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991.
Honghong Bai Haijun Duan Evelyn H. Kroesbergen Paul P. M. Leseman Weiping Hu 《创造性行为杂志》2020,54(3):699-711
This paper presents the Learn to Think preschool (LTT-P) program for promoting creativity in preschoolers and reviews its potential benefits. LTT-P was designed within the framework of the successful LTT creativity program for older students and both were developed to fit the Chinese education system. To assess the potential benefits of LTT-P, a quasi-experimental pretest-posttest control group study was conducted in a preschool in an urban region in the northwest of China, involving 68 middle level and 87 senior level children. The Lines and Circles subtests of the Torrance Test of Creative Thinking were used to examine the development of children's creativity on the dimensions fluency, originality, and elaboration between pretest and posttest. The results suggest that the LTT-P program has the potential to promote young children's creative thinking, especially with regard to the aspects of originality and elaboration. The results for fluency are less clear. To the best of our knowledge, LTT-P is the first program, grounded in a structured learning theory and sound curriculum framework, to support children's creativity development in Chinese early childhood education. 相似文献
992.
Alessandro Micarelli Andrea Viziano Ivan Augimeri Beatrice Micarelli 《Journal of motor behavior》2020,52(4):418-426
AbstractThe aim of this study was to outline an age-dependent range of posturography measures obtained from healthy children. One hundred and fifty healthy 4–18-year-old children underwent video Head Impulse Test and static posturography testing. Surface, length and power spectra values were compared between each group of pupils and 32 healthy adults. As well as a significant (p?<?0.025) increase in surface and length, when compared to healthy adults, increased values within the low/middle frequency domain and within the high frequency domain were also observed in 4–13 and 4–7-year-old children, respectively. In conclusion, although the nature of postural control development remains largely undetermined, this study represents a first attempt to outline an age-dependent normal range of the relative contribution of inputs in typically developing children. 相似文献
993.
Sabrina R. Liu Maryam Kia-Keating Karen Nylund-Gibson Miya L. Barnett 《American journal of community psychology》2020,65(1-2):173-186
It is important to understand racial/ethnic differences in adverse childhood experiences (ACEs), given their relationship to long-term physical and mental health, and the public health cost of the significant disparities that exist. Moreover, in order to inform interventions and promote resilience, it is critical to examine protective factors that mitigate the relationship between adversity and poor health. The current study utilized latent transition analyses (LTA) to examine co-occurring profiles of ACEs and protective factors (from school, family, and community contexts) and links to health outcomes among 30,668 Black (10.4%), Latinx (12.3%), and White youth (77.3%) ages 12–17 (52.5% male) who participated in the 2011–12 National Survey of Children's Health (NSCH). Results suggested that greater adversity was associated with worse health, while more access to protective factors was associated with better health. White youth had consistently lower endorsement of ACEs, greater access to protective factors, and better health compared to their Black and Latinx counterparts. Efforts to improve child health and racial/ethnic disparities in research and practice must consider adversity, protective factors, and the systemic inequities faced by racial/ethnic minority youth in the United States. 相似文献
994.
Brett Zyromski Emily Baker Jennifer Betters-Bubon Colette T. Dollarhide Joseph Antonides 《Journal of counseling and development : JCD》2020,98(4):351-362
The purpose of this content analysis was to illustrate trends related to the use of the term adverse childhood experiences (ACEs), or terms related to the 10 components of ACEs, within 140 peer-reviewed articles published in 22 journals affiliated with the American Counseling Association (ACA) and the American School Counselor Association (ASCA) between 1998 and 2018. Of the 9,120 articles published in the 22 ACA- and ASCA-affiliated journals in that time, only three articles (0.03%) explicitly mentioned the term adverse childhood experiences in the title, abstract, or keywords. Authors of 93 journal articles mentioned terms related to the original 10 categories of ACEs 104 times (1.0% of all published articles). The need for consistent language across research and practice is highlighted. Implications include ways that the counseling field may benefit from an increased clarity and focus around ACEs. 相似文献
995.
996.
《Pratiques Psychologiques》2020,26(2):141-157
The article presents the theoretical-methodological contributions of Social Health Psychology on the evaluation and reinforcement of psychosocial skills in the context of therapeutic patient education. This is illustrated by a synthesis of the results of several empirical researches in the field of pediatric diabetes. This synthesis shows that psychosocial skills are part of a system of actions and interpretations shaped by therapeutic and relational issues as well as social symbolism. Several practical implications emerge from these results for more effective work on the psychosocial skills of patients. The article concludes with the interest of a “psychosocial clinic” which draws on the viewpoint of Social Health Psychology to evaluate, analyze and intervene on the psychosocial determinants of health behaviours. 相似文献
997.
Nozomi Nakajima Haeil Jung Menno Pradhan Amer Hasan Angela Kinnell Sally Brinkman 《Developmental science》2020,23(5)
This paper examines the magnitude and source of gender gaps in cognitive and social‐emotional skills in early primary grades in rural Indonesia. Relative to boys, girls score more than 0.17 SD higher in tests of language and mathematics (cognitive skills) and between 0.18 and 0.27 SD higher in measures of social competence and emotional maturity (social‐emotional skills). We use Oaxaca–Blinder decomposition to investigate the extent to which gender differences in early schooling and parenting practices explain these gender gaps in skills. For cognitive skills, differences in early schooling between boys and girls explain between 9% and 11% of the gender gap whereas differences in parenting practices explain merely 3%–5% of the gender gap. This decomposition result is driven largely by children living in villages with high‐quality preschools. In contrast, for social‐emotional skills, differences in parenting styles toward boys and girls explain between 13% and 17% of the gender gap, while differences in early schooling explain only 0%–6% of the gender gap. 相似文献
998.
999.
采用间隔一年半的追踪设计对192名学前儿童的同伴接纳和社会适应之间的关系进行交叉滞后分析。结果发现:T1同伴接纳可以显著正向预测T2社会能力,显著负相预测T2外化问题行为,T1社会能力能够显著正向预测T2同伴接纳,T1内化问题和外化问题行为可以显著负向预测T2同伴接纳;T2同伴接纳可以显著正向预测T3社会能力,显著负相预测T3外化问题行为,T2社会能力能够显著正向预测T3同伴接纳。这些结果表明,同伴接纳和社会适应之间存在相互影响,并随着儿童年龄增长,存在一定程度的动态变化。 相似文献
1000.
Several long-term correlates of childhood sexual abuse (CSA) have been identified, including depression, fear, anxiety, guilt, anger, and poor interpersonal functioning (e.g., Browne and Finkelhor, 1986). However, little is know about how CSA survivors fare in old age. This article addresses the impact of unresolved CSA on late-life (emotional, cognitive, and behavioral) functioning. Three case studies of older adults ages 60 and older who were struggling with unresolved CSA are presented. Two observed stressors (loss of social support and declining health) and one developmental task (reminiscence or life-review) appear to be linked to exacerbated vulnerabilities in older survivors. Specifically, because CSA may arrest specific childhood developmental tasks (e.g., ability to form secure attachments, autonomy) or facilitate development of coping strategies that are maladaptive when outside of an abusive environment (e.g., generalized interpersonal distrust, avoidance, dissociation), the survivor may be at risk for developmental vulnerabilities for dysfunction in adulthood. These vulnerabilities may exacerbate unresolved CSA, particularly when the adult encounters stressors or developmental tasks that exceed his or her capacity for adaptive coping. Recommendations for mental health professionals and future research are suggested. 相似文献