Cinsel İçerikli Yayınların Ergenler Üzerindeki Etkileri ve Bazı Müdahale Yöntemleri

Author(s): Bağdat 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): Małgorzata 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 Stepanović / 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-Vitulić,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 Barańska / 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.

CREDINȚELE ELEVILOR CU PRIVIRE LA INTELIGENȚĂ (implicaţii pentru mediul şcolar)

Author(s): Delia Bîrle,Ramona ILLE / Language(s): Romany / Issue: 3-4/2019

Carol Dweck changed radically the way we look at the motivation and goal orientation, at the effort and the role of ability in achieving performance and, probably, the most important research interest was on the theories of intelligence that characterize people’s beliefs, their mindset, regarding what makes him/her an intelligent person. The mindsets were described as being either flexible, either fixed. The individuals having a flexible mindset consider that they may develop their abilities through hard work, throw learning, but persons having a fixed mindset will believe in a rigid structure of abilities, impossible to change it through life.

Cultural influence on aims of inclusion of mothers in pre-school children's play

Author(s): Ivana Lisul-Mihić,Nila Kapor-Stanulović / Language(s): English / Issue: 1-2/2002

Child is introduced with the contents of culture at first through numerous influences culture has on family life, especially on defining parenting roles. Patriarchal culture, still strong in Yugoslavia, is full of norms that clearly define roles of elders and men, and excellently demarcates differences between father’s and mother’s role in bringing up their children, defined by the level of responsibility attached to parents in upbringing and educating a child. Research conducted in Novi Sad, Yugoslavia in January 2002, with the primary aim of diagnosing differences in frequency and quality of parent-preschool children play concerning many relevant correlates, most important of which is the sex of the parent. Data show high distinctive quality difference in types and approaches to play in regard of the parent in question. Differences show that patriarchal culture’s influence is still very strong. The results show that mothers are burdened with the higher level of responsibility, inevitably leading to higher parenting stress. The level of parenting stress can then influence the quality of meeting the requests put to parents, as well as raising level of general anxiety in all the activities concerning the child, therefore the play itself as well.

Czas trwania amnezji dziecięcej a wybrane cechy osobowości

Author(s): Adrian Bera / Language(s): Polish / Issue: 29/2017

The research subject of child amnesia, in spite of many studies, leaves a lot of question marks in terms of its mechanisms and causes. Childhood amnesia covers the period when an individual evolves, acquires new skills, and develops his or her personality. Hundred and fifty students have been subjected to a questionnaire designed to measure the duration of childhood amnesia. They have also been subjected to the NEO-FFI personality questionnaire by Costa and McCrae. The relationships between the duration of amnesia in children and personality traits such as Neuroticism, Extraversion, Openness to Experience, Conscientiousness and Consciousness were sought. It has turned out that there is a relationship between the duration of childhood amnesia and Openness to experience, Neuroticism and Conscientiousness.

Część monograficzna. Perspektywy edukacji małego dziecka w kontekście zmian oświatowych (pod redakcją Aliny Budniak): Perspektywy edukacji dziecka w świecie alternatywnych trendów i wyborów

Author(s): Monika Frania / Language(s): Polish / Issue: 50 (1)/2018

The article is a reflection on selected trends that can significantly affect the education and functioning of a child in a family and school environment. The presented examples of alternative ideas and challenges that modern families are coping with are: high-tech parenting vs low-tech parenting, fast life and slow life, as well as elements of global and local ideas. These phenomena are perceived as opposed to each other at two extremes of the axis – contradictory or complementary. In addition, the author mentions aspects of changes in the learning and teaching process caused by the use of the media and new technologies.

Czy dziecko nie popełnia błędów kategoryzacyjnych, używając imion własnych?

Author(s): Wiesław Walentukiewicz / Language(s): Polish / Issue: 1/2015

Autor pracy uważa, że źródło dystynkcji nazwy jednostkowe/nazwy ogólne ma charakter nie kulturowy, a poznawczy i na tym gruncie stara się rozwiązać jeden ze współczesnych problemów: jak to się dzieje, że podczas uczenia się słów dziecko powszechnie stosuje strategię agresywną i nie popełnia błędów kategoryzacyjnych związanych z użyciem (pozornym) niektórych nazw jednostkowych – imion własnych (gdy wymagane jest powstrzymanie się od stosowania tej strategii). Następnie autor argumentuje, że choć dziecko w wieku dwóch lat potrafi poprawnie użyć nazwy jednostkowej, to nie jest dowód na to, że potrafi poprawnie użyć imienia własnego, jak przypuszczają psycholodzy. Dziecko musiałoby rozumieć naturę imienia własnego. ===== The author of the article regards the source of the distinction for singular names/general names not to have a cultural character, but a cognitive one, and on these grounds tries to solve one important modern problem: how is it that when a child learns words, the child commonly applies an aggressive strategy and does not make category mistakes connected with the (apparent) use of some singular names – individual names (when it is required to refrain from applying this strategy). Next, the author argues that although a child at the age of two can properly use a singular name, it does not constitute any evidence that it can properly use a proper name, as psychologists assume. For that to happen the child would have to understand the nature of a proper noun.

Czy neurotycy boją się skakać? Osobowościowe predyktory uprawiania sportu

Author(s): Jacek Skorupski-Cymbaluk / Language(s): Polish / Issue: 8/2018

Teza. Celem artykułu jest zebranie i omówienie wiedzy z zakresu psychologii osobowości w sporcie oraz propozycja nowego wykorzystania dotychczasowych osiągnięć nauki w praktycznym treningu sportowym. Autor powołuje się na badania z zakresu osobowości, nawiązując szczególnie do teorii cech osobowości, postulując, że pomiędzy osobami, które uprawiają sport amatorsko i profesjonalnie, istnieją większe niż przeciętne, różnice indywidualne w natężeniu cech osobowości.Omówione koncepcje. Autor odwołał się do modeli osobowości PEN Eysencka, NEOAC Costy i McCrae, 16FP Cattella, koncepcji biologicznej Greya oraz do artykułów opisujących badania relacji osobowości z predyspozycjami i osiągnięciami sportowymi. Przedstawiono argumenty przemawiające za znaczeniem natężenia cech osobowości, takich jak neurotyczność czy ekstrawersja, w doborze metod treningowych (dobór rodzaju bodźców wzmacniających lub ćwiczeń).Wnioski. Współczesna literatura z zakresu psychologii sportu czerpie niewystarczająco z wiedzy z pozostałych gałęzi tej nauki, takich jak psychologia osobowości. Brakuje badań, które pozwoliłby skontrolować wpływ cech osobowości na sposób uprawiania sportu, szczególnie przez sportowców amatorskich.Ze względu na specyficzną konfigurację cech osobowości ludzie w specyficzny sposób reagują na bodźce: neurotycy silnie reagują na zagrożenie karą i ich zachowanie skupia się na unikaniu jej, podczas gdy ekstrawertycy kierują się potrzebą osiągnięć i nagród. Neurotycy charakteryzują się podwyższonym poziom lęku oraz mniejsza tolerancją bólu. Autor postuluje wykorzystanie tej wiedzy w praktyce trenerów sportu.

Delovanje komponenti afektivne vezanosti na razvoj formalno-operacionalnog mišljenja

Author(s): Branimir Vukčević / Language(s): Serbian / Issue: 3/2010

In this work our aim is to examine how the components of attachment influence the thinking development of adolescents in familial context. We investigated the components of attachment: unresolved family traumatisation, the use of external security base, fear of loss of external security base, negative self concept, negative other concept, capacity for mentalisation, low control of anger. We used a revised Questionnaire for Assessment of Adult and Adolescent Attachment (in original: UPIPAV-R). Formal operations were tested by Bond’s Logical Operations Test. We examined the cultural-pedagogical status of the family, the parental mediation characteristic for the development of formal operations, and family property as the aspects of familial context. The sample consisted of 200 pupils aged 14 to 19. According to the attachment theory, secure attachment provides the feel of security in environment exploration, which is the ground of personality development. We assumed that components of attachment contribute formal-operational thinking development and change the influence of familial cultural-supportive tools. The findings show us that the cultural-pedagogical status of the family improves formal operations development and unresolved family traumatisation has negative influence. Capacity for mentalisation has a positive indirect effect on thinking development through the influence of the cultural-pedagogical status of the family. The low control of anger has a negative indirect effect on thinking development; it increases the influence of unresolved family traumatisation. Negative self concept has indirect effects on thinking development through increasing this negative influence of unresolved family traumatisation and decreasing the role of familial cultural-supportive tools.

Developing pre-adolescent students’ potential by stimulating their motivation and positive attitude towards school

Author(s): Liana Tausan / Language(s): English / Issue: 7/2009

Für das Lehrkraft sollte der Ansporn der Schüler für die Motivierung zum lernen einer der Haupt- sowie ständige Begründung sein, umso mehr, als die Motivierung als zweiter in die Hierarchie der Wichtigkeit der Faktoren beigemessen wurde. Die Qualität der Egebnisse in die Tätigkeit des lernens, sowie die Anpassung der Schüler an diese Tätigkeit sind abhängig auch von der Art und Abstufung der Motivierung des lernens. Um die Aufnerksamkeit füe die lern Tätigkeit der Jugendlichen Schüler anzuspornen, wir haben eine Reihe von Aktivitäten entworfen und implementiert.

Development of the cardinality principle in Macedonian preschool children

Author(s): Ana Nikoloska / Language(s): English / Issue: 4/2009

Cardinality principle refers to the fact that the last number tag used in counting determines the cardinality of a set. Macedonian kindergarten children were tested with the give-a-number task for understanding of this principle. It was found that Macedonian children, unlike their western counterparts, pass through an additional stage, 5-knowers, before they master the cardinality principle. Also, the age at which they pass through the individual stages is somewhat higher than the age of children coming from western samples. Possible explanations are offered and discussed.

Development of the internationalization “abroad” in Polish and Ukrainian higher education

Author(s): Marta Tutko,Tetiana Golubieva / Language(s): English / Issue: 34/2016

The scientific goal of the paper is to present the issue of the development of internationalization “abroad” in Polish and Ukrainian higher education. The leading research method is a comparative method, specifically the method of international comparison. The authors focus on the national and institutional level comparison of the development of internationalization "abroad" in Polish and Ukrainian higher education systems. In addition to the comparative method, the authors applied the method of secondary research (desk research), the method of description and analysis and critique of the scientific literature. By using the source materials and indicated numerical data, it is possible to verify the thesis.The process of reasoning in the article was conducted in the following stages. First, the definition of internalization in higher education was given with respect to Polish and Ukrainian approach. Next, the stages in the development of internationalization “abroad” in Polish and Ukrainian higher education were featured. Afterwards, the development process of internationalization was presented on the background of processes occurring in the European Higher Education Area. The paper ends with conclusions.The conclusions drawn in the paper allowed to verify the thesis. In both countries, Poland and Ukraine, the diversity of activities in frame of internationalization "abroad” occur. Among these activities mobility of students and academic teachers remain the most visible in Poland as well as in Ukraine. The development of internationalization "abroad" in relation to mobility of projects, programmes and providers seems to be more advanced in Poland.

Developmental Psychopathology: An Interdisciplinary Approach to Mental Health

Author(s): Ümit Morsünbül,Esma Nur Kaçıra,Şeyma Özdemir / Language(s): English / Issue: 4/2019

Nowadays, it’s seen that one-way perspectives have been replaced by a multidisciplinary perspective in the evaluation of mental health disorders. One of them is developmental psychopathology approach that examines disorders in many ways. In this review, it is tried to investigate the literature about how the developmental psychopathology approach is defined, the basic principles and how it provides perspectives while examine different issues. As a result, developmental psychopathology approach still provides new insights into the definition, prevention and treatment of mental health disorders, and also sheds light on mental health professionals in both academic and clinical areas.