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"Mislim, realno, tko voli školu?": Iskustvo školovanja osnovnoškolskih dječaka s ADHD-om

Author(s): Andreja Bartolac / Language(s): English,Croatian / Issue: 1/2021

Although attention deficit hyperactivity disorder (ADHD) is one of the most common neurodevelopmental disorders observed in childhood, ADHD research in Croatia, especially studies involving children, are extremely rare. Therefore, the aim of this paper was to describe the personal everyday school life experiences of boys with ADHD who were studying in elementary schools. This study included a purposive sample of 14 boys with ADHD aged 8 to 11 years who attended mainstream elementary schools. Three semi-structured phenomenological interviews were conducted with each boy. Special attention was given to ensure that the methodological approach used in this study was child-centred, child-friendly, and child-safe. Interpretative phenomenological analysis was used to analyse the data. Data collected on the school experiences of the boys with ADHD are presented via two themes: (1) challenges of schooling with ADHD, and (2) support at school: the importance of recognition, sensitivity, and relationships. This study demonstrates that boys with ADHD can recognize the challenges associated with their schooling and find it very difficult to take part in school activities that require directing and maintaining attention, organization, perseverance, flexible attention, and working memory. Consequently, the boys reported that they experience failure, frustration, and reduced self-confidence in their own abilities. Boys participating in this study were able to recognize the support received at school from their teachers and teaching assistants, as well as the obstacles that occurred due to misunderstandings, lack of sensitivity to their neurodiversity, and failure to apply the Individualised Education Program. The boys also provided clear descriptions of the adjustments necessary to make their school experience easier. The results of this study illustrate that children with ADHD face specific psycho-social risks, followed by recommendation that their experiences should be considered during the development of educational policies, given their participatory rights and their role as equal stakeholders.

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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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48-60 AYLIK ÇOCUKLARIN EĞİTİMİNDE UYGULANAN MÜZİK ETKİNLİKLERİNE YÖNELİK ÖĞRETMEN GÖRÜŞLERİ

Author(s): Rana Aydingöz Çayli,Damla Bulut / Language(s): Turkish / Issue: 51/2021

Aim of this study is investigating teacher opinions on applied musical activities in education of 48-60 months old children. According to this objective; musical activities which are applied by the teachers who teach to the relevant age group are evaluated in terms of desired attainments in stated age group. This study is a descriptive field research. Relevant data gathered by literature scanning and interview form which developed by the researchers. Study group of this research comprise 17 pre-school teachers who work in Sinop city center, Gerze and Ayancık. According to our findings pre-school teachers benefit; attainments in cognitive development field by singing and Orff technique, attainments in speech development by dramatization activities, attainments in psychomotor development field by rhythm activities and attainments in self care skills by singing activities.

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5–7 METŲ VAIKŲ DORINIŲ VERTYBIŲ RAIŠKA EMOCINIU ASPEKTU

Author(s): Placida Jasiūnaitė / Language(s): Lithuanian / Issue: 2 (46)/2016

In the light of ever spreading secularism and neoliberalism in the modern global world traditional values (including personal moral values) are undergoing rapid transformation thus the paper addresses the issue of the development of moral values at pre-school age. Assuming that childhood marks the start of the moral and social-emotional development of an individual, the paper seeks to stress early internalisation of fundamental moral values of children aged 5-7. Since children at this age mostly demonstrate internalisation of moral values at behavioural and emotional level, the paper sought to examine the expression of moral values of children aged 5-7 in terms of emotional experiences. Drawing on empirical data collected from parents and pre-school education teachers the author revealed the emotional experiences characteristic of this age group children, and their link with moral values. Some differences in emotional experiences that depend on the child’s gender, place of residence and type of a pre-school institution were also highlighted and compared with some findings of foreign authors.

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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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60-72 Aylık Çocukların Konuşma Becerilerinin İncelenmesi

Author(s): Begümhan Yüksel / Language(s): Turkish,English / Issue: 1/2021

The aim of the study is to determine the speaking skill levels of children between the ages of 60-72 months. The research group of the study consists of 60 children between 60-72 months in the city center of Antalya. Data were collected using the "Speaking Skills Assessment Scale". For this, the children were watched a short cartoon movie, and then they were asked to describe what they had watched in their own words. The data of the research were obtained by analyzing the conversations acquired from these interviews. Speeches were evaluated in terms of pronunciation, fluency and language competency. According to the findings, it was determined that the speaking skills of the participant children were at a medium level in terms of pronunciation and fluency, and a lower level in terms of language competency. According to the other results obtained from the research pronunciation skill level fluency and fluency level also predict language competency. While girls are more successful than boys in terms of their pronunciation, there is no difference between them in terms of fluency and language proficiency. In addition, the six-month age difference is not a variable that makes a difference in terms of pronunciation, fluency and language consistency. Based on these results, it is recommended to conduct studies in other age groups and with different tools.

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6-10 YAŞ ARALIĞINDAKI ÇOCUKLARIN SOSYAL BECERİ GELİŞİM DÜZEYLERİ İLE ANNE BABA TUTUMLARI ARASINDAKİ İLİŞKİNİN İNCELENMESİ

Author(s): Fatma Nur PALA ÖZÇELİK / Language(s): Turkish / Issue: 46/2020

The aim of this study is to examine the relationship between the social skill levels and parents' attitudes between the ages of 6 and 10. In order to improve children's social skills, family attitudes have a great influence on social skills, as in all areas of development. The family is the child's first social circle and is a role model for the acquisition of this skill. The research was analyzed with relational screening model. IBM SPSS Statistics 22.0 program was used and the level of significance was taken as 0.05. The relationship between the variables was examined with the Spearman correlation coefficient. The sample of the study is a total of 189 students, 101 of whom are girls and 88 are boys, who are studying at a private primary school in Kartal, Istanbul. "Parenting Attitude Scale", "Social Skill Scale", "Personal Information Form" are data collection tools. Considering their findings, a significant negative relationship was found between students' social skills and family attitudes. This result, which is in parallel with the information in the literature findings; As the attitudes of their parents change to authoritarianism, their children's social skill levels decrease, and the social skill levels of children who perceive democratic attitudes increase significantly. According to the research result, the child perceives their parents as authoritarian. In addition, as the grade and age levels of the students increased, a positive change was observed in both the family attitudes and social skill development of the children. When family attitudes were analyzed demographically, no significant difference was observed in variables such as gender difference, number of siblings, and marriage status.

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A CASE STUDY OF THE APPLICATION OF HIPPOTHERAPY IN SCHOOL-AGE CHILDREN WITH MULTIPLE DISABILITIES

Author(s): Kristýna MIŠKOVSKÁ,Markéta JANATOVÁ,Kateřina Čapková,Martin VÍTĚZNÍK / Language(s): English / Issue: 4/2020

Introduction: Hippotherapy is a physiotherapeutic method based on influencing the patient by three-dimensional mechanics of horseback movement. The method is used mainly in pediatric patients with various types of disabilities to improve motor and cognitive functions. Aim: The aim of the study is to evaluate the effect of hippotherapy in children with multiple disabilities. Material and methods: Within this case study, impact of hippotherapy on three school-age patients with multiple disabilities was observed. Heart rate was measured and recorded during the therapy and during the contact with the horse before and after the therapy. Prior to the study and after 6 weeks period, an examination was performed by physiotherapist. Results: Significant drop in heart rate was observed in all three patients, corresponding with getting in the contact with the horse, getting on the horse and at the beginning of the ride. Heart rate raised again when the patient conducted active physical exercise. Based on the final examination improved body posture and gait was observed. Conclusion: We verified in the scope of three cases that impact of hippotherapy on children can be assessed based on detecting changes in heart rate. Improvement in fields on which this therapy aims was observed.

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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 cross-cultural study of purposive “traits of action”: Measurement invariance of scales based on the action–trait theory of human motivation using exploratory structural equation modeling

Author(s): Larry C. Bernard,Jan Cieciuch,Andrew Lac,Barbara Žuro,Dino Krupić,Michael Richter,Nicolas Silvestrini,Bettina von Helversen / Language(s): English / Issue: 1/2021

The Action–Trait theory of human motivation posits that individual differences in predispositional traits of action may account for variance in contemporary purposeful human behavior. Prior research has supported the theory, psychometric properties of scales designed to assess the motive dimensions of the theory, and the utility of these scales to predict an array of behaviors, but this is the first study to evaluate the cross-linguistical invariance of the 15-factor theoretical model. This study evaluated translations of the English language 60-item Quick AIM in 5 samples – Croatian (N = 614), French (N = 246), German (N = 154), Polish (M = 314), and U.S. English (N = 490) – recruited from 4 countries (Croatia, Poland, Switzerland, and the U.S.). Exploratory structural equation modeling (ESEM) supported the theoretical model on which the traits of action are based and scrutinized the measurement invariance (configural, metric, scalar invariance) of the scale across the languages.

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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 Life in Purgatory: Being the Mother of a Bone Marrow Transplant Child

Author(s): Esra Engin,Mahire Olcay Çam,Hacer Demirkol / Language(s): English / Issue: 2/2021

Bone marrow transplantation is a therapy used for children who have certain diseases with high rates of morbidity and mortality as hematologic malignancies, immune deficiency and bone marrow failure. Bone marrow transplantation increase the chances of success in the treatment of this diseases and prolongs lifespan of children, it may also cause some systemic complications as well. During this rather difficult process, particularly for children, it is reported that among the family members, it is often the mother who is affected the most. Long-term attentive care creates a great burden for the mother. Moreover, concerns about whether transplantation will be successful or not, recurrence of the disease, loss of child, how life will continue after loss cause uncertainty, resulting in separation anxiety and existential anxiety for the mother. It is reported that mental illnesses such as depression, anxiety disorder and post traumatic stress disorder are common among those mothers whose children underwent bone marrow transplantations. In this process, which is traumatic for both the child and the mother, the role of the consultant liaison psychiatry (CLP) nurse together with the primary treatment team is important. Therefore, this review was written to explain the experiences, multidimensional problems of mothers whose children underwent bone marrow transplantation and to describe the role of the consultant liaison psychiatry nurse in this process.

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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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