Artikulacijsko-fonološke sposobnosti djece s cerebralnom paralizom

Author(s): Emica Farago,Draženka Blaži,Martina Vukovic Ogrizek / Language(s): Croatian / Issue: 1/2016

The goal of this research was to examine and compare articulation and phonological abilities in children with cerebral palsy and their typically developing peers. An examination was conducted on a sample of 15 children with cerebral palsy and 15 typically developing children. The two groups were equalized by gender and age. The measuring instruments used were the Articulation Test and phonological ability tasks. The data were analysed using the robust discriminative analysis, t-test, chi-square test, as well as the Cohran-Cox test. The results showed a signifycant statistical difference in articulation and phonological abilities between children with cerebral palsy and typically developing children. The difference between the groups is for the most part due to the variables deletion of consonants and number of articulation errors. The variables first voice segregation, phonemic analysis, and rhyme searching are also signifi cant in creating this discriminant function. The results also confirm statistical differences in articulation and phonological abilities that are related to the type of cerebral palsy. A group of children with a spastic type of cerebral palsy was more successful in phoneme analysis, syllable analysis, consonant deletion tasks, and rhyme searching tasks. They also had better articulation abilities.

ASPECTE ALE CAPACITĂŢII MNEZICE LA PREŞCOLARII CU DISLALIE POLIMORFĂ.

Author(s): Valentina OLARESCU,Diana Alina BUGANU / Language(s): Romanian / Issue: 3-4/2018

Dyslalia appears in the child as a learning disability or a developmental disorder that can be related to work memory defi cits. From this perspective, we can say that dyslalia can be maintained by an atypical development of working memory. The evaluation of working memory in polymorphic preschool education would allow the identifi cation of defi cits in mental functioning as a basis for designing mimetic stimulation programs at this age that can be applied concurrently with dissemination programs to accelerate progress in language development and communication to these subjects. Studying the link between the presence of polymorphic dyslalia and the mental capacity in preschoolers, as well as addressing the diffi culties in memory and oral language from the perspective of the verbal information processing model, are important for fi nding more eff ective solutions to early speech therapy.

Aspects of Antisocial Behavior in Relation to Emotion Understanding and Parenting Style in Slovak and South African Early Adolescents

Author(s): František Baumgartner,Zuzana Wirtz,Catherine L. Ward,Ivana Polednová / Language(s): English / Issue: 2/2017

The study is aimed at investigating understanding emotions in relation to aspects of antisocial behavior and substance use with respect to parenting styles. The sample were 397 early adolescents from two countries (Slovakia and South Africa). We examined if similarities or differences existed when comparing both national groups. A number of research studies document that antisocial behavior (e. g. bullying) is connected to the attitudes towards antisocial behavior so that specific attitudes predicted bullying behavior and other phenomena such as school and academic performance. The necessity of investigating the field of antisocial behavior and its moderators (such as parenting styles and emotional competencies) is not based only on prevalence rates of different types of antiso cial behavior during early adolescence, but also on the fact that risk behavior, in general, is directly or indirectly involved with health, well-being, school success and healthy development of personality. Currently, most scientific research on emotional intelligence focused more on emotional intelligence from the perspective of a trait (emotional self-efficacy), so the purpose of this study was to shed light more on the ability concept of emotional intelligence. We focused on one particular skill of emotional intelligence; understanding of emotions, as this ability forms the basic skills of emotional intelligence. The majority of the studies of early adolescent emotional intelligence skills have been conducted in Western societies, but processes underlyin g the formation of behavior and ability emotional intelligence factors and their manifestations may differ across cultures. There is an obvious influence of tradition, culture, ethnicity and society on the experience and expression of emotions, strategies for dealing with stressful situations, and behavior itself. Our study tries therefore to fill the gap in the literature by investigating the relationships between the ability to understand emotions as an emotional intelligence skill and antisocial behavior in early adolescents from very different countries; namely South Africa and Slovakia. Two groups were studied – one in Bratislava, Slovakia (Eastern Europe), and the other in Cape Town, South Africa. In Slovakia, all 6th graders from five state primary s chools that agreed to participate were approached for research matters. From that group, 155 learners were enrolled in study. The average age of this sample was 12.09 (SD 0.75). In South Africa, 242 students were chosen from three state schools which agreed to participate. The mean age of these students was 11.21 (SD=0.62). The schools were picked from different areas of Cape Town so that different ethnic groups were represented in the sample. All 6th grade students in the selected schools of Cape Town and Bratislava (N=397) were invited to participate, and were allowed to do so if their parents provided written consent and they themselves provided written assent. To measure the emotion understanding as a component of emotional intelligence, a performance test – Situational Test of Emotional Understanding (STEU, MacCann & Roberts, 2008) was used. The STEU is based on Roseman’s model of the emotions system. According to this model, the 17 most common emotions can be explained by a combination of seven appra isal dimensions. Antisocial and risk behavior and attitudes towards antisocial behavior were measured using subscales taken from The Social and Health Assessment Questionnaire (SAHA, Ruchkin, Schwab-Stone & Vermeiren, 2004). For our research purpose we selected several subscales: school attachment, academic motivation, affiliation with delinquent peers, victimization, parenting scales (inconsistent parenting, parental involvement, parental supervision, parental warmth), prosocial beliefs, alcohol use, substance use, cigarette use, antisocial behavior scales (conduct problem, less severe delinquency, severe antisocial behavior, legal consequences), beliefs legitimizing aggression, “hard to say no” scale and expectations about the future. Our study is focused on exploring associations between attitudes towards antisocial behavior, emotion understanding and parenting styles. According to the existing research it was possible to hypothesize: 1. There is a link between higher level of ability to understand emotions with less frequency of involvement in antisocial behavior as well as stronger attitudes against participation in antisocial behavior. 2. The parenting styles including parental involvement, supervision and warmth are connected with less involvement in antisocial and risk behavior. 3. Individuals with higher ability to understand emotions have a better parental background (especially warmth and involvement) in comparison with individuals with lower understanding of emotions. We applied exploratory analysis, calculating Spearman correlations and Mann-Whitney U-test in SPSS (since not all variables were normally distributed) and linear regression (in R) with quasi-poisson distribution, in order to examine associations between ability to understand emotions, antisocial behavior and other variables. A Generalized Linear Model UNIANOVA with quasi-poisson distribution was the most suitable for our data as they were not normally distributed, and did not fulfill the condition of the Poisson model (where mean must be equal to its variance). The analyses were conducted separately in samples of Slovak and South African early adolescents with regard to examining the relationships between key variables in both groups separately, and then to study the differences between them. The obtained results only partly support expected significant associations between higher level of emotion understanding and lower level of involvement in antisocial behavior. On the contrary the linkage between lower level of understanding of emot ions and higher rate of negative forms of behavior was manifest. These relations were only evident with Slovak adolescents, but not with their South African counterparts. Findings also revealed the importance of parenting styles in different areas of early adolescent’s behavior. Parental involvement and warmth diminished the expressed involvement in antisocial behavior as well as substance use and increased pro-social beliefs. Regarding the method used to measure emotional intelligence, we conclude that the performance test of emotion understanding (STEU) is only partly a suitable tool for exploring this construct. First, the STEU – even though modified for this population – had some problems with internal consistency; and secondly, the degree to which these instruments serve as indicators of real life behavior is also questionable. Although our findings support only some relationships we expected to find, we believe that even these findings of associations of ability to understand emotions with some aspects of behavior and influence of parenting style in early adolescence could assist as baseline facts and offer new ideas and inspirational base for further research studies.

Attachment to parents and friends as a context for development of self-concept in adolescence: The personality traits as mediators

Author(s): Ksenija Krstic / Language(s): English / Issue: 4/2016

The aim of the research is to study developmental relations between attachment to mother, father and friends and dimensions of adolescents’ self-concept. More specifically, we examine if this relation is direct or mediated by some personality construct. A sample of 878 students (13 and 16 years old) from Belgrade urban lower secondary and upper secondary schools participated in this research. Participants completed ECR for mother, father and friend; Self-perception profile for adolescents and NEOFFI. The results have indicated that dimensions of attachment are correlated with dimensions of self-concept, and that they can explain 13% of variance in dimensions of self-concept. When the personality traits are introduced as mediators, attachment dimensions explain only 4.5% of variance in self-concept. The quality of attachment relations with parents is not related to adolescents’ self-concept, while attachment to friends is correlated with social dimensions of self-concept. Hence, this study suggests that adolescents with particular parental attachment styles differ according to their self-concept profiles, but that peer attachment is important for adolescents’ social self. Beside that, this study reveals significant gender differences: relation between parental and peer attachment and adolescents’ self-concepts is not the same for boys and girls.

Becoming a Mother after Infertility: A Theoretical Analysis

Author(s): Ilkay Boz,Elif Özçetin,Gamze Teskereci / Language(s): English / Issue: 4/2018

In order to have a baby due to infertility, couples often resort to assisted reproduction therapy. In cases of pregnancy, even if the meaning of pregnancy is a happy and enjoyable process for these couples, the burden of infertility diagnosis and treatments can turn into a challenging process. Especially women can experience emotions such as not accepting pregnancy, fear of losing their baby, worrying about their health, uncertainty. It is known that pregnant women after infertility treatment can be ignored among spontaneous pregnancies. In qualitative studies at international literature, pregnant women with assisted reproductive treatments do not easily adjust to gestation and postpartum period. With this review, the experiences of the mother who became pregnant after infertility treatment were reviewed and analyzed theoretically.

Being at home: Global citizenship in Norwegian schools. A study of children’s poems

Author(s): Susan Erdmann / Language(s): English / Issue: 2/2016

The paper addresses the question of self-perceived identity in children attending international schools in Norway. In this population, the distinction between “home culture” and “host culture” is no longer relevant, since most of the children represent “hyphenated” (e.g. Asian-British or American-Scandinavian) or merged nationalities and cultures. The goal of the study is to investigate how these pupils define themselves and the notion of “home”. To achieve at least a preliminary picture of the children’s self-perception, the authors have analysed poems on two topics: Me and Home, written by pupils of an international school and a Norwegian school, both informant groups aged 11-13. A semantic analysis of the poems indicates that the international school children present strong assertions of individual identity as defined against societal roles, while the Norwegian school pupils do not conceptualize identity formation as a struggle and their poems reflect a high degree of social, familial and national integration.

Binden und Lösen im Lebenslauf: Drei psychologische Stationen zur Entwicklung der Familie und in der Familie

Author(s): Andreas Wittrahm / Language(s): German / Issue: 02/2015

At certain stages of everyone’s career the family constitutes the most important milieu of physical, psychological and social development. However, it is important for family members to change not only as individuals but together as a family in order to ensure that they can mutually help, strengthen and support each other in certain situations and at certain stages of life. For that, families and individual family members need internal and external resources, social confidence and participation on the one hand, and capability for emotional res onance on the other. When a family is established, at the birth of the first child, during the transition period when children reach young adulthood until they leave home, and, finally, at the time when elderly children provide care for their very old parents, valuable family resources and the necessary family competencies become particularly visible.

Bir Gözden Geçirme Çalışması: Ana-Babalık Hedefleri ve Alan Özelinde Sosyalleştirme Yaklaşımı Çerçevesinde Etkili Ana-Babalık

Author(s): Dilek Saritas-Atalar / Language(s): Turkish / Issue: 09/2017

Parenting practices have different effects on children. It is not easy to decide which practices are associated with positive outcomes and which of them with negative ones. The aim of this review was to handle effective parenting within the frame of the parental goals and domain-specific socialization approach. According to the domain-specific socialization approach, parent-child interactions occur in different domains in accordance with parenting goals and children’s needs. Each domain corresponds to a different need of the child (protection, control, play, guidance, group participation), and the parenting practices meeting these needs are stated in this approach as well. The emergence of an effective parenting depends on the match between parents' goals and children’s needs. Further, children are not passive receivers. Same parenting practices may lead to different outcomes for different children. Therefore, while choosing parental practices, parents should take their children’ gender, temperament, and age into account. Finally, the more parents know their children and the more knowledge they have about them, the more their practices would meet their children’ needs.

Body esteem in adolescent hair pullers

Author(s): Erin M. Altenburger,Esther S. Tung,Nancy J. Keuthen / Language(s): English / Issue: 2/2014

Trichotillomania (TTM) often first presents in adolescence, a developmental period marked by vulnerability in body image. To date, no one has studied the relationship between this disorder and body esteem. Methods: 49 adolescents with DSM-IV TTM or chronic hair pulling (HP) and 23 control adolescents were administered diagnostic assessments and self-report measures of hair pulling and body esteem. Results: HP youth vs. controls reported lower levels of body esteem on all Body-Esteem Scale for Adolescents and Adults (BESAA) subscales (appearance, attribution and weight satisfaction). HP contributed to lowered body esteem, independent of comorbid anxiety or depression. As expected, HP youth with vs. without comorbid anxiety or depression reported lowered levels of body esteem. Further, greater HP severity and distress were significantly associated with lower levels of body esteem. HP severity alone but not distress/impairment predicted lower levels of body esteem, independent of comorbid anxiety and depression. Conclusions: Both hair pulling and comorbid anxiety and depression can independently impact body esteem in adolescent hair pullers.

CAN WORK BE DETRIMENTAL?

WORKING EXCESSIVELY QUESTIONNAIRE (WEQ): THE DEVELOPMENT AND VALIDATION

Author(s): Wladyslaw Jacek Paluchowski,Elzbieta Hornowska,Piotr Haladzinski,Lech Kaczmarek / Language(s): English / Publication Year: 2014

CHARACTERISTICS OF ADOLESCENTS FRIENDSHIP RELATIONS: A LONGITUDINAL STUDY OF THE QUALITY, LENGTH, STABILITY AND RECIPROCITY

Author(s): Nikolina Kuruzovic / Language(s): English / Issue: 02/2015

This paper is concerned whit characteristics of friendships. The main focus is on these characteristics: quality, lenght, stability and reciprocity. The examination took place repeatedly within period of four months. The sample consisted of, 425 in first and 358 adolescents in second examination. The adolescents were of both sexes, aged between 14 and 15 years. The quality of friendship was assessed by new self-report scale Friendship Quality Questionnaire, constructed in this research. This questionnaire is measuring thoughts, feelings and specific behaviors about and towards a friend. Besides, two general questionnaires were used for collecting information about examinees and their friendships. The results show certain characteristics of friendships in adolescence. Dimensions of relationship quality (affection, intimacy, conflict and interaction) are evenly distributed. The connection between quality of friendship and duration was found out. In shorter friendship, level of intimacy and conflict is higher. Also, friendships are very stable and examinees that keep their friendships have higher level of intimacy and interaction. Those with shorter friendship are changing friends more. Girls have higher level of all qualitative characteristic of friendships- affection, interaction, intimacy and conflict.

Cinsel İçerikli Yayınların Ergenler Üzerindeki Etkileri ve Bazı Müdahale Yöntemleri

Author(s): Bagdat Deniz Kaynak / Language(s): Turkish / Issue: 10/2017

Adolescents spend most of their time with media. Media broadcasts such as television, movies, internet and music clips frequently include some degree of sexually explicit content. Exposure to these kind of sexual content in media may lead to early sexual intercourse, risky sexual behavior, adolescent pregnancy, alcohol and cigarette consumption, stereotypes about sexuality, acceptance of rape myths and the increase of positive expectancies about sexuality. There are several intervention methods to prevent adolescents from these negative effects. Some of these methods are parental mediation, use of media-rating systems, and media literacy education. Studies show that restrictive parental mediation prevents adolescents from the negative effects of sexual content in media to some degree. Media-rating systems seem useful for the parents but they may lead to forbidden fruit effect on adolescents. However, media literacy education on sexual content in media has a very clear and positive effect in the prevention. Adolescents in Turkey may also be exposed to sexually explicit content through various ways like internet or television. When this situation is considered, presenting information about the effects of sexually explicit content in media and some intervention methods about it may be beneficial. With this review, it is expected to present some information and recommendations to the politicians, parents and researchers.

Cognitive Distorsions as Collective Tools of Representation and Action in Posttotalitarian Eras

Author(s): Mariana Constantinescu / Language(s): English / Issue: 3/2010

Les stéréotypes sont des structures cognitives stoqués dans la mémoire qui affecte la perception, les représentations et le comportement dans le groupe. Les stéréotypes, en plus du rôle fondamental qu'ils jouent dans le processus de différenciation intergroupe, ils ont une importante fonction groupe explicative et justificative. La différenciation intergroupe a comme but la formation d’une identité distincte et positive, tandis que les fonctions explicatives et justificatives indiquent que groupes utilisent les stéréotypes pour comprendre les événements sociaux et pour justifier leurs actions envers d'autres groupes. L'idée principale est que les stéréotypes ne peuvent pas être considérés simplement comme des produits privés individuels. Ils ont plutôt une nature collaborative et interactive, impliquant un processus collectif de négociation et de gestion, qui est constamment influencé par les intérêts et le positionnement des groupes par rapport à d'autres groupes, et par les modèles idéologiques de structuration des relations sociales.

Commentary on: Are we overpathologizing everyday life? A tenable blueprint for behavioral addiction research.Can the emerging domain of behavioral addictions bring a new reflection for the field of addictions, by stressing the issue of the context...

Author(s): Philippe De Timary,Pierre Philippot / Language(s): English / Issue: 3/2015

This paper is a commentary to the article entitled: “Are we overpathologizing everyday life? A tenable blueprint for behavioral addiction research”, by Billieux, Schimmenti, Khazaal, Maurage and Heeren (2015). Methods and Aims: In this manuscript, we commented on two aspects developed by the authors. Billieux et al. (2015) propose that the recent development of propositions of behavioral addiction is driven by an unwise application of an addiction model to excessive behaviors and rests on a confirmatory research strategy that does not question the psychological processes underlying the development of the conduct. They also show that applying a process driven strategy leads to a more appropriate description of the reality of the behavior and conduct, in particular by describing a variety of motivations for the excessive behavior, which is central to understanding the nature of the conduct. We believe that this new approach, which is fruitful to the emerging domain of behavioral addictions, could also apply to the domain of addictions in general. The latter is characterized by the application of a generic biological model, largely influenced by animal models, focusing on neurophysiological determinants of addiction. This approach may have decreased the attention paid to dimensions of addictions that are more specifically human. We will firstly briefly argue on the limitation of this neurophysiological addiction model for the field of excessive behavioral conducts. Secondly, we will argue for an approach centered on the differentiation of motivations and on the adaptive dimension of the behavior when it first developed and on the evocation of a transition where the conduct became independent of its original function. Conclusions: The emerging domain of behavioral addictions, where no animal model has been developed so far, may bring a new reflection that may apply to the domain of addictions in general, with a specific attention to human questions.

Community of practice i indywidualizacja w nauczaniu

Author(s): Malgorzata Karwowska-Struczyk / Language(s): Polish / Issue: 2 (33)/2016

Community of practice and the individualization of the educational process are the central concepts of the author’s reflections. In the article, selected conceptualizations of the community of practice have been presented. They have been found to be a starting point for the individualization of the educational approach to children at preschool and school age. The importance of the involvement of the whole local community in creating the educational environment has been shown on a basis of two ready for use models of community of practice proposed by P. Moss and R. Myers. The concept of individualization has been considered in the second part of the text. In this respect, self-esteem, as the major factor of the personalization of the educational dialogue between an adult (teacher) and a child, has been underlined. Its potential strength in determining the effects of the personalized interactions between an adult and a child has been highlighted.

Conservation or conversation: A test of the repeated question hypothesis

Author(s): Aleksandar Baucal,Ivana Stepanovic / Language(s): English / Issue: 3/2006

The main goal of the paper is to reanalyze the results of previous studies on the repeated question effect in the conservation task, and to create a more direct test of the repeated question (RQ) hypothesis (repeating of question in the conservation task may mislead concrete-operational children to give the wrong answer since they interpret the repeating as an implicit sign that their first answer is wrong). Reanalysis of previous studies shows that some original conclusions need to be modified, and that a more direct test of the RQ hypothesis is needed. Each participant (N=58, mean age 7;10) was tested by two tasks (conservation of liquid), a standard and modified version. In the modified task, liquid was poured into the same glass, so that the child’s answer was not under influence of his or her level of cognitive development, but only by the repeated question (child who was misled by the RQ would give a wrong answer). According to the RQ hypothesis, children who change their answer on the modified task also need to change their answer on the standard task. Moreover, children who resist the RQ on the standard task do not need to change their answer on the modified task. Results show a different pattern than expected by the RQ hypothesis.

Considering National, Cultural, and other Features of Kazakh-Speaking Subjects of Polygraph Examinations

Author(s): Boranbay Baisakhalov / Language(s): English / Issue: 2/2017

Contribuţia tehnicilor teatrale la obţinerea echilibrului emoţional al copiilor

Author(s): Georgeta Antoniu / Language(s): Romanian / Issue: 11/2015

The article describes and analyzes the change that must occur in children’s education in the XXI century, the importance of children’s emotional balance through theatre techniques and the improved use of EQ. Removing violence from children’s lives, removing multiple fears and false competition, their self-esteem increases a lot. Theater games and puppetry exercises are a great way to emotionally balance the children.

Coping and Emotion Regulation Strategies in Adulthood: Specificities Regarding Age, Gender and Level of Education

Author(s): Helena Smrtnik-Vitulic,Simona Prosen / Language(s): English / Issue: 1/2016

In the study, the use of coping and emotion regulation (ER) strategies is compared in 194 adults aged between 20 and 65 years, regarding their age (emerging, young or middle adulthood), gender and level of education. There are almost no significant differences in the use of coping and ER strategies in adults regarding age. Women use certain ER strategies (e.g., attentional deployment) more than men, but there is no difference between the two groups in the use of coping strategies. Adults with a low level of education use more confrontive coping and distracting in comparison with adults with a high level of education, while the escape- -avoiding coping strategy is used more by adults with low and middle levels of education than those with a high level of education. Regarding ER, adults with a low level of education use more cognitive reappraisal of importance than both groups with a higher educational level, whereas they use suppression and substances only more than adults with a high level of education. Correlations between coping and ER strategies are mostly non-significant, suggesting that coping and ER are distinct processes in adulthood.

Creative teacher is a creative child – how a teacher’s professional performance influences children’s activity in a pre-school age. Theoretic and empirical approach

Author(s): Paulina Baranska / Language(s): English / Issue: 29/2017

The article includes reflections on profession of teacher, especially preschool teacher and his/her role in the development of children’s activities. The main problem is the question: In what way the teacher influences the creative development of the child in the society of change? The profile of the teacher’s profession, his/her main role, tasks and functions were presented in the article. The methodology of the research, subject of study, aims, problems and hypotheses were thoroughly interpreted. In addition, the results of a survey conducted based on a questionnaire survey among teachers as well as interviews among parents of Non–public AQQ Kindergarten children were interpreted. The teacher’s documentation of professional development were also analyzed and observation of classes in kindergartens were conducted in age groups of 3–5 years. Detailed analysis of the research findings allowed to put forward relevant conclusion and confirmation of hypotheses. KEYWORDS: teacher, kindergarten, activity,The article includes reflections on profession of teacher, especially preschool teacher and his/her role in the development of children’s activities. The main problem is the question: In what way the teacher influences the creative development of the child in the society of change? The profile of the teacher’s profession, his/her main role, tasks and functions were presented in the article. The methodology of the research, subject of study, aims, problems and hypotheses were thoroughly interpreted. In addition, the results of a survey conducted based on a questionnaire survey among teachers as well as interviews among parents of Non–public AQQ Kindergarten children were interpreted. The teacher’s documentation of professional development were also analyzed and observation of classes in kindergartens were conducted in age groups of 3–5 years. Detailed analysis of the research findings allowed to put forward relevant conclusion and confirmation of hypotheses. The article includes reflections on profession of teacher, especially preschool teacher and his/her role in the development of children’s activities. The main problem is the question: In what way the teacher influences the creative development of the child in the society of change? The profile of the teacher’s profession, his/her main role, tasks and functions were presented in the article. The methodology of the research, subject of study, aims, problems and hypotheses were thoroughly interpreted. In addition, the results of a survey conducted based on a questionnaire survey among teachers as well as interviews among parents of Non–public AQQ Kindergarten children were interpreted. The teacher’s documentation of professional development were also analyzed and observation of classes in kindergartens were conducted in age groups of 3–5 years. Detailed analysis of the research findings allowed to put forward relevant conclusion and confirmation of hypotheses.