Child Psychology

This study tested the utility of three different models of personality, namely the social and personality model, the pathological personality traits model, and the psychological dysregulation model, in predicting overt aggression, relational aggression, and delinquency in a sample of detained boys (ages 12 to 18; M age = 15.31; SD = 1.16). Results indicated that the three personality approaches demonstrated different unique associations with aggression and delinquency. The psychological dysregulation approach, composed of behavioral dysregulation, emotional dysregulation, and cognitive dysregulation, emerged as the overall best predictor of overt aggression, relational aggression, and delinquency. After controlling for the Big Five personality traits, psychological dysregulation accounted for significant variance in overt aggression and delinquency, but not relational aggression. After controlling for callousunemotional traits and narcissistic traits, psychological dysregulation also accounted for significant variance in overt aggression, relational aggression, and delinquency. The pathological personality traits approach, comprised of callous-unemotional traits, narcissistic traits, and borderline traits performed second best. In particular, within this approach borderline traits accounted for the most unique variance, followed by narcissistic traits, then callous-unemotional traits. Borderline traits accounted for significant variance in overt aggression, relational aggression, and delinquency when controlling for the Big Five traits, but not after controlling for psychological dysregulation. Narcissistic traits only accounted for significant variance in overt aggression and relational aggression after controlling for the Big Five personality traits, but not after controlling for psychological dysregulation. CU traits only accounted for significant variance in overt aggression after controlling for the Big Five personality traits, but not after controlling for psychological dysregulation. The social and personality model, represented by the vii Big Five personality traits accounted for the least amount of variance in the prediction of aggression and delinquency, on its own, and when pitted against the other two personality approaches. The exception was that the Big Five personality traits accounted for significant variance in relational aggression beyond narcissistic traits. These findings have implications for assessment and intervention with aggressive and antisocial youth.

Incarcerated youth in Nevada with serious mental health problems are not being effectively identified. The current study examined the utility of simple screening instruments as a mechanism for identifying incarcerated youth who may have a mental health disorder. Adjudicated youth, incarcerated at each of Nevada's 12 juvenile detention facilities, participated in the study by completing a demographic questionnaire and a standardized mental health screening instrument: the Massachusetts Youth Screening Instrument-Version 2 (MAYSI-2). Findings indicate a high prevalence of mental health disorders among incarcerated juveniles in Nevada. Identifying youth with mental health problems is complicated by the lack of a systematic screening or assessment process within detention facilities, and limited enabling legislation at the State level. Based on the research findings, policy recommendations were made and subsequently adopted by the State Legislative Counsel Bureau.

We and others have previously shown that the dopamine D4 exon III repeat (D4DR) and the serotonin-transporter promoter region (5-HTTLPR) polymorphisms are not only associated with adult personality traits 1-7 but also with temperament in 2-week-old neonates. We now report the results of a second study of these infants and their temperament at 2 months using Rothbart's Infant Behavior Questionnaire (IBQ). 9 There were significant negative correlations between neonatal orientation and motor organization as measured by the Neonatal Behavioral Assessment Scale (NBAS) 10 at 2 weeks and negative emotionality, especially distress in daily situations, at 2 months of age. There were significant main effects for negative emotionality and distress when the infants were grouped by the D4DR and the 5-HTTLPR polymorphisms. Infants with long D4DR alleles had significantly lower scores on Negative Emotionality (F[1,72] = 8.50, P = 0.005) and Distress to Limitations (F[1,72] = 4.93, P = 0.03) than infants with short D4DR alleles. In contrast, infants with the short homozygous (s/s) 5-HTTLPR genotype had higher scores on Negative Emotionality (F[1,72] = 3.88, P = 0.053) and Distress to Limitations (F[1,72] = 4.94, P = 0.029) than infants with the I/s or I/I genotypes. The strongest effects occurred in those infants with the s/s 5-HTTLPR polymorphism who also were lacking long D4DR alleles which in some studies has been linked to adult novelty seeking. These infants showed most negative emotionality and most distress to daily situations, temperament traits that are perhaps the underpinning of adult neuroticism.

Contingency management (CM) for drug abstinence has been applied to individuals independently even when delivered in groups. We developed a group CM intervention in which the behavior of a single, randomly selected, anonymous individual determined reinforcement delivery for the entire group. We also compared contingencies placed only on cocaine abstinence (CA) versus one of four behaviors (CA, treatment attendance, group CM attendance, and methadone compliance) selected randomly at each drawing. Two groups were formed with 22 cocaine-dependent community-based methadone patients and exposed to both CA and multiple behavior (MB) conditions in a reversal design counterbalanced across groups for exposure order. The group CM intervention proved feasible and safe. The MB condition improved group CM meeting attendance relative to the CA condition.

Zavod za bolesti usta Stomatološkog fakulteta Sveučilišta u Zagrebu : Zavod za kliničku patologiju »Prof. dr. Ljudevit Jurak« Kliničke bolnice »Sestara milosrdnica« Stomatološkog fakulteta u Zagrebu Sažetak Kod 30 ispitanika s O LR uzeti su biopsijski uzorci s oralne sluznice u svrhu određivanja histopatoloških obilježja. Uzorci su obrađeni klasičnom histološkom preparatornom tehnikom. Studija je pokazala karakteristične promjene za OLR: hiperparakeratozu kod 53,3% ispitanika uz pojačan nalaz keratohijalinih granula kod 23,3%, akantozu epitela kod 50% uz nalaz papilomatoze kod 66,6%, vakuolarnu degeneraciju citoplazme bazalnih stanica kod 50%, te infiltraciju limfocitima u lamini propriji kod 60% i povećan nalaz makrofaga subbazalno u 40% uzoraka. Na temelju prisutnih histopatoloških obilježja predloženi su detaljniji histopatološki kriteriji za oralni lichen ruber koji mogu biti od dijagnostičke vrijednosti u histološkoj evaluaciji oralnih le zija klinički sličnih oralnom lichen ruberu.

Bolesnicima s transplantiranim čvrstim organom mogu se pojaviti mnogobrojne i različite komplikacije u ustima zbog oslabljene imunosti i nuspojava na lijekove. Svrha ovog istraživanja bila je ispitati učestalost i vrstu oralnih lezija kod bolesnika s transplantiranim bubregom, odrediti stanje zuba i oralne higijene, oralne lezije povezane s lijekovima koje pacijenti uzimaju prije transplantacije i nakon te operacije, te koliko često pacijenti u poslijetransplantacijskom razdoblju posjećuju stomatologa. Ispitanici i postupci: Istraživanje je trajalo dvije godine, a uključeno je bilo 100 ispitanika s transplantiranim bubregom tijekom njihovih redovitih kontrola u Zavodu za nefrologiju i dijalizu KBC-a Zagreb i u Zavodu za oralnu medicinu Stomatološkog fakulteta Sveučilišta u Zagrebu te 100 nasumce odabranih kontrolnih ispitanika iz Zavoda za endodonciju i restaurativnu stomatologiju Stomatološkog fakulteta Sveučilišta u Zagrebu. Rezultati: Rezultati su pokazali značajno veću učestalost oralnih lezija kod bolesnika s transplantiranim bubregom (31 %) u usporedbi s kontrolnim ispitanicima. Najčešće promjene bile su eritem, keratotične lezije na sluznici i hiperplazija gingive. Prosječna vrijednost KEP indeksa bila je značajno niža kod bolesnika s transplantiranim bubregom negoli u kontrolnoj skupini. Trećina bolesnika imala je subjektivni osjećaj suhoće usta. Oralna higijena sveukupno je bila loša i samo malobrojni ispitanici koristili su se dodatnim proizvodima za higijenu usta. Većina pacijenata nakon transplantacije nije posjetila stomatologa. Zaključak: Bolesnici s presađenim bubregom trebaju sveobuhvatnu i redovitu stomatološku skrb prije transplantacije i nakon nje, a doktor dentalne medicine neizostavno treba biti član multidisciplinarnog tima medicinskih stručnjaka. presađivanje bubrega; imunosupresija; oralne manifestacije; gingiva, hiperplazija; DMF indeks; oralna higijena

los estudios raramente han abarcado los sujetos con necesidades educativas especiales. Nuestra investigación se centró en las diferencias percibidas por los profesores en sus relaciones con estos estudiantes. Método. Describimos los resultados obtenidos con diferentes grupos de niños con necesidades educativas especiales: TEA (N = 14), el Síndrome de Down (N = 18), Trastornos del Aprendizaje (N = 38) y TDAH (N = 56). Resultados. Nuestra investigación encontró que los lazos sociales formados por los niños con necesidades especiales son diferentes al menos en un aspecto relacional de los lazos formados por los niños del Grupo de Control, con la única excepción de los niños con Síndrome de Down. Discusión y Conclusión. La dimensión Cercanía se vio obstaculizada en el caso de los niños que sufren TEA o TDAH. Además, en las relaciond Dependencia, los niños con Trastornos del Aprendizaje sufrieron un incremento en esta dimensión. Palabras Clave: relación estudiante-profesor, estudiantes con necesidades especiales, Trastornos del Espectro Autista, Síndrome de Down, Trastornos del Aprendizaje, Trastornos por Déficit de Atención e Hiperactividad.

Introducción. La literatura ha mostrado que los alumnos con Trastornos específicos del aprendizaje (TEA) se distinguen a menudo por un sistema metacognitivo carente con bajos niveles de atribución a factores internos, como el esfuerzo y las habilidades personales, y altos niveles de atribución a factores externos, como la facilidad de la actividad, la suerte y la ayuda por parte de terceras personas. Método. El estudio realizado pretende analizar las atribuciones desarrolladas en un ámbito escolar por alumnos con Trastornos específicos del aprendizaje (N=38; edad en meses: M=100,24; SD=5,828) y compararlas con las de alumnos sin TEA (N=70, de los cuales 38 con el mismo nivel de rendimiento de los alumnos con TEA y 32 con nivel de rendimiento opuesto). Los instrumentos utilizados son la Prueba de Atribución 4-10 años, pruebas de aprendizaje que han sido validadas a nivel nacional y la escala de relación profesor-alumno. Resultados. Los análisis demuestran que los únicos que no tienen un estilo atributivo del tipo "esfuerzo estratégico" son los alumnos con TEA y que, entre ellos, los niños que consiguen las mejores puntuaciones en las pruebas de aprendizaje validadas a nivel nacional son los que eligen con menor frecuencia (especialmente en los casos de éxito) el factor habilidad y consideran sobre todo la suerte como causa principal. Si se considera la percepción que el docente tiene sobre la relación con los alumnos de la muestra, el resultado más significativo se refiere a la Dependencia: los niños con TEA son percibidos como mucho más dependientes respecto a sus compañeros sin TEA. Los resultados revelan que los TEA no causan un sistema atributivo desadaptativo, pero provocan un mayor nivel de dependencia hacia el maestro. De hecho, estos niños no tienen un estilo atributivo a locus interno tan fuerte y estable y son propensos a atribuir sus propios resultados a factores externos a su persona. Por consiguiente, todo parecer indicar que no son conscientes de su potencial y que solicitan más ayuda, incluso cuando no es necesaria. Palabras Clave: atribución (psicología social), trastornos del aprendizaje, Educación Primaria, relación docente-alumno.

IntroductionA great deal of literature underlines the importance of the teacher-pupil relationship as a factor affecting aspects of children's early scholastic adjustment and their subsequent academic results. More specifically, in the first years at school, a good relationship with the teacher, marked by positive qualities like closeness, affection, and open communication, with few negative featuresrelated to aspects of conflict and/or dependence, has a decisive effect on the child's socio-emotional development (Cefai & Valeira, 2014; Fraire, Longobardi, Prino, Sclavo, & Settanni, 2013); learning progress (Downer, Rimm-Kaufman, & Pianta, 2007; Pasta, Mendola, Longobardi, Prino, & Gastaldi), and behavior (Meehan, 2004; Kauffman & Landrum, 2012).Numerous research studies have examined the assessment of relationship quality in the educational domain (Longobardi, Prino, Marengo, & Settanni, 2016; Settanni, Longobardi, Sclavo, Fraire, & Prino, 2015). Since any dyadic relationshi...

Children often struggle to behave flexibly when they must use self-directed goals (e.g., doing homework without prompting) rather than externally-driven goals (e.g., cleaning up when told). Such struggles may reflect the demands of selecting among many potential options, as required for self-directed control. The current study tested whether: 1) 6-year-old children show difficulty selecting among competing semantic representations, 2) providing category labels designed to reduce selection demands improves performance, and 3) such benefits transfer to self-directed flexibility. Selection was measured using the blocked cyclic naming task for the first time with children. Pictures were named repeatedly, in either homogeneous blocks from the same category (e.g., all animals), which create high selection demands due to spreading semantic activation and engage effortful cognitive control, or mixed blocks with each picture from a different category. Children showed robust difficulty in selecting among options, as indexed by RT differences between homogeneous and mixed blocks. Providing subcategory labels designed to reduce selection demands by distinguishing among same-category items (e.g., "A cow is a farm animal. A cat is a pet.") improved selection. Providing superordinate categories (e.g., "A cow is an animal. A cat is an animal.") also improved selection, but these benefits were less robust, and subcategory labels led to greater benefits than superordinate category labels on a subsequent verbal fluency task. These results support a role for subcategory representations in reducing selection demands to aid self-directed flexibility, while suggesting that some children may use superordinate category labels to activate subcategory representations on their own.

Background: Dermatitis Artefacta (DA) or Factitious Dermatitis (FD) is a self-inflicted dermatological condition. It is more common in female. It has an underlying motive to assume a sick role for a secondary benefit. This act of deliberate self harm is to reduce the hidden sufferings of emotional distress. Due to polymorphism of the lesions and strong denial of the self-infliction of the injury there is always a diagnostic dilemma. Here we report an interesting case of DA with a confusing presentations where diverse and innovative means for self-inflicting injuries were produced. But initially it is difficult to diagnose the skin lesions, if proper history is not taken providing enough time and lack of proper examination of the lesion further add the difficulties. Case Presentation: Miss Y, 15 years old female, hailing from a nearby Upzilla of Chattogram, got herself admitted 10th July 2023 at Chattagram Maa-O-Shishu Hospital with the complaints of multiple skin eruption with bleeding from the lesions in both arms and lower limbs for three months. The lesions were bizarre, with a tapering end at various stages of healing, and were not compatible with any known dermatological disorder. Her mini mental state examination was normal and she had no delusions or hallucinations. Conclusion: Lack of proper identification of the underlying psychiatric disturbances may be the major cause of treatment failure and loss of follow up.

Children's learning and development are directly and indirectly influenced by teachers' beliefs and pedagogical strategies toward child behaviors. This cross-sectional study explored elementary preservice teachers' attitudes and pedagogical strategies for working with hypothetical children demonstrating temperament-based shy, exuberant, and average behaviors in the classroom. A secondary goal was to compare attitudes and pedagogical strategies at the beginning and end of teacher training program. A total of 354 participants responded to three vignettes describing children frequently displaying these behaviors. Results indicated preservice teachers were more likely to use social-learning strategies with shy children and high-powered strategies with exuberant children. Participants were more likely to show warmth to shy children, but believed they would be less academically successful. Participants at the end of the program reported higher self-efficacy and more warmth toward all children compared to those beginning the program. Results are discussed in terms of their educational implications.

The goal of this paper is to bring a contribution to the realization of the evolution follow-up in writing among typical pupils in primary education. We propose a method for the temporal modeling of these pupils writing strategies 1 . We developed a software for the on-line acquisition of writings and the automatic extraction of features from handwritings. Distributed on three periods of about six months each, these acquisitions have therefore been achieved three times for the same pupils in the same experimental conditions. An unsupervised classification (clustering) is applied to highlight strong (i.e. steady) clusters on a set of dynamic primitives chosen by an expert in the field of child's development psychology. Results are presented by means of a comparative study between features of each group and writing tests. From a cognitive point of view, the behavior of a group could be the fruit of a specific central representation self actualizing by common expertise of the pupils at the motor program level. We finally illustrate graphically the temporal flux within and betweenstrategies, and this concretizes the probabilistic modeling of the rates of pupils that change (respectively don't change) their writing strategies during an interval of one year time.

The percentage of refugee children in Malaysia has been growing in recent years with a rise of more than 9000 in less than 3 years. More than 51,000 of the 164,620 documented refugees in 2019 are below the age of 18 years. Refugee children are often marginalized in society making them vulnerable and requiring special assistance in meeting their educational needs, mental health care and socio-emotional wellbeing. The purpose of this study was to discover the perceptions of refugee children regarding family life and their emotional and coping mechanisms. Employing the Collage Life-Story Elicitation Technique (CLET) and a discovery-oriented narrative approach, 25 refugee children at a non-governmental educational center in Kuala Lumpur were interviewed. The findings from an in-depth thematic analysis revealed that these refugee children perceived their families as having gone through separation and disruption resulting in isolation, loneliness and being powerless in the host country. T...

The imprisonment of a parent, particularly the father, has far-reaching consequences on the family unit, often disrupting the socioeconomic and emotional stability required for a child's development. This study examines the impact of a father's imprisonment on children's education, focusing on the effects of emotional trauma, financial constraints, and social stigma. The research paper is based on primary data collected from 30 children whose fathers are incarcerated in District Jail, Doda, Jammu and Kashmir. The key findings reveal that children of incarcerated fathers experience significant disruptions in their academic performance, marked by increased absenteeism, declining grades, and reduced participation in school activities. Emotional distress, often manifesting as anxiety and behavioural issues, further complicates their educational engagement. Financial difficulties due to the loss of a breadwinner force some children to drop out or limit their schooling. Social stigma and marginalization within the community also contribute to feelings of isolation, lowering their self-esteem and academic aspirations. The study concludes that a father's imprisonment has a profound and multifaceted impact on children's education, exacerbating existing vulnerabilities. Recommendations are made for targeted interventions, such as counseling, financial aid, and community support, to mitigate these adverse effects and support the academic continuity of children in such families.

Background: Schools are the most frequent target for intervention programs aimed at preventing child obesity; however, the overall effectiveness of these programs has been limited. It has therefore been recommended that interventions target multiple ecological levels (community, family, school and individual) to have greater success in changing risk behaviors for obesity. This study examined the immediate and short-term, sustained effects of the Switch program, which targeted three behaviors (decreasing children's screen time, increasing fruit and vegetable consumption, and increasing physical activity) at three ecological levels (the family, school, and community). Participants were 1,323 children and their parents from 10 schools in two states. Schools were matched and randomly assigned to treatment and control. Measures of the key behaviors and body mass index were collected at baseline, immediately post-intervention, and 6 months post-intervention. The effect sizes of the differences between treatment and control groups ranged between small (Cohen's d = 0.15 for body mass index at 6 months post-intervention) to large (1.38; parent report of screen time at 6 months post-intervention), controlling for baseline levels. There was a significant difference in parent-reported screen time at post-intervention in the experimental group, and this effect was maintained at 6 months post-intervention (a difference of about 2 hours/ week). The experimental group also showed a significant increase in parent-reported fruit and vegetable consumption while child-reported fruit and vegetable consumption was marginally significant. At the 6-month follow-up, parent-reported screen time was significantly lower, and parent and child-reported fruit and vegetable consumption was significantly increased. There were no significant effects on pedometer measures of physical activity or body mass index in the experimental group. The intervention effects were moderated by child sex (for fruit and vegetable consumption, physical activity, and weight status), family involvement (for fruit and vegetable

Obsessive-compulsive disorder (OCD) encompasses a broad range of symptoms representing multiple domains. This complex phenotype can be summarized using a few consistent and temporally stable symptom dimensions. The objective of this study was to assess the psychometric properties of the Dimensional Yale-Brown Obsessive-Compulsive Scale (DY-BOCS). This scale measures the presence and severity of obsessive-compulsive (OC) symptoms within six distinct dimensions that combine thematically related obsessions and compulsions. The DY-BOCS includes portions to be used as a self-report instrument and portions to be used by expert raters, including global ratings of OC symptom severity and overall impairment. We assessed 137 patients with a Diagnostic and Statistical Manual-IV diagnosis of OCD, aged 6-69 years, from sites in the USA, Canada and Brazil. Estimates of the reliability and validity of both the expert and self-report versions of the DY-BOCS were calculated and stratified according to age (pediatric vs. adult subjects). The internal consistency of each of the six symptom dimensions and the global severity score were excellent. The inter-rater agreement was also excellent for all component scores. Self-report and expert ratings were highly intercorrelated. The global DY-BOCS score was highly correlated with the total Yale-Brown Obsessive-Compulsive Scale score (Pearson r = 0.82, P < 0.0001). Severity scores for individual symptom dimensions were largely independent of one another, only modestly correlated with the global ratings, and were also differentially related to ratings of depression, anxiety and tic severity. No major differences were observed when the results were stratified by age. These results indicate that the DY-BOCS is a reliable and valid instrument for assessing multiple aspects of OCD symptom severity in natural history, neuroimaging, treatment response and genetic studies when administered by expert clinicians or their highly trained staff.

The quality of representations of nine spatial arrays varying_in transparency and occlusion was observed in_order to test the generalization that younger children_are_concerned about the ambiguity of their representaions_and_td_observe the influence of a change in the medium used to create the representations. Children 5, 7, and 9 yearS old completed_three tasks: (1) drawing a ball positioned in front of,_inside, and behind transparent, striped,_and opaque glasses;_(2)_arranging puzzle forms to represent each arrayl and (3) constructing each_array in response to conventional drawings. AduIt_judges identified ambiguous drawings and puzzles ind_incorrect constructions. Findings indicated that younger_children produced more ambiguous drawings and puzzles and_more incorrect constructions than older children. Within each age_group, there were equal-nkibers of ambiguous draWings With fewer incorrect constructions. ResultS indicate that the_young child does not unambiguously repretent conceptual information in drawings of a series of complek spatial arrays, and that the production of unambiguous representations is not necessarily facilitated by the provision of forms. (Author/RR)

Asperger&#39;s syndrome is an autistic spectrum disorder, which has engendered lesser attention in comparison to autism. Recent literature has focused on the involvement of cortical areas of the brain in this syndrome. We report a case of Asperger&#39;s syndrome in which an extensive work-up, including neuropsychological, neurophysiological and neuroimaging procedures, were undertaken. The findings of the various investigative procedures are discussed and literature supporting the neurobiological basis of Asperger&#39;s syndrome is highlighted. Finally, we briefly touch upon the &#39;Theory of Mind&#39; construct in autistic spectrum disorders.

Relational complexity has been found to be an effective metric for cognitive tasks. The hypothesis that the greater difficulty and later age of attainment of hierarchical classification as compared to category induction are attributable to differences in structural complexity was tested. Hierarchical classification entails a ternary relation between Categories B, A, and A prime such that A and A prime are included in B.

This study analyzed how a cohort of eight young women who underwent certain difficulties whilst at secondary school experienced their transition from secondary school to either work or further education. It explores ch anges in their perception of events and happenings that they classified as significant to t hem, and the influence that these changes of perception had on their evolving life-co urse. While not formally classified as emotionally or behaviorally challenged, all the par ticipants in this study claimed to have had varying depths of difficulty when at secondary school, some alleging that they had been classified as troublesome by their teachers an d others claiming to have seen themselves as disruptive in classroom settings. The study was informed by the participants’ voices about how they saw their trans itions being forged and has a phenomenological focus.

Typical adults mimic facial expressions within 1000 ms, but adults with autism spectrum disorder (ASD) do not. These rapid facial reactions (RFRs) are associated with the development of socialemotional abilities. Such interpersonal matching may be caused by motor mirroring or emotional responses. Using facial electromyography (EMG), this study evaluated mechanisms underlying RFRs during childhood and examined possible impairment in children with ASD. Experiment 1 found RFRs to happy and angry faces (not fear faces) in 15 typically developing children from 7 to 12 years of age. RFRs of fear (not anger) in response to angry faces indicated an emotional mechanism. In 11 children (8-13 years of age) with ASD, Experiment 2 found undifferentiated RFRs to fear expressions and no consistent RFRs to happy or angry faces. However, as children with ASD aged, matching RFRs to happy faces increased significantly, suggesting the development of processes underlying matching RFRs during this period in ASD.

War and conflict have devastating consequences not only on physical infrastructure and national economies but also on the psychological well-being of those forced to flee their homes. Refugees endure complex traumas, beginning from the experiences of conflict, to the challenges of displacement, and the uncertain future in host countries. This paper explores the psychological effects of war on refugee communities through a multidisciplinary lens, drawing from psychology, sociology, and international human rights perspectives. It identifies the most common psychological disorders affecting refugees, examines the factors that influence mental health outcomes, and discusses intervention strategies that can support refugee mental well-being.

This article investigates the relationship between exposure to structural injustice, experiences of social discrimination, psychological well being, physical health, and engagement in activist solidarities for a large, racially diverse and inclusive sample of 5,860 LGBTQ/Gender Expansive youth in the United States. Through a participatory action research design and a national survey created by an intergenerational research collective, the “What’s Your Issue?” survey data are used to explore the relationships between injustice, discrimination and activism; to develop an analysis of how race and gender affect young people’s vulnerabilities to State violence (in housing, schools and by the police), and their trajectories to activism, and to amplify a range of “intimate activisms” engaged by LGBTQ/GE youth with powerful adults outside their community, and with often marginalized peers within. The essay ends with a theoretical appreciation of misrecognition as structural violence; activi...

The struggle of a black feminist writer is to fight for her community as well as fight with her community. Alice Walker's The Color Purple attempts to navigate this fine balance. In the process she invokes the many threads that constitute everyday black lives-racism, religion, economic imperatives, gendered expectations, black homes, childhood, humor, speech

The novel 'The Color purple' written by an American novelist and activist, Alice Walker, is set in Rural Georgia in the early 20 th century, 30 years before World War 2. It was the time period when slavery got abolished but unfortunately the situations were unaltered. Though blacks were not slaves any more but still treated as one. They worked as sharecroppers; they worked on the land which was owned by the whites. There was no ownership for blacks. However, some African-Americans had entrepreneurship, establishing themselves as businessmen. In the novel, there are two characters who owned property, ran farms and a dry goods store challenging the social norms of the society. Celia's father, Alphonso ran a dry goods store and Albert, Celia's husband, owned property and land which helped Harpo, his son, in maintaining a good life for his family. Walker also explains how Alphonso got this business and later Celia as the store was basically owned by Celia's biological father and was lynched by a white people mob. Ironically, both blacks get the ownership after the death of Celia's natural father. Walker described the system and culture of America which was divided

The article sets out to describe the pilot programme BRAVE CHILDREN concerning ways to develop resilience in middle childhood. The project has adopted an understanding of resilience according to the following model: high protective factors levels in children, including such factors as initiative, self-control and attachment; low risk factors levels (behavioural concerns) and high social maturity levels in children and their internal locus of control. The programme included 13 meetings conducted over the course of 6 months, each meeting taking approx. 60 minutes. The classes were designed for preschool children aged 5 years to 5 years and 11 months. Their focus was to develop such competencies as self-awareness and the awareness of others, self-agency, self-control, social skills, problem-solving skills, coping with stress and negative emotions. The programme was evaluated by measuring an increase in children's resilience reflected in their individual resources (evaluated before and after the programme). The project involved an educational intervention group composed of 62 children (from three different preschools) and a control group composed of 59 children (from three other preschools). Observational data were obtained from both parents of all children and six teachers of preschool groups. The results obtained as part of the programme's evaluation indicate a significant change and improvement in resilience indicators in the educational intervention group. The increase in competencies was observed with regard to initiative, self-control and total protective factors. A decrease in behavioural concerns was also observed in the intervention group. Neither the intervention group nor the control group demonstrated any significant change with regard to social development.

As knowledge regarding human development and learning continues evolving due to the global influences it has created an undeniable opportunity in researching on contemporary educational practice. Science, Technology, Engineering and Mathematics (STEM) is influencing educational practice from basic to tertiary education. This study acknowledges that teachers are essential and direct agents to supporting early STEM learning. Thus, this study is predominately a qualitative research approach with an interpretive epistemological and constructivist ontological perspective. Data was collected through semi-structured interviews from ten purposively sampled Early Childhood Development (ECD) teacher participants and formal analysis of 30 child art production (visual analysis of artefacts). The study affirmed that, art practice at ECD is a compatible strategy for early STEM learning. It was found that ECD learners’ attitudes are receptive of art practice as a constructivist approach. The resul...

result in delayed fetal maturation, disrupted emotional regulation and impaired cognitive performance during infancy and decreased brain volume in areas associated with learning and memory in 6-to 8-year-old children. We review findings from our projects that maternal endocrine alterations that accompany pregnancy and influence fetal/infant/child development are associated with decreased affective responses to stress, altered memory function and increased risk for postpartum depression. Conclusions: Our findings indicate that the mother and her fetus both are influenced by exposure to psychosocial and biological stress. The findings that fetal and maternal programming occur in parallel may have important implications for long-term child development and mother/child interactions.

Rather than testing a particular hypothesis or set of hypotheses, the study was designed to provide longitudinal information on a broad range of factors known to be associated with children&#39;s health and development, including the neighborhood conditions, economic conditions, parents&#39; health and mental health, parents‟ marital status and the quality of parental relationships, parents&#39; use of public programs, the availability of social support, and parent-child relationships. As such, the Study provides data that are relevant to a large number of questions and serves as a valuable resource for researchers interested in the life chances of children growing up in disadvantaged families.

Pediatricians regularly care for children who have experienced child maltreatment. Child maltreatment is a risk factor for a broad range of mental health problems. Issues specific to child maltreatment make addressing emotional and behavioral challenges among maltreated children difficult. This clinical report focuses on 2 key issues necessary for the care of maltreated children and adolescents in pediatric settings: trauma-informed assessments and the role of pharmacotherapy in maltreated children and adolescents. Specific to assessment, current or past involvement of the child in the child welfare system can hinder obtaining necessary information or access to appropriate treatments. Furthermore, trauma-informed assessments can help identify the need for specific interventions. Finally, it is important to take both child welfare system and trauma-informed assessment approaches into account when considering the use of psychotropic agents because there are critical diagnostic and sys...

This study investigated the development of young children's causal inference by studying variability in behavior. Two possible sources of variability, strategy use and accuracy in strategy execution, were discriminated and related to age. To this end, a relatively wide range of causal inference trials was administered to children of a relatively broad age range: 2-to 5-year-olds. Subsequently, individuals' response patterns over trials were analyzed with a latent variable technique. The results showed that variability in children's behavior could largely be explained by strategy use. Three different strategies were distinguished, and tentative interpretations suggest these could possibly be labeled as "rational", "associative", and "uncertainty avoidance" strategies. The strategies were found to be related to age, and this age-related strategy use better explained the variability in children's behavior than age-related increase in accuracy of executing a single strategy. This study can be considered a first step in introducing a new, fruitful approach for investigating the development of causal inference.

Cette thèse se propose de réexaminer la relation entre Canguilhem et la psychologie. Pour saisir cette relation, la psychologie ne doit pas être définie comme une discipline déjà donnée mais comme le nom d’un problème. C'est depuis une réflexion de droit sur la spécificité du point de vue psychologique que Canguilhem examine les différentes méthodes psychologiques déjà constituées. Si Canguilhem critique des psychologies, il conçoit systématiquement dans le même temps, comme pour d’autres examens, les conditions de toute psychologie valable. Dans le cadre de ses cours de psychologie du secondaire (1929-1940), il propose sa propre méthode psychologique. Elle se veut vraiment ou effectivement psychologique, en contradiction critique avec les méthodes objectives. Dans la continuité de la tradition de la « psychologie réflexive », cette « psychologie critique » se reconnait d’importantes familiarités avec Freud et Bergson pour leur prise en compte de l’originalité du point de vue psychologique. Ce dernier désigne le point de vue du sujet en général, qu’il soit conscient ou non, où les phénomènes considérés sont inséparables, par définition, d'une subjectivité pratique et théorique. La psychologie désigne pour Canguilhem l'étude compréhensive et explicative, individuelle et concrète de la subjectivité définie comme activité pratique et théorique, toujours déjà engagée, aux prises avec des conflits normatifs. Elle consiste à rapporter la présentation matérielle d’une troisième personne à une première personne. Elle désigne au départ, de façon métaphysique en s’ouvrant progressivement à des possibilités empiriques, toute réflexion portant sur les activités subjectives en général. La thèse de médecine de Canguilhem peut ainsi être reconnue, de son propre point de vue, comme un geste psychologique à l'endroit du vivant. Ce geste est la substitution du problème de la vie à celui de l'esprit par internalisation du second dans le premier, en cohérence avec une réforme générale de la théorie du sujet comme activité normative, inconsciente et irréfléchie. Cette substitution invite à concevoir une identité formelle entre psychologie et médecine du fait de leur même rapport problématique à l'ambiguïté de la méthode clinique comme mode de connaissance à la fois subjectif et objectif. Nous montrons la familiarité théorique chez Canguilhem des concepts positifs de psychologie, sujet et clinique. L’ambiguïté de la clinique est le problème interne au projet d'unification des méthodes psychologiques de Lagache. Ce problème doit être incessamment reposé. Étudier la relation entre Canguilhem et la psychologie ne peut que consister à reposer la question de savoir ce qu’est la psychologie pour reconnaitre derrière ce nom une pluralité de méthodes et de projets dont la compatibilité n'a jamais été donnée. Cette compatibilité est le nom du problème psychologique lui-même. La méthode clinique est la tentative de le résoudre.

This patient is a 76-year-old man with medical history of diabetes mellitus, hypertension, and multiple squamous cell skin cancers. Four years prior, he underwent dermatographic resection of a squamous cell carcinoma of the right cheek that had involved the right facial nerve. Two years later, the lesion recurred. Radical resection with control of free margins was performed by the head and neck oncology service. The underlying maxilla and the infraorbital nerve were involved in the resection leaving the above defect. QUESTIONS 1. Describe the defect and the zones of the cheek. 2. What options are available for the reconstruction of this wound? 3. What are the major potential complications of reconstruction of this defect, and how can it be avoided?

Nurses not only need to be familiar with the professional guidelines of discipline and but also be aware of variances in styles of acceptable discipline across cultural groups. The goal of this study was to explore cultural influences in relation to (1) first generation Korean American parents' perceptions of common discipline strategies in the United States and (2) discipline strategies commonly used among first generation Korean American parents. Inductive content analysis was used to analyze interview data from seven first generation Korean American parents. Derived themes indicated that parents considered spanking/hitting and less hugging/kissing as Korean style and time out, using a sticker chart, hugging/kissing, removing/adding privileges, and giving chores as American style. Recent immigrant parents were not familiar with common positive discipline strategies in the United States. As they adapted to the mainstream society, they discontinued what they perceived to be negative aspects of Korean style and adopted positive aspects of American style. They were sensitive to children's views on discipline and they experienced communication difficulties with children. These findings indicated that Korean American parents' perceptions on discipline strategies were shaped by living in two cultures and were different from the western viewpoints.

We investigated the Depression→Distortion hypothesis by examining the effects of maternal depressive symptoms on cross-informant discrepancies in reports of child behavior problems and several measures of parent-child relationship. The sample included ninety-six 6 to 10-year-old children diagnosed with ADHD-Combined Type, and their mothers, who provided baseline data before participating in a randomized clinical trial. Measures incorporated child characteristics, self-reports of maternal depressive symptoms, parenting practices, and laboratory mother-child interactions. Elevations in maternal depressive symptoms were associated with maternal reports of negative parenting style but not with observed laboratory interactions. Mothers' levels of depressive symptoms predicted negative biases in their reports of their child's ADHD symptoms, general behavior problems, and their own negative parenting style. Whereas levels of depressive symptoms did not predict observed parenting behaviors, maternal distortions did predict problematic parent-child interactions. Exploratory analyses showed a marginally significant mediation effect of the relationship between maternal depressive symptomatology and reports of negative parenting by depressive distortions. We discuss implications of linkages between depressive symptoms in mothers, depression-related distortions, and mother-child relationships for research and intervention in developmental psychopathology.

Behavioural problems in children, including aggression, hyperactivity, anxiety, and depression, have become a growing concern globally, with significant implications for individual and societal wellbeing. In India, rapid socioeconomic changes, urbanization, and evolving family dynamics have amplified these issues. The prevalence of behavioural problems in Indian children is influenced by a complex interplay of socioeconomic , familial, cultural, and educational factors. This systematic review aims to examine and synthesize the key determinants contributing to behavioural problems in children in India, by analysing studies published between 2019 and 2024. A comprehensive search strategy was employed, including peer-reviewed articles from databases such as PubMed, Scopus, and Google Scholar. The review focuses on socioeconomic status (SES), family structure and parental influence, educational stress, and cultural norms as the primary determinants. Despite the insights provided by this review, limitations exist due to the heterogeneity of the studies, small sample sizes in some cases, and the lack of longitudinal research. This review emphasizes the need for targeted interventions at the family, school, and community levels, addressing the multi-dimensional factors contributing to behavioural problems. It also calls for further research, particularly long-term studies, to better understand the persistent effects of these determinants and to guide more effective policy development and mental health interventions in India.

Abstract
This article explores the dynamic relationship between child psychology and linguistics, focusing on how language development both reflects and influences cognitive, emotional, and social growth in children. Drawing on foundational theories from Piaget, Vygotsky, and Chomsky, it examines how language acquisition aligns with cognitive milestones and social interaction. The discussion extends to the impact of environmental factors on linguistic input, the cognitive benefits of bilingualism, and the implications of language delays and disorders. By integrating perspectives from both disciplines, the article underscores the importance of a holistic, multidisciplinary approach to supporting children’s language development and overall well-being.

A developmental study of diildren's sensitivity to opaque contexts is reported. Sentences are cowidered opaque if the substitution of a term with a co-referential term can change the truth of the sentence (e.g., "John thinks that Venus is the Moming Star"). Opaque contexts often involve propositional attitude verbs such as 'know' and 'think'. Sensitivity to opacity requires understanding that a referent c m be represented in different ways, and that the specifïc description that is used is important. Two studies were conducted investigating children's ability to deal with opacity. In the first, 4-to &year-olds were given a variety of opacity tasks (referential, linguistic and intentional), false belief tasks, digit span, and vocabulary measures. The results of the first study indicated that children were more successful on opaque contexts with action referents than those with objed referents. The results also demonstrated that children find referential opacity easier than linguistic opaaty, and both easier than intentional opacity. Nonetheless, performance across the three types of opacity was related even when age, vocabulary and digit span were statistically controiled, supporting the view that there is an underlying comrnonality for the three contexts. The second study examuied whether performance on referentially opaque contexts could be predicted by metarepresentational ability and metalinguistic awareness. Metarepresentational ability was measured using false belief tasks and metahguistic abiiity was measured using ta& requuing dùldren to compare and evaluate statemenk containing referring expressions. In this second study, 5to 7-year-O lds were given opacity (referen tial and quo ta tional), false belief, metalinguistic awareness, digit span, and vocabulary measures. Hierarchical regressions indicated tha t even after the vanability from diildren's age, vocabulary scores and digit span performance is taken into account, metarepresentational ability and metalinguistic awareness still significantly, and independently, explained some of the remaining vanabiLity in performance on referential opacity tasks. These results are taken as support for the view that both metarepresentational ability and metaiinguistic awareness are necessary in order to deal with referentially opaque contexts. These studies are of interest to anyone concemed with: (1) children's understanding of the representational nature of language; and (2) the necessary abilities for sensitivity to opaque contexts. 1 would rike to thank Professor David Olsori for his advice and encouragement. His comments and questions were always helpful. One of the reasons I decided to pursue a Ph.D. was because of how much fun David made the leaming process; I am grateful to him for making my time at OISE/UT enjoyable. I also want to thank Professor Janet Astington for sharing her time and ideas with me. Over the years, she has been a source of support, guidance and expertise, for which I a m very grateful. 1 also appreciate the comments that Professor Phi1 Zelazo offered, both during the thesis preparation, and during the defence. I would like to thank Professor Ron Smyth for his thought-provoking (and challenging) questions during the defence, and Professor Daniela O'Neill for raising interesting questions for discussion. I would like to acknowledge the generous help of the principals, teachers, and students of The Scarborough Board of Education, especiaily my parents-in-law, Don and Donna MacLeod, who welcomed me into their schools. 1 am also grateful to Sue Elgie for sharing her statistical knowledge with me; her help was invaluable. Thanks also to my parents for their ongoing support and for their continuous words of encouragement. Their pride was always evident, and much appreciated. Finally, to my husband Mark: thee, thee, thee.

The aim of this study was to assess various cognitive abilities such as attention, IQ, reasoning, and memory related to academic achievement in 8- and 9-year-old preterm children. A total of 141 children were assessed. The preterm group (=37 weeks) comprised 63 children and was compared to 78 full-term children. Attention was evaluated using the d2 Selective Attention test, and the IQ by the L-M form of the Stanford-Binet Intelligence Scale, establishing a profile of abilities: perception, memory, comprehension, reasoning, and verbal fluency. Significant differences in IQ were found between the preterm and full-term children. Of the cognitive abilities assessed, the only significant differences were found in verbal fluency, with preterm boys showing lower verbal fluency scores than full-term children. In conclusion, all preterm groups have attention ability similar to that of full-term children. However, preterm children obtain lower scores in intelligence measures. In addition, pre...

Aims and objectives.  To gain insight into the lived experience of parenting a child with leukaemia during treatment.Background.  Diagnosis of leukaemia in children leads to an existential shock for parents and a reversal of normal family life. Today, in the Netherlands, after diagnosis, children stay at home most of the time. Therefore, their parents face considerable responsibilities for administering home‐based treatment and for the support of their child during illness and treatment.Methods.  A grounded theory study was undertaken at a Dutch University Hospital and involved one‐time individual in‐depth interviews with 12 mothers and 11 fathers (n = 23) of 12 children.Findings.  ‘Being there’, was identified as the core concept. It means: ‘I’ll be there for you; I will never let you down’. ‘Being there’ is described as a parental response to the perceived vulnerability of the child and the parental need to give meaning to parenthood. It serves two purposes: protection and preserv...

A personal account is given about counseling people of color in light of the fact that training and information about multicultural counseling was not part of counselor education programs 20 years ago. Recent attendance at a graduate level course on cultural diversity prompted this counselor to consider many issues. The concept of historical hostility and the neglect of a client's history are discussed. A review is provided of historical research on the distorted development and use of various testing instruments based upon the assumption of a counselor's unexamined biases. The phenomenon of White privilege, particularly White male privilege, is highlighted. The account concludes with a discussion of the terms culture, ethnicity, and race. Questions concerning the future use of the word, "race," are considered. (JDM)

Infants in the male video condition showed a familiarity preference, instead of a novelty preference as expected. Infants may have developed a preference for the faces shown on the entertaining video, which may have generalized to the male faces shown during testing. They may have expected the familiar face to become dynamic, similar to the faces in the video leading them to prefer the familiar rather than novel male face.

We present a developmental model that describes normal peer relations and highlights processes that underlie the emergence of problems with peers in childhood. We propose that children&#39;s relationships with peers begin in the first years of life, with stable individual differences and preferences for particular peers emerging by three years of age. Social skills that facilitate peer relationships consolidate in the preschool years, during which time peer groups become structured with respect to friendship groups, gender, and dominance relations; some children begin to be rejected by their peers. In later childhood some children develop entrenched problems with peer relationships, in terms of loneliness, bullying and victimisation. Underlying cognitive and emotional processes that facilitate successful peer relationships at all ages are identified, and the extent to which peer relations play a causal role in the genesis of disorder is evaluated. A review of the evidence suggests t...

On 15 March 2019, a white supremacist terrorist attacked two mosques in Christchurch, New Zealand. Fifty-one people were killed and another 40 sustained non-fatal gunshot injuries. To examine the mental health of the Muslim community, and individual and exposure-related factors associated with mental health outcomes. This is the baseline analysis of a longitudinal study of adults from the Muslim community interviewed 11-32 months after the shootings. It included a diagnostic interview (MINI), measures of sociodemographic factors, prior mental health, prior traumatic events, exposure in the attacks, discrimination, life stressors, social support and religious coping. Logistic regression models examined associations with mental health outcomes. The sample comprised 189 participants (mean age 41 (s.d. = 13); 60% female), and included: bereaved, 17% (n = 32); injured survivors 12% (n = 22); non-injured survivors, 19% (n = 36); family members of survivors, 35% (n = 67); and community members without the above exposures, 39% (n = 74). Overall, 61% had at least one mental disorder since the attacks. Those bereaved (P < 0.01, odds ratio 4.28, 95% CI 1.75-10.49) and survivors, whether injured (P < 0.001, odds ratio 18.08, 95% CI 4.70-69.60) or not (P < 0.01, odds ratio 5.26, 95% CI 1.99-13.89), had greater odds of post-traumatic stress disorder. Those bereaved (P < 0.001, odds ratio 5.79, 95% CI 2.49-13.46) or injured (P = 0.04, odds ratio 4.43, 95% CI 1.07-18.28) had greater odds of depression. Despite unique features of this attack on a Muslim population, findings accord with previous studies. They suggest generalisability of psychopathology after terror attacks, and that being bereaved or directly experiencing such events is associated with adverse mental health outcomes. The study is registered on the Australian NZ Clinical Trials Registry (ACTRN12620000909921).

Danas kućni ljubimci žive u različitim uvjetima života i izloženi su štetnim utjecajima iz okoline, lošoj prehrani i stresu što znatno utječe na pojavnost različitih oboljenja pa tako i tumora mliječne žlijezde. Tumori mliječne žlijezde najvažnije su bolesti mliječne žlijezde u kuja. Uzrok nastanka tumora je nepoznat, ali mnogi su hormonski inducirani. Uspješno se mogu prevenirati kastracijom u ranoj životnoj dobi (prije prvog tjeranja), čime pojavnost tumora smanjujemo za čak 99,5 %. Kada operiramo tumor mliječne žlijezde gotovo redovito prethodno napravimo ovarijektomiju ili ovarijohisterektomiju. Ovisno o smještaju tumora operativno se uklanja samo jedan mamarni kompleks (lumpektomija) ili radimo unilateralnu mastektomiju (uklanjanje cijelog reda mliječnih žlijezda). Benigni tumori su relativno rijetki, uglavnom adenomi i papilomi. Najčešći su tumori mliječnih žlijezda u kuja maligni i to karcinomi koji znaju metastazirati u pluća, jetru, slezenu ili udaljene limfne čvorove. Važn...

Behavioural problems in children, including aggression, hyperactivity, anxiety, and depression, have become a growing concern globally, with significant implications for individual and societal wellbeing. In India, rapid socioeconomic changes, urbanization, and evolving family dynamics have amplified these issues. The prevalence of behavioural problems in Indian children is influenced by a complex interplay of socioeconomic , familial, cultural, and educational factors. This systematic review aims to examine and synthesize the key determinants contributing to behavioural problems in children in India, by analysing studies published between 2019 and 2024. A comprehensive search strategy was employed, including peer-reviewed articles from databases such as PubMed, Scopus, and Google Scholar. The review focuses on socioeconomic status (SES), family structure and parental influence, educational stress, and cultural norms as the primary determinants. Despite the insights provided by this review, limitations exist due to the heterogeneity of the studies, small sample sizes in some cases, and the lack of longitudinal research. This review emphasizes the need for targeted interventions at the family, school, and community levels, addressing the multi-dimensional factors contributing to behavioural problems. It also calls for further research, particularly long-term studies, to better understand the persistent effects of these determinants and to guide more effective policy development and mental health interventions in India.