Self-concept in Profoundly Deaf Adolescent Pupils

This study compares the concept of self of profoundly deaf adolescents with that of their hearing companions of the same age. The technique originally designed by Khun and Portland was used: “Who am I?” The chief results indicate on the one hand some significant differences between the hearing and the deaf, and on the other hand the difficulties of the latter in defining themselves as deaf. However, it is necessary to point out that the few references to hearing deficiency do not carry a negative connotation. These data are interpreted in the framework of the educational conditions of the country in which integration is a general mode of schooling and frequently the deaf pupil has no opportunity to have class or school companions who are also deaf. It concludes with some considerations of an educational nature about the future lines of research in which a greater variety of educational and social conditions could be taken into account.     

Parental Involvement in Career Development among Disadvantaged Adolescents

The study investigated perceived parental involvement in career development amongst disadvantaged adolescents. Participants were 14 Grade 9 learners (8 boys and 6 girls: mean age =14 years) from a disadvantaged community in North-West Province in South Africa. Data were collected using semi-structured interviews, and analyzed thematically. Perceived constructive verbal persuasion or encouragement was influential in parents' facilitation of career development in their adolescent children. One-way communication from the parents to the adolescents was perceived to be non-supportive of their career development. Vicarious learning was manifested in the adoption of well-known people as role models in the absence of parental role models.     

Effects of a play program on creative thinking of preschool children

The purpose of this study was to evaluate the effects of a play program in the creative thinking of preschool children. The study used a repeated measures experimental pretest-posttest design with control groups. The sample included 86 participants aged 5 to 6 years (53 experimental and 33 control participants). Before and after administering the program, two evaluation instruments were applied: The Torrance Test of Creative Thinking (Torrance, 1990) and Behaviors and Traits of Creative Personality Scale (Garaigordobil & Berrueco, 2007). The program consisted of a weekly 75-minute play session throughout the school year. ANOVA results showed that the program significantly increased the verbal creativity (fluency, flexibility, originality), graphic creativity (elaboration, fluency, originality), and behaviors and traits of creative personality. In the pretest phase, there were no differences in the creativity of boys and girls, and the program stimulated a similar level of change in both sexes. The discussion focuses on the importance of implementing creative programs with preschool children.     

Psychometric properties of the Psychosocial Risk Evaluation Battery for medium and small companies

The assessment of the presence and intensity of psychosocial risks is constant in research into Work Psychopathology. Many questionnaires and diagnosis systems are partial or else there is no standardization process or reliability and validity study. The main purpose of this work is to present the psychometric data of a multidimensional system to assess psychosocial risks, elaborated conjointly by the Universitat of Barcelona and the MC Mutual. This battery assesses companies, using information from the prevention technicians, the directive staff and the workers. With the diverse types of information, a triangulation proposal is established to offer a psychosocial risk profile linked to the evaluation needs.     

Temperamental dimension and anxiety problems in a clinical sample of three- to six-year old children: a study of variables

In the last few years, many researchers have studied the presence of common dimensions of temperament in subjects with symptoms of anxiety. The aim of this study is to examine the association between temperamental dimensions (high negative affect and activity level) and anxiety problems in clinical preschool children. A total of 38 children, ages 3 to 6 years, from the Infant and Adolescent Mental Health Center of Girona and the Center of Diagnosis and Early Attention of Sabadell and Olot were evaluated by parents and psychologists. Their parents completed several screening scales and, subsequently, clinical child psychopathology professionals carried out diagnostic interviews with children from the sample who presented signs of anxiety. Findings showed that children with high levels of negative affect and low activity level have pronounced symptoms of anxiety. However, children with anxiety disorders do not present different temperament styles from their peers without these pathologies.     

Internationally adopted children’s cognitive and social-emotional development during the first post-adoption year: A longitudinal study

Research is consistent in showing that international adoption is an intervention leading to great recovery for adopted children, but there is a need of research on factors associated with recovery. The present study is aimed at: (a) assessing children’s cognitive skills and social-emotional dimensions on their arrival to their new family; (b) evaluating their development after one year; (c) identifying which factors influence development, taking into account children’s gender, age, health status on arrival, years of institutionalization, and the initial psychological delay. Participants were 53 internationally adopted children (30 boys and 23 girls), aged 5.68 years old on average at placement (range 2–14). Results showed that children’s development one year after adoption was extraordinary, both in cognitive skills and in social-emotional dimensions. The children more delayed on arrival showed the larger progress over time, and their recovery was greater in cognitive skills than in social-emotional dimensions.     

Posture recognition in Alzheimer's disease

BACKGROUND: Apraxia is neurologically induced deficit in the ability perform purposeful skilled movements. One of the most common forms is ideomotor apraxia (IMA) where spatial and temporal production errors are most prevalent. IMA can be associated Alzheimer's disease (AD), even early in its course, but is often not identified possibly because the evaluation of IMA by inexperienced judges using performance tests is unreliable. The purpose of this study, therefore, is to learn if the Postural Knowledge Test (PKT), a praxis discrimination test that assesses knowledge of transitive (PKT-T subtest) and intransitive (PKT-I subtest) postures and does not require extensive training, is as sensitive and specific as the praxis performance tests. METHODS: We studied 15 subjects with probable AD as well as 18 age-matched controls by having them perform transitive and intransitive gestures to command and imitation, as well as having them discriminate between correct and incorrect transitive and intransitive postures. RESULTS: Overall on all tests, the control subjects performed better than those with AD. In addition all subjects had more trouble with transitive than intransitive gestures. Using a stepwise discriminative analysis, 81.8% of the subjects could be classified according to Group (94.4% of Controls, 66.7% of AD subjects). In this analysis, the PKT-T (transitive posture subtest) was the only measure that contributed to the discrimination of subjects. CONCLUSION: We found that having subjects select the correct transitive hand postures in this "booklet test" was more sensitive than grading their praxis performances even when using judges with extensive training. This suggests that this discrimination test might be an excellent means for diagnosing and screening patients for AD. The reason why recognition of transitive postures is relatively more difficult for our AD subjects is not known. Two possibilities are that the representations for intransitive movements are stronger than those for transitive movements, and hence, more resistant to degradation, or that intransitive acts are stored in parts of the brain not affected by AD.     

Empathy in children aged 10 to 12 years

The objectives of this research were: 1) to determine whether there were differences in empathy according to gender; 2) to analyze the relationships between empathy and social behaviour, self-concept, emotional stability, social interaction strategies, capacity to analyze emotions, intelligence, and creativity; and 3) to identify predicting variables of empathy. The sample consisted of 139 participants aged 10 to 12 years. ANOVA results showed gender differences in empathy, with significantly higher scores in females. Pearson coefficients suggest that participants with high empathy showed many positive social behaviours (prosocial, assertive, consideration, self-control, leadership), few negative social behaviors (passive, aggressive, antisocial, withdrawal) and many assertive strategies of social interaction; that they were named as prosocial classmates; and that they had high self-concept, high capacity to analyze negative emotions, high emotional stability and many behaviors and traits of creative personality. Multiple regression analyses permitted identification of the following predicting variables of empathy: high level of prosocial behaviour, low level of aggressive behaviour and high self-concept.