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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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ACHIEVEMENT MOTIVATION AND ACADEMIC OPTIMISM AS CORRELATES OF ACADEMIC ENGAGEMENT AMONG POSTGRADUATE STUDENTS IN NNAMDI AZIKIWE UNVERSITY (NAU), AWKA

Author(s): Elizabeth Ifeoma Anierobi,Gabriel Chidi Unachukwu / Language(s): English Issue: 1/2020

Academic engagement is a pre requisite for academic success among students at all levels of education. This study sought to determine the relationship that achievement motivation, academic self-efficacy and optimism have with academic engagement of postgraduate students in Nnamdi Azikiwe University, Awka. Two research questions and two null hypotheses tested at 0.05 level of significance guided the study. The study adopted a correlational research design. The population comprised of 1633 Postgraduate students of 2018/2019 academic session in Nnamdi Azikiwe University, Awka. A sample of 280 postgraduate students were randomly drawn from the 14 Faculties in Nnamdi Azikiwe University, Awka for the study. The instruments used for data collection were three, namely: Academic Achievement Questionnaire (AAC), Academic Optimism Questionnaire (OQ) and Academic Engagement Questionnaire (AEQ). Both validity and reliability of the instruments were determined. Validity of the instruments was determined by three experts in the Faculty of Education, Nnamdi Azikiwe University, Awka. The reliability of the instrument was determined using the Cronbach Alpha and alpha coefficient of 0.72 was obtained for AAC, 0.75 for ASEQ, 0.70 for OQ and 0.72 for AEQ. Data collected were analyzed using Pearson Product Moment Correlation for answering research questions and t-test of significance of r for testing the hypotheses. Findings of the study revealed that the independent variables (achievement motivation and academic optimism) have a moderate and positive relationship (r = 0.508; and r = 0.582 respectively) with the dependent variable (academic engagement). Based on the findings, it was recommended that the University should re-strategize by employing more motivational packages for the postgraduate students to arouse them into active academic engagement required of their academic pursuit.

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ACİL UZAKTAN EĞİTİM SÜRECİNDE ORTAOKUL ÖĞRETMENLERİNİN MESLEKİ GELİŞİMİ: FENOMENOLOJİK BİR ÇALIŞMA

Author(s): Tuğçe KOÇ,Bünyamin BAVLI / Language(s): Turkish Issue: 69/2022

The COVID-19 Pandemic has affected all countries in health, economic and cultural areas, as well as in the field of education. In Turkey, as in the countries in the world, an emergency distance education process has been started at all levels of education. In this process, teachers started online teaching using new digital tools and learning areas. But in this transition specific to online teaching, little or no professional development has been offered to teachers. The purpose of this research is to examine how secondary school teachers continue their professional development during the emergency distance education process and their needs that arise in their professional development. For this purpose, the research was carried out with the phenomenology design, one of the qualitative research approaches. The criterion sampling method was used to determine the study group of the research. In this context, the following criteria were taken into account when determining the study group of the research: Experience in distance education during the COVID-19 pandemic process, teachers of branches offered jointly in both distance education and face-to-face education, and branch teachers of the courses taking place in the High School Entrance Exam. Twelve secondary school teachers who met these criteria were included in the study. The data of the research were collected through focus group interviews and one-on-one interviews. Three themes were created as a result of the interpretive phenomenological analysis used in the analysis of the data. These themes were named as “Professional Development Needs”, “Ways to Meet Professional Development” and “Challenges in Professional Development”. These themes are explained in the findings section by including quotations from the statements of the participants.

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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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Adölesanlarda Teknolojik Oyun Bağımlılığı İle Karakter Gelişimi Arasındaki İlişki

Author(s): Yaren Çakır,Nazan Turan / Language(s): Turkish Issue: Suppl. 1/2021

The aim of this study is to examine the relationship between technological game addiction and character development in adolescents in order to contribute to the practices and approaches of psychiatric nurses. The research sample consists of 134 adolescents (Female: 84, Male:50). The data was collected using the Participant Information Form, Game Addiction Scale for Adolescents- Short Form and the Character Growth Index which were developed by the researcher in the light of literature. The analysis determined that game addiction differed according to variables such as gender, family structure, the availability of unlimited internet at home and showed that game addiction negatively influences character development. As a result of the study, it can be recommended that psychiatric nurses and other health professionals serving in the field of mental health should cooperate with school health nurses, guidance teachers and families to raise awareness about this issue and implement preventive measures.

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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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AFEKTIVNA VEZANOST U DJETINJSTVU KAO PREDIKTOR STRESA, ANKSIOZNOSTI, DEPRESIVNOSTI I ADVERZIVNIH ISKUSTAVA KOD MLADIH

Author(s): Elvir Ibeljić,Miroslav Đurić / Language(s): Serbian Issue: 1/2021

This research aims to determine the impact of affective attachment in childhood as a predictor of stress, anxiety, depression, and adversive experiences in young people. The research sample consisted of 202 subjects, gender-balanced (Nm = 102; Nf= 100), who come from the area of the city of Bihać and its suburbs. The Depression, Anxiety and Stress Questionnaire (DASS scale), the Adverse Childhood Experience Questionnaire (ACE) and the Family Affective Attachment Questionnaire (PAVb) have been used for the research. The incompleteness of a family impairs the family structure and disturbs its nature which can leads to the pathology of affective attachment. This research proved it to be a significant predictor of internalizing (symptoms of anxiety and depression) changes in behavior with young people (p<.01). The inconsistency of family relationships also leads to potentially traumatic and adversive experiences that one could have experienced in the period from their birth to the age of 18 whose symptomatology was seen at a statistically significant level (p <.01) in our research. Studies indicate consistent differences in gender in which women have more intense internalizing symptoms than men. This has not been shown in this research through statistical significance. However, due to differences between men and women in terms of adolescence in the context of coping with stressful situations the results of this study prove there are certain differences in which men show statistically significant (p <.01) manifestations of depression and on average they also express more symptoms of anxiety and adversive experiences. On the other hand, women show only statistically significant (p <.01) manifestation of stress symptoms.

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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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Aile Katılımının Okul Öncesi Dönem Çocuklarının Benlik Saygısı ve Sosyal Duygusal Uyumu Üzerindeki Etkileri

Author(s): Nilay Ergüden,Aysun Doğan,Zeynep Şen Hastaoğlu / Language(s): Turkish Issue: 17/2020

Family involvement is defined as cooperation between the school and family and the family's active participation in the education process of their children. Family support is very important during preschool years, as the early education of the child affects the learning process, academic achievement, and social skills in later years. The goal of this article was to examine the relationship between family involvement and children's self-esteem and social-emotional adaptation. Self-esteem and social-emotional adjustment are two concepts that begin to develop during early childhood and are closely related to behaviors and skills in later life. Previous research shows the importance of family involvement on children’s self-esteem and social-emotional development. In this article, we first discussed the role of family involvement on child development. Then, we examined the effects of family involvement on children, parents, and teachers. Finally, we focused on the effects of family involvement on self-esteem and social-emotional adaptation. This article will contribute to understand the importance of family involvement during preschool years.

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Akıcı Okuma Sorunu Olan Bir Öğrenci Üzerine Okumayı Geliştirici Çalışmalar Yapma ve Değerlendirme

Author(s): Cengiz Kesik,Meliha Efe Kesik / Language(s): Turkish,English Issue: 1/2021

This study aimed to determine the effect of more than one fluent reading method and technique (repetitive reading, mumble reading, rhyming reading, reading aloud, and widening the visual spectrum) to overcome the fluent reading problem. In line with the research's purpose, the single-subject research method, one of the quantitative research methods, was used. In the study in which the criterion sampling method, one of the purposeful sampling methods, was used, a study was conducted with a fifth-grade student who was found to have a fluent reading problem. The research was carried out to do fluent reading studies for 15 lesson hours with fluent reading methods and techniques determined in the school library at one-day intervals during one lesson. The data of the research were analyzed with descriptive statistics. Although there was a mathematical improvement in the word recognition level and reading comprehension level of the student studied in the study, the student could not reach the free level and remained at the level of anxiety. The study concluded that more than one fluent reading method and technique used to solve the fluent reading problem was effective in providing mathematical progress in the student's reading speed, word recognition percentage, and prosody and in reducing some reading errors observed in the student.

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Aktywność twórcza a korzystanie z urządzeń ekranowych przez dzieci w wieku przedszkolnym

Author(s): Karolina Appelt,Marta Jarzembowska / Language(s): Polish Issue: 2/2020

The article presents the results of own research whose purpose was to answer the question whether screen time is related to the level of creative activity of preschool children. The relationship between creative activity and the possession of electronic devices by preschool children was also examined. 32 children aged 5 years and 1 month to 6 years and 11 months and their parents took part in the research conducted in 2018. The research tools used were: (1) The Test for Creative Thinking – Drawing Production (TCT-DP) Form A of Urban and Jellen (1996) in the Polish adaptation of Matczak, Jaworowska, Stańczak (2000), (2) Questionnaire for parents and teachers: How creative is the child? and (3) Questionnaire regarding the use of multimedia devices by preschool children. The obtained results indicate a relationship between screen time and the level of creative activity of preschool children. Studies show that the amount of free time spent with a multimedia device by a child after returning from kindergarten correlates negatively with the various dimensions of creative thinking. Children who more often play without using multimedia devices show greater creative ability manifested in the child’s basic forms of activity during this period: play, art and language activities.

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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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Alternatyvioji tėvystė: „auginimo“ ir „globos“ reiškinių tarpusavio sąveika

Author(s): Dalia Stražinskaitė,Irena Zaleskienė / Language(s): Lithuanian Issue: 4/2017

The changes of education paradigms and new tendencies of education allow to expand the content and expression of the educational function of child care having in mind all periods of child development and social reality situations. Foster care and parenting have been developed into individual theories over the past few decades, and the possibilities of potential combination of theories have not been realized. The research question raised by the authors: what kinds of interaction exist between concepts of “parenting” and “care”? The analyses of research works and empirical data discloses that an alternative parenthood is the creation of a particular communicative relationship between the child and the caregiver. Thus the relationship becomes a social phenomenon which embraces the concord between child-oriented educational activities and the creation of the caregiver’s identity. The educational function of foster care is manifested in the article: under specific education conditions; via the mutual dialogue between the child and his/her caregiver; at the stages of preparation, acquaintance, crisis and adaptation; through the caregiver’s skills and values. On the basis of the narrative analysis of caregivers’ interviews the model of the dialogic-procedural expression and conditions of the educational function of alternative care are devised. The axis of relationships underlined in the narratives of caregivers supplement the model of dialogical self-education described in the literature review and the classification of parenting skills. The axis of context is a constitutent part of external environment conditions, whereas the time axis gives prerequisites for dividing the process of foster care into stages. The model has a potential to reduce the number of unsuccessful cases of care, enables the specialists to identify the insufficiency of care conditions as well as to model the behavior of both participants of the care process. The process of care is expressed through dialogic self-education that enables both participants of interaction to express own needs and expectations, as well as change own thinking, behaviour and values. The participants of interaction participants exchange information through own behaviour, refusal to behave in the way asked, protest, silence, tears and other non-verbal expressions; however, language is especially significant in a dialogue both as a medium and as an educational means. In the model, skills are divided into child-centered, i.e. basic skills that manifest the functions of care as a mission, and adult-centred that are referred to as enhanced. The third distinguished aspect is the expression of caregivers’ values at different stages of care. At the end some conclusions are developed by the authors in the sense that care as an educational conception is used to define the educational function addressed at both biological and foster children: identification of the educational needs of a child, representation of the child, creation of positive environment and its application for specific needs of a child, as well as the influence of an adult on a child’s development up to adulthood. From the educational point of view, apart from the usual family activities, non-kinship foster parenting should be directed towards the establishment of affective relationships, overcoming developmental disorders and traumatic experiences, prevention of harmful habits and maintenance of relationships with biological families.

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AMEN. FİLMİNDEKİ RICCARDO FONTANA KARAKTERİNİN KOHLBERG’İN AHLÂK GELİŞİM EVRELERİ AÇISINDAN DEĞERLENDİRİLMESİ

Author(s): Fatma SARIASLAN / Language(s): Turkish Issue: 8/2016

This study aims to analyze Riccardo Fontana, one of the main characters of the movie “Amen.” directed by Constantin Costa-Gavras in 2002, in terms of Kohlberg’s moral development stages. At the center of the movie lies the efforts of the SS officer Kurt Gerstein, posted in the army, and Ricardo Fontana, in the service of the church, to announce the holocaust policy of Hitler to the world. The movie gives a conspicuous voice to how the two main characters inexhaustibly struggled to resist the holocaust policy and what they did to announce this fact to the world and also how they strove to prioritize their faith of ethics over the drive to self protection. An SS officer, Kurt Gerstein constantly condemns the crimes, warns the allies, the Pope and the church of Germany but at the same time provides the Zyklon B gas used in camps. Ricardo Fontana, a Jesuit in the service of the church, is a reverend who aims to break the silence in the Vatican, which has kept its silence against the entire holocaust. And here in this article will the reader find an evaluation of the character named Ricardo Fontana in terms of Kohlberg’s moral development stages.

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An ecological approach of Autism Spectrum Disorders

Author(s): Mihai Predescu,Loredana Al Ghazi,Ioana Dârjan / Language(s): English Issue: 2/2018

Autism Spectrum Disorder (ASD) is one of the most researched topics in the last decades. The research led to a better understanding of the field and raised the number of children properly diagnosed. But also, the ASD became a social topic because it affects both families and society as a whole. In this paper, we propose an innovative ecological approach of ASD, based on a holistic approach of it. We recognize the fact that sectorial approaches, such as intervention in school, or family therapy are not sufficient to overcome the ASD. Instead, we propose an ecological model, in which the assessment and interventions are made at individual, family, school and societal level in order to structure a support network for the child and family.

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