Bystander responses to bias-based bullying and retaliation: Is retaliation perceived as more acceptable than bias-based bullying?

The current study examined intergroup-related and social-cognitive correlates of bystanders' acceptability judgements and their responses to bias-based bullying of immigrant peers and to possible retaliation for the bullying. Participants included 179 immigrant-origin and non-immigrant-origin youth (M_age = 13.23; SD = 1.55; 79 immigrant-origin youth). Participants' bystander judgements and responses to bullying and retaliation were examined via a hypothetical scenario. Further, participants' intergroup attitudes towards immigrants and their social-cognitive skills were evaluated. ANOVA results showed that immigrant-origin youth judged bullying as less acceptable and retaliation as more acceptable compared to non-immigrant-origin youth, documenting that group membership is related to adolescents' judgements. A similar pattern was observed in active bystander responses. Hierarchical regression analyses revealed that immigration background, intergroup process in the context of immigration, and social-cognitive skills predict bystander responses to bullying and retaliation. This study provides important implications for anti-bullying intervention programmes to overcome the negative consequences of retaliation in the escalation of aggressive behaviours.     

Priming effects of arithmetic signs in 10- to 15-year-old children

In this research, 10- to 12- and 13- to 15-year-old children were presented with very simple addition and multiplication problems involving operands from 1 to 4. Critically, the arithmetic sign was presented before the operands in half of the trials, whereas it was presented at the same time as the operands in the other half. Our results indicate that presenting the ‘x’ sign before the operands of a multiplication problem does not speed up the solving process, irrespective of the age of children. In contrast, presenting the ‘+’ sign before the operands of an addition problem facilitates the solving process, but only in 13 to 15-year-old children. Such priming effects of the arithmetic sign have been previously interpreted as the result of a pre-activation of an automated counting procedure, which can be applied as soon as the operands are presented. Therefore, our results echo previous conclusions of the literature that simple additions but not multiplications can be solved by fast counting procedures. More importantly, we show here that these procedures are possibly convoked automatically by children after the age of 13 years. At a more theoretical level, our results do not support the theory that simple additions are solved through retrieval of the answers from long-term memory by experts. Rather, the development of expertise for mental addition would consist in an acceleration of procedures until automatization.     

Turkish Adolescents’ Interpretations of Psychological and Behavioral Control: Relation with Adjustment Problems and Moderating Factors

Journal of Child and Family Studies - Few studies have focused on adolescents’ interpretations of parental control in a non-Western context. This study examines the intervening role of...     

Challenges for the sequential two-system model of moral judgement

Considerable evidence supports the sequential two-system (“default interventionist”) model of moral judgement, as proposed by Greene and others. We tested whether judgement speed and/or personal/impersonal moral dilemmas can predict the kind of moral judgements (utilitarian or deontological) subjects make for each dilemma, and whether personal dilemmas create difficulty in moral judgements. Our results showed that neither personal/impersonal conditions nor spontaneous/thoughtful-reflection conditions were reliable predictors of utilitarian or deontological moral judgements. Yet, we found support for an alternative view, in which, when the two types of responses are in conflict; the resolution of this conflict depends on both the subject and the dilemma. While thinking about this conflict, subjects sometimes change their minds in both directions, as suggested by the data from a mouse-tracking task.     

Patterns of Parental Rearing Styles and Child Behaviour Problems among Portuguese School-Aged Children

The majority of studies investigating the effects of parental behaviour on the child’s adjustment have a dimensional approach. We identified the existence of various patterns in parental rearing styles and analysed the relationship between different parenting patterns and behavioural problems in a group of school-aged children. A longitudinal, multi-informant study was conducted. The sample consisted of 519 school-aged children from the Portuguese general population. Parental rearing styles were measured using the EMBU-C, a questionnaire that evaluates children’s perception of parental rearing dimensions. The assessment of child behavioural problems included the evaluation of internalizing and externalizing problems, and data from multiple reporters (parents and teacher). One year later, after a school transition, the adjustment of a sub-sample of 220 children was evaluated again. Cluster analysis identified four types of parental rearing styles: low support, supportive-controller, rejecting-controller, and supportive. In both assessment periods, low support and rejecting-controller parenting patterns showed higher levels of behavioural problems than the supportive and supportive-controller parenting patterns. These patterns show significant differences between them regarding behavioural problems and have a higher predictive value regarding externalizing problems (versus internalizing problems).     

Association of prenatal attachment and early childhood emotional,behavioral, and developmental characteristics: A longitudinal study

This study examines the associations between prenatal attachment and child development, socioemotional behavioral problems, and competence at early childhood. It also inquires whether maternal depression and anxiety at the prenatal period and at early childhood are associated with child outcomes. The study consisted of 83 mothers and their children. Data regarding the prenatal attachment, depression, and anxiety were collected during Weeks 28 to 40 of gestation. When the children were 21 to 31 months old, the Brief Infant and Toddler Social Emotional Assessment (BITSEA) and the Ankara Developmental Screening Inventory (ADSI) were applied to children along with Beck Depression Inventory (BDI) and the Beck Anxiety Inventory (BAI) administered to mothers. Results showed that prenatal attachment scores significantly correlated with BITSEA-Competency subscale scores and ADSI total scores at early childhood, r(83) = 0.246, P = .025, and r(82) = 0.316, P = .004, respectively. Prenatal attachment levels were found to be the predictors of both behavioral and emotional competence and development at early childhood, b = 0.081, t(83) = 2.273, P = .014, and b = 0.281, t(83) = 3.225, P = .002, respectively. In addition, prenatal attachment was shown to be even a stronger predictor of development than was worsening maternal depression at early childhood, b = −0.319, t(83) = 2.140, P = .035. Our results indicate that fostering prenatal attachment may be beneficial for better infant outcomes at early childhood.     

Perversion and infancy and adolescence

Abstract

Studying the works of Freud and Lacan, the authors carried out research on perversion in childhood. Their work covered the perverse polymorphism of infantile sexuality and the perception of the anatomic difference between the sexes that leads the child to create sexual theories and fantasies. The phallic mother and the fetish are viewed as imaginary solutions directly related to the Oedipus and castration complexes. In perversion, a particular position is taken in relation to the Oedipus complex: a serious flaw occurs in the symbolization of the law, and the mechanisms of denial and disavowal take form. Sexuality requires a second “logical time,” separated from infancy by the latency period, in order to confirm (in action) that a fixed position of jouissance (enjoyment) has actually been established. This can only happen in a period after adolescent enhancement. The distinction between perverse traces and a perverse structure is made, taking into account the fact that, in the case of child analysis, the analyst should free the child from the family fantasy and help him/her to build his/her own fantasy.

Campos Santoro V. et al. Perversion und Kindheit und Adoleszenz.

Im Studium der Arbeiten von Freud und Lacan haben die Autoren Forschung über Perversion in der Kindheit gemacht. Die Studien behandeln den perversen Polymorphismus der infantilen Sexualität und die Wahrnehmung des anatomischen Unterschiedes zwischen den Geschlechtern, welche das Kind dazu führt, Sexual-Theorien und Phatasien zu schaffen.

Die phallische Mutter und der Fetisch werden als imaginäre Lösungen angesehen, die sich direkt auf den Ödipus- und Kastrations-Komplex beziehen. Bei der Perversion wird eine besondere Position in Bezug auf den Ödipus angenommen; ein ernsthafter Mangel tritt bei der Symbolisierung des Rechts auf; die Mechanismen der Verneinung und der Verleugnung bilden sich. Sexualität erfordert eine zweite “logische Zeit”, von der Kindheit durch die Latenz Periode getrennt, um (in der Handlung) zu bestätigen, daß eine fixierte Position der jouissance (Vergnügung) sich tatsächlich etabliert hat. Das kann sich nur in einer Periode nach der adoleszenten Verstärkung ereignen.

Es wird die Unterscheidung zwischen perversen Spuren und einer perversen Struktur gemacht, in Rechnung stellend, daß im Fall der Kinder-Analyse der Analytiker das Kind von der Familien-Phantasie befreien sollte und ihm/ihr helfen sollte, seine/ihre Phantasie auszubilden.

Campos Santoro V. Perversión e infancia y adolescencia.

Estudiando los trabajos de Freud y Lacan, los autores han investigado la perversión en la niñez. Los estudios cubren la sexualidad infantil perversa polimorfa y la percepción de la diferencia anatómica entre los sexos, que llevan al niño a crear teorías sexuales y fantasías.

La madre fálica y el fetiche son vistos como soluciones imaginarias relacionadas directamente con el complejo de Edipo y de castración. La perversión, toma una posición particular en relación al Edipo; un fallo importante tiene lugar en la simbolización de la ley; los mecanismos de negación y repudio toman forma. La sexualidad requiere un segundo “tiempo lógico” separado de la infancia por el periodo de latencia, para confirmar (en acto) que una posición fija de jouissance (goce) se ha establecido. Esto solo puede ocurrir en un periodo posterior a la intensificación adolescente.

La distinción entre las huellas perversas y la estructura perversa se ha hecho, teniendo en cuenta que, en el caso del análisis de niños, el analista debe librar al niño de la fantasía familiar y ayudar a el/ella a construir su propia fantasía.     

Self-determination: a buffer against suicide ideation

Self-determination was examined as a protective factor against the detrimental impact of negative life events on suicide ideation in adolescents. It is postulated that for highly self-determined adolescents, negative life events have a weaker impact on both hopelessness and suicide ideation than for non-self-determined adolescents. In turn, hopelessness is hypothesized to generate less suicide ideation for highly self-determined individuals. Results from multigroup analyses confirm that both the direct and indirect links between negative life events and suicide ideation were significantly weaker among participants high in self-determination. The protective role of self-determination against negative life events is discussed.     

Partial Monotonic Protothetics

This paper has four parts. In the first part, I present Leniewski's protothetics and the complete system provided for that logic by Henkin. The second part presents a generalized notion of partial functions in propositional type theory. In the third part, these partial functions are used to define partial interpretations for protothetics. Finally, I present in the fourth part a complete system for partial protothetics. Completeness is proved by Henkin's method [4] using saturated sets instead of maximally saturated sets. This technique provides a canonical representation of a partial semantic space and it is suggested that this space can be interpreted as an epistemic state of a non-omniscient agent.