GENÇ CİNSEL SUÇLULARIN KİŞİLİK ÖZELLİKLERİ ÜZERİNE BİR GÖZDEN GEÇİRME

Author(s): Melike N. Korkmaz / Language(s): Turkish Issue: 02/2011

Several studies states that research on juvenile sexual offenders is not enough and lots of knowledge about juvenile sexual offenders comes from research on adult sexual offenders. However, it is proposed that nearly half of the adult sexual offenders commit their first crimes in their youth. Studies show that research on juvenile sexual offenders is scant during 1970s and started to increase during 1980s and 1990s. Most of these studies examine a variety of features of juvenile sexual offenders, but only a limited number focuses specifically on personality characteristics of them. In an effort to improve different and more effective treatment techniques, unique personality characteristics of juvenile sexual offenders should be understood clearly. The purpose of the current study was to review studies evaluating personality characteristics of juvenile sexual offenders. In the light of examinations, it was observed that juvenile sexual offenders were a heterogeneous group and several studies developed a typology based on personality characteristics of them. However, it was revealed that some studies comparing juvenile sexual offenders with non-sexual offenders and normal population found no significant differences between groups in terms of personality characteristics whereas some other studies found significant differences that could be useful for treatment planning.

Az idegen önmagunkban. Pszichoanalitikus megfontolások

Author(s): Rudolf Pfitzner / Language(s): Hungarian Issue: 1/2008

Using Marc 7,21-23 as a starting point, the article investigates the roots of evil from a psychological point of view. According to Jung and Freud, contents of the psyche that are not acceptable for the self become repressed into the subconscious and, as a result, they grow apart from us. Since these contents live as strangers inside of us, we tend to project them onto the others. On a sociological level, the most devastating consequences of this inner process are war, racial discrimination, xenophobia, anti-Semitism, and oppression of minorities.

Wartości życiowe i ich bilans u osób starszych

Author(s): Ryszard Cibor / Language(s): Polish Issue: 30 (1)/2008

The article presents the results of research into the values hierarchy in the elderly. It also attempts to assess the participation of specific values in their psychological balance. It has been agreed that to shape a positive life balance in the elderly such values as "family" and "religious practice" have significant importance as they compensate for the negative assessment connected with physical condition, social usefulness and economic status.

Godność jako wartość egzystencjalnie kreatywna; jej wymiary, miejsce wśród innych wartości oraz wpływ na poczucie sensu życia

Author(s): Teresa Borowska / Language(s): Polish Issue: 30 (1)/2008

The article discusses one of the essential existential values i.e. the dignity. The Author does not limit herself only to its theoretical aspect referring to the approach and understanding of dignity in psychology, philosophy or psychiatry, but on the basis of her own empirical research she shows how this value functions and how connotative meaning is attributed to it in various youth groups in Poland and Sweden.

Noetyczne jakości życia i ich znaczenie w procesie "bycia i stawania się" egzystencji

Author(s): Kazimierz Popielski / Language(s): Polish Issue: 30 (1)/2008

As an existential psychologist the Author of the article concentrates on the problem of a specific dimension of human existence, analyses the neotic qualities, i.e. the values and the feeling of the need of the sence of life. He also describes the content of individual qualities, putting emphasis on their subjective tendency "towards...".

KULTUURIPSÜHHOLOOGIA

Author(s): Jaan Valsiner / Language(s): Estonian Issue: 08-09/2008

Culture is the center of human life – which has been viewed in psychology in two ways. The newly developing cultural psychology views culture as inherent socially constructed organizer of each and every human mind in its social relations (it belongs to the general psychology). Cultural psychology is situated at the intersection of social and developmental psychology on the one hand, and cultural anthropology on the other; it is an effort to create a general social science where human orientation towards changing the world is included in the domain of science. As culture is a result of evolutionary process – it is one where the biological evolution has overcome itself. It has given way to cultural construction of out environments – and through that – of ourselves. Human beings orient themselves towards the future, create images of the future that become goals, and handle the possibilities of both reaching and failing to reach these goals. This is accomplished through tools of ideal kind—signs that are linked with different material carriers – and constitute the semiotic mediation perspective within cultural psychology. The semiotic perspective in cultural psychology focuses researchers’ interests on self-organizing sign systems – as cultural regulators of the human mind. Such regulators orient the mind towards its encounters with the always uncertain future, and are thus the core for making sense of human development. Human flexibility of invention of new ways of being is the result of such cultural regulation. As is to be expected in the real world – the efforts to control our selves turn into their opposite – to liberate ourselves from previous convenient confines. That dialectical process leads to new confines – from which we move on to become free, only to find yet new self-limits which we need in order to proceed. We live culture in each and every moment of our human existence.

A Note on Roma Mental Health and the Statement by Géza Jeszenszky

Author(s): Andrew Ryder,Iulius Rostas,Beáta Nagy / Language(s): English Issue: 2/2013

In 2005 a course text book was published which was written by Géza Jeszenszky and used for courses taught by Jeszenszky at the Corvinus University. In the text book there is a sentence which generated a great deal of debate and controversy. "The reason why many Roma are mentally ill is because in Roma culture it is permitted for sisters and brothers or cousins to marry each other or just to have sexual intercourse with each other" (Jeszenszky, 2005, 273). In November 2012 the Corvinus Rector issued a statement which declared the Corvinus University did not agree with the sentence. Péter Csermely in a Magyar Nemzet (newspaper) editorial responded to criticism of Jeszenszky’s sentence and stated that the author had simply drawn some conclusions from “evident facts”, “supported by many researchers” (Magyar Nemzet, 2012). It was suggested in late 2012 that the Corvinus University establish a commission to provide an academic and scientific statement on the sentence with a view to seeking Jeszenszky’s endorsement of the note and clarifying the actual expert opinion on these matters in order to diminish the damage caused by confusion and or acceptance of unsubstantiated claims. In May 2013 at a conference on Roma issues hosted by the Corvinus University the Vice Rector Zoltán Szántó stated he now felt it was an appropriate time to initiate the commission. The scientific note summarises the findings of the commission which was established to investigate this issue.

Posredujuća uloga emocionalne regulacije u odnosu roditeljskoga ponašanja i prilagodbe mlađih adolescenata

Author(s): Ivana Macuka,Sanja Smojver-Ažić,Irena Burić / Language(s): Croatian Issue: 116/2012

The aim of this study was to examine the relationships between parental behavior of both parents, and emotional regulation and internalizing and externalizing problems of young adolescents. Specifically, the mediating role of emotional regulation in relation between parental behavior and adjustment of young adolescents, were tested. The study was conducted on a sample of 261 subjects (139 girls and 122 boys), average age of 13 years. Using path analysis, direct and indirect effects (via emotional regulation) of parental behavior on internalizing and externalizing problems were examined. The results indicate that emotional regulation fully mediated the associations between internalizing problems and children's perceptions of maternal acceptance, paternal rejection and control. Furthermore, emotional regulation partially mediated the relationship between internalizing problems and paternal acceptance. Children's perceptions of maternal control and paternal acceptance had direct effects on internalizing problems, and externalizing problems were directly related to perception of maternal control and acceptance, as well as paternal acceptance.

Nove spoznaje u istraživanjima samopoštovanja: konstrukt sigurnosti samopoštovanja

Author(s): Margareta Jelić / Language(s): Croatian Issue: 116/2012

In scientific and popular psychological literature, self-esteem is often mentioned as an indicator of mental health, mature personality and adaptation of an individual. However, recently there has been a growing number of contradictory findings on self-esteem, the reason for which can be found in an old- -fashioned approach to investigating self-esteem, i.e. neglecting various aspects of self-esteem, as well as different measures for self-esteem. The aim of this article is to familiarize researchers with new insights in self-esteem research, point out the complexity of the construct and give guidelines for future research. The article explains why the use of different self- -esteem measures often results in contradictory findings concerning self-esteem level. We also introduce the construct of self-esteem security that can shed light on the abovementioned contradictory findings. Furthermore, the definition of self-esteem security as well as various operationalisations of this construct are given, and commonalities and differences with related constructs explained. Finally, the article presents results of recent self-esteem research and new findings in this area.

Motivacija za roditeljstvo i briga za mlađe naraštaje u mlađih i sredovječnih roditelja

Author(s): Iva Ahmeti,Ivana Tucak Junaković / Language(s): Croatian Issue: 116/2012

The study was conducted with the first aim to examine the relation of the four categories of motivation for parenthood, toward Rabin (Rabin, 1965), with generative concern or the concern for the welfare of the next generation. Parenthood is the most common, although not the only way of expressing generativity, for which it was assumed to be one of the sources of motivation for parenthood. The other aim was to test gender and age differences in motivation for parenthood. 225 parents, 20 to 60 years old, participated in the study. Their reasons for heaving child/children were assessed using the Motivation for Parenthood Scale, while generative concern was measured by the adapted Loyola Generativity Scale. The results have shown that generative concern correlates significantly, but lowly, with altruistic and instrumental motivation for parenthood, while correlations of generative concern with fatalistic and narcissistic motives were not significant. Women have higher altruistic motivation than men, while men had higher instrumental motivation than women. While controlling for number of children, younger and middle aged parents did not differ significantly in their assessment of the categories of motivation for parenthood. However, in interaction with gender, subjects' age had significant effect on altruistic and instrumental motivation.

Razlike među mladićima s ranim i kasnim javljanjem društveno neprihvatljiva ponašanja

Author(s): Marina Ajduković,Daniela Šincek / Language(s): Croatian Issue: 116/2012

Taxonomies of socially unacceptable behavior differentiate youth with late- and early-onset. Youth with early onset are considered riskier. Research showed that parents behavior is more important for onset, and peers for continuation of risk behavior in the early-onset group. Peers are more important for the late-onset group. The present research investigated differences in the intensity of socially unacceptable behavior and risk factors among early-onset and late-onset adolescents, and in the intensity of different risk factors (e.g. siblings riskiness, behavioral and emotional problems, parental behavior and peer factors). Participants were 661 male adolescents from Osijek and Zagreb. They were in three groups: group with low level of socially unacceptable behavior (N = 227), group with late-onset (N = 231), and group with early-onset (N = 203). Results suggest that groups with early- and late-onset differ in the intensity of their socially unacceptable behavior. Three groups differ in characteristics of their peer group (early-starters have the riskiest peers and are most influenced by peers), but they don't differ in the intensity of other risk factors.

Perspectivă psihoecologică în studiul învăţării

Author(s): Grigore Nicola / Language(s): Romanian Issue: I - 1/2008

Recent analysis of Psycho-history shows global effects of a new revolution in human thinking, the third after the moments of Copernic (1543) and Darwin (1859). “The new ecological paradigm” (Dunlop and Van Riere, 1978) dethrones the man from his statute of nature dominator (through knowledge and techniques), showing him the beneficial of being a humble partner.

Psihologia şcolară la nivel internaţional: în sprijinul copiilor din întreaga lume

Author(s): Shane Jimerson / Language(s): English Issue: I - 1/2008

While recognizing the diversity in titles, roles, and responsibilities of school psychologists around the globe, the specialty of school psychology has been characterized as one that collectively provides individual assessment of children who may display cognitive, emotional, social, or behavioral difficulties; develops and implements primary and secondary intervention programs; consults with teachers, parents and other relevant professionals; engages in program development and evaluation; conducts research; and helps prepare and supervise others. School psychology is a profession that is established in many countries and also emerging in many others around the world. Contemporary scholarship provides valuable information regarding school psychology internationally. This article offers a brief summary of previous publications, recent resources, and emerging findings regarding the profession of school psychology around the world.

Concepţia lui Albert Bandura despre învăţarea socială şi modificarea comportamentală

Author(s): Elena Stănculescu / Language(s): Romanian Issue: I - 1/2008

In this article we focused on Bandura’s theory of social learning and behavior modification. Albert Bandura has created one of the few great theories that continue to thrive at the beginning of the 21st century. He designed the general trend in psychology and education by focusing on processes that are influential in diverse areas of human functioning: social modeling, vicarious learning, self–efficacy beliefs and self–regulation. We emphasized the idea that many educational programs of intervention have been influenced by Bandura’s empirical research. Teachers and counselors have to provide a variety of opportunities for the students in order to build self–regulative capabilities and strengthen the students’ beliefs that they can exercise some control over their self–development.

Elena Bonchiş, "Psihologia copilului", Editura Universităţii din Oradea, 2007

Author(s): Cristina Zdrehuş / Language(s): Romanian Issue: I - 1/2008

Managementul clasei de elevi cu tulburări de comportament

Author(s): Corina Ionescu,Doru-Vlad Popovici / Language(s): Romanian Issue: I - 1/2008

The article is a preamble for a study which we initiated after the results we obtained in one of the inclusive schools in the United States of America, in a special education class with emotionally and behaviorally disabled students located in South Carolina. The study shows the possibility of transferring the strategies used by the American educational system to the Romanian educational system for special and regular education.

Modelul învăţării structurante

Author(s): Tinca Creţu / Language(s): Romanian Issue: I - 1/2008

The present study focuses on the concept of learning in school settings, referring to the major theoretical approaches – cognitive humanistic, gestalt and behavioral – but also to the results of psychological research in this area. This theoretical and methodological basis is important for understanding the concept of structurant learning. The efficiency of this learning model is sustained in this study by a psychopedagogical experiment, on a small group of college students (71 in the experimental group and 66 in the control group), the grades at the exam being higher for experimental group.

Şcoala clujeană de psihologie - nava amiral a psihologiei româneşti. Interviu cu Doamna Mariana Roşca

Author(s): Nicolae Jurcău / Language(s): Romanian Issue: I - 1/2008

Teme de reflecţie pentru psihologii şcolari: intervenţia de grup de tip postmodernist în cazul familiilor

Author(s): James McMahon / Language(s): English Issue: I - 1/2008

More than forty years ago, this writer served as school psychologist for the West Island School Board, Montreal, Quebec, Canada. Previously, he had served for one year as Director of Guidance Services for a parochial high school in Elizabeth, New Jersey. Further, McMahon served as a Member of the Board of Education of the City of New York, and while employed as psychologist at the League, America's first founded and largest day hospital for hearing impaired people, he inaugurated a system of peer learning that involved the model of the one-room school house wherein the brightest students coached or tutored those who showed less performance.

Statutul psihologului şcolar în contextul globalizării

Author(s): Delia Bîrle,Elena Bonchiş / Language(s): Romanian Issue: I - 1/2008

The article is a theoretical synthesis regarding the statute of school psychologist in several European countries. The first part contains conceptual delimitations and emphasizes the existence of a large variety of definitions for the notion of school psychologist/educational psychologist, caused by the diversity of definitions for psychology as a science. The second part discusses the professional roles of the school psychologist in several European countries. These roles don’t overlap, and the differences are caused by the educational policies and the economic statute.