, but also to take into account the concurrent criterion of developmental age. Moreover, as discussed in this article, defining an intellectual disability also requires addressing limitations in adaptive behavior, i.e. cognitive, social and practical functioning skills. These diagnostic criteria are met by the “Adaptive Behavior Assessment System” (ABAS), published originally in 2000 by Harrison and Oakland. Its third edition came out in 2015. ABAS-based evaluations find a wide variety of uses, including assessing adaptive behavior of people with intellectual disabilities, diagnosing and classifying disabilities and disorders, documenting and monitoring progress over time, and determining entitlement to disability benefits. The instrument has many strengths, but it also exhibits limitations. For example, comprehensive examination is only possible if the localized adaptations of ABAS are suited for people in the age bracket of 0-89 years. The effective use of this instrument is also dependent on its compatibility with the formal disability assessment system and with the strategies for working with students who have intellectual disabilities. The level of this compatibility should be no less than the American variant. Only then will ABAS-3 be fully adaptable to the purpose for which the assessment is developed, and the results obtained will be useful and properly applied.

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ABORDARE TEORETICĂ A PERSONALITĂŢII TINERILOR INFRACTORI CARE AU SĂVÂRŞIT INFRACŢIUNI CONTRA PATRIMONIULUI

Author(s): Stanislav CEBOTARI / Language(s): Romanian / Issue: 1-2/2018

This article describes through theoretical point of view the personality traits of young offenders who have committed crimes against patrimony. There are a lot of similar characteristics of them with other types of offenders but at the same time there are special defining elements of them. The analysis of the literature developed by the scholars in the field from different countries and different periods of development of the society allows us to more accurately portray the personality profile of the young offenders who committed crimes against the patrimony.

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Adapting and validating Ryff`s psychological well-being scale on Romanian student population

Author(s): Anca Luştrea,Loredana Al Ghazi,Mihai Predescu / Language(s): English / Issue: 16/2018

This study aims to present the adaptation and the initial investigation of the psychometric proprieties of Ryff`s Psychological Well-being Scale on Romanian student population. The non-reversed, 44-item scale was already validated on Romanian population (Kállay, Rus, 2014) but there is a growing need for a more complex instrument for research and assessing the well-being of college students. Dr. Ryff recommends the use of the long form of PWBS as it was proved it does a good job of covering the content of the six well-being constructs. We consider that the long form of Ryff`s scale (84 items) is a more valid measure of well-being, capable to offer a better diagnosis by its six scales: autonomy, environmental mastery, personal grows, personal relations with others, purpose in life and self-acceptance. The initial assessment of the psychometric proprieties was conducted on 90 college students enrolled in Educational Sciences specializations. A reliability alpha Cronbach analysis was conducted, per scales and per item. The items that affected the reliability per scale was reformulated. Also, a reliability split half analysis and a correlation with other well-being scales was conducted. We determine that the long form of Ryff scales presents very good reliability coefficients, similar or even better than some scales reported coefficients. In the next step we will conduct a factor analysis on a larger student population to further validate the scale. The scale is a reliable instrument for future research and counseling.

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ADHD a problem dysleksji u dzieci w wieku szkolnym

Author(s): Elżbieta Januszewska,Izabella Januszewska / Language(s): Polish / Issue: 2/2016

Relative to their peers, learning difficulties are more oen observable among children with aention deficit hyperactivity disorder – something which may oen cause a discrepancy between the “estimated” intelligence of the child and the results that they achieve at school. ere are reasons to think that ADHD may be co-occurring with other learning disorders, including specific difficulties with reading and writing typical of developmental dyslexia: this would be the case for 15 to 30 percent of people with ADHD. e aim of this article is to describe the relationship between the typical symptoms of ADHD and of developmental dyslexia in the areas of visual and auditory perception, as well as of motor disorders. Due to the frequent comorbidity of both disorders, they can be defined as combined disorders, which require complex diagnostic and therapeutic procedures.

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Adolescent Coping Strategies in Social Conflict in Relation to Self-Esteem and Cognitive Appraisal of a Conflict

Author(s): Danuta Borecka-Biernat / Language(s): English / Issue: 1/2020

The aim of the research was to assess the role of self-esteem and cognitive appraisal of a conflict in generating destructive and constructive strategies of coping used by adolescents in social conflict situations. The following research tools have been used in the research: the Self-Esteem Scale (SES) developed by M. Rosenberg, adapted by M. Łaguna, K. Lachowicz-Tabaczek, and I. Dzwonkowska; the Stress Appraisal Questionnaire (SAQ) (Polish: KOS – Kwestionariusz Oceny Stresu) by D. Włodarczyk and K. Wrześniewski; as well as the Questionnaire for the study of adolescents 'coping strategies employed in social conflict situations (Polish: KSMK – Kwestionariusz strategii radzenia sobie młodzieży w sytuacji konfliktu społecznego) developed by D. Borecka-Biernat. The empirical research was carried out in middle schools (Polish: gimnazjum). The research involved 893 adolescents (468 girls and 425 boys) aged 13–15. Analysis of research results indicates that in the case of adolescents, lower assessment of one’s capacities and the appraisal of conflict in terms of threat or harm/loss, generally coincides with the tendency to react destructively when faced with a conflict. The research has also indicated that an adolescent with higher self-esteem, when involved in a conflict that is not assessed as threatening, implements a constructive strategy to cope with the situation.

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Adolescents’ Social Emotional Health and Empathy in Lithuanian Sample

Author(s): Ala Petrulytė,Virginija Guogienė / Language(s): English / Issue: 22/2018

Non-decreasing extent of bullying, increasing rates of various dependencies and suicides, high level of adolescents’ behavioural and emotional problems are observed in Lithuanian schools at present. Academic literature sources have revealed that adolescents’ mental health is mainly researched from the deficitoriented perspective, i.e. factors under research are related to various impairments, encountered difficulties or their risk. It is particularly important to conduct research on the positive adolescent development, its strengths, emotional and social areas of health that can be developed. The present research emphasizes a positive development of youth and social emotional aspects of such development. Aim. To investigate differences in adolescents’ social and emotional health and empathy by age and gender in the Lithuanian sample. Method. Social and Emotional Health Survey (Furlong et al., 2014) and Interpersonal Reactivity Index (IRI) (Davis, 1980). The sample: 600 adolescents (12–18 year olds) from various Lithuanian schools. Research results and conclusions. The scores of SEHS–S scales of belief-in-self and engaged living are statistically significantly higher in the group of junior adolescents (12–15 year olds) and those of empathy (IRI) are higher among senior adolescents (16–18 year olds); significantly higher scores of empathy scales are observed in the group of girls compared to boys. The results of the conducted research contribute to the development of expression of school learners’ social and emotional health and empathy.

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Adult sexual dynamics in persons with the history of sexual abuse

Author(s): Tanja Repič Slavič / Language(s): English / Issue: 9/2019

Sexuality is most natural and healthy when it is part of an emotionally genuine relationship, not even as its central part but rather as an upgrade of the intimacy of two people who are mutually loyal, committed, loving and respectful. However, if an individual was sexually abused in childhood, they may have suffered the severest consequences of sexual abuse trauma in the area of sexuality, and their experience of sexuality will be completely different from those who were not sexually abused. The article first describes what children learn about sex if they have been sexually abused, as this experience is very much related to the most common behaviours and experiences in adult sexuality. Then we present a theoretical overview of research on sexuality in adults who suffered childhood sexual abuse. The theory will be supplemented and supported by the statements of individuals who have been attending a therapeutic group for the sexually abused in childhood for two years. The statements quoted in the article refer to the period prior to the therapeutic process. Clinical experience shows that, until the victim has resolved the trauma of sexual abuse, the dynamics between the offender and the victim during childhood abuse is most often very similar to the dynamics of the abused with their partner, even in their sexual life.

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Age and Technology in Digital Inclusion Policy: A Study of Italy and the UK

Author(s): Simone Carlo,Maria Sourbati / Language(s): English / Issue: 26 (2)/2020

The role of media and communication technologies in increasing the quality of life of the elderly is today a key topic in academic and policy debates. This article discusses findings from a study into the way public policy frames the role of technologies in later life. The aim of our study was to critically investigate the policy discourses on ‘old age’ and on the role of digital ICT in fixing challenges associated with ageing. Our focus was on digital inclusion policies of the UK and Italy, two countries experiencing similar trends in population ageing but different ICT diffusion patterns. We found that an age-based understanding of digital technology use was quite common, as was an enthusiastic embracing of the role of digital ICT in the implementation of Active Ageing and Information Society goals. We also found that the understanding of the role of digital technology and its relationship to (old) age has been changing over the last decade, starting to reflect social complexity as ICT diffusion increases among older age groups.

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Age differences in the Irrelevant Sound Effect: A Serial Recognition Paradigm

Author(s): Helene Schwarz,Sabine Schlittmeier,Annette Otto,Malte Persike,Maria Klatte,Margarete Imhof,Bozana Meinhardt-Injac / Language(s): English / Issue: 1/2015

In adults, the disrupting effect of irrelevant background sounds with distinct temporal-spectral variations (changing-state sounds) on short-term memory performance was found to be robust. In the present study, a verbal serial recognition task was used to investigate this so-called Irrelevant Sound Effect (ISE) in adults and 8– to 10-year-old children. An essential part of the short-term memory impairment during changing-state speech is due to interference processes (changing-state effect) which can be differentiated from the deviation effect of auditory distraction. In line with recent findings (Hughes et al., 2013), our study demonstrates that the changing-state effect is not modulated by task difficulty. Moreover, our results show that the changing-state effect remains stable for children and adults. This suggests that the differences in the magnitude of the ISE as reported by Elliott (2002) and Klatte et al. (2010) are most likely related to the increase in attentional control during childhood.

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Alomorfni razvoj – vrhovna postavka teorije Vigotskog

Author(s): Jovan Mirić / Language(s): Serbian / Issue: 4/2003

The article stresses the importance of Vygotsky’s postulates on evolution and history for understanding his developmental theory, focusing especially on his thesis on the clear-cut replacement of evolution by history. That thesis shaped the general theoretical plane consisting of several opposing and almost mutually exclusive pairs of solutions, such as biology – culture, individual – collective, animal – human, evolution – history etc. Such general solutions offer too narrow a framework for elaborating a theory of ontogenesis. This is the background on which the true meaning of the postulate of allomorphic development is presented, along with an analysis of several more specific related theses. The article ends with a critical review of Vygotsky’s general postulates, pointing out to the ideological dimension of his developmental psychology.

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