CHARACTERISTICS OF ADOLESCENTS FRIENDSHIP RELATIONS: A LONGITUDINAL STUDY OF THE QUALITY, LENGTH, STABILITY AND RECIPROCITY

Author(s): Nikolina Kuruzović / Language(s): English Issue: 02/2015

This paper is concerned whit characteristics of friendships. The main focus is on these characteristics: quality, lenght, stability and reciprocity. The examination took place repeatedly within period of four months. The sample consisted of, 425 in first and 358 adolescents in second examination. The adolescents were of both sexes, aged between 14 and 15 years. The quality of friendship was assessed by new self-report scale Friendship Quality Questionnaire, constructed in this research. This questionnaire is measuring thoughts, feelings and specific behaviors about and towards a friend. Besides, two general questionnaires were used for collecting information about examinees and their friendships. The results show certain characteristics of friendships in adolescence. Dimensions of relationship quality (affection, intimacy, conflict and interaction) are evenly distributed. The connection between quality of friendship and duration was found out. In shorter friendship, level of intimacy and conflict is higher. Also, friendships are very stable and examinees that keep their friendships have higher level of intimacy and interaction. Those with shorter friendship are changing friends more. Girls have higher level of all qualitative characteristic of friendships- affection, interaction, intimacy and conflict.

Dečje razumevanje uzroka emocija: slučaj budućnosti

Author(s): Jovan Mirić,Ana Jevtić / Language(s): Serbian Issue: 3/2012

Question of development of children’s understanding of emotions causes has attracted a significant research attention. Child’s understanding of present wishes and beliefs, as well as understanding of past events as being the cause of emotions, has been researched. Research reported in this paper expands upon the issues of child’s understanding of emotions in relation to the future. It starts with the question of determining the age at which a child begins to understand that emotions might be caused by mental states related to the future – through imagining or expecting the future events. Three basic emotions (fear, happiness, and sadness) has been selected and for each of them two simple stories have been created: one for immediate and other for the more distant future. Stories were illustrated and given to the group of 24 participants (12 boys and 12 girls) ages of 5, 8 and 11 (total N = 72). Overall findings are in accord with previous research in the field. It’s been determined that even preschool children can understand mental states related to the future. Such mental states more often occur as explanation of fear than of happiness or sadness, while the transitional age from situational to mental states explanations is between ages of five to eight.

Značaj podrške porodice i vršnjaka za metaboličku kontrolu dijabetesa Tip 1 kod adolescenata

Author(s): Dušanka Đurović,Dragan Katanić,Jovan Vlaški / Language(s): Serbian Issue: 4/2009

The aim of the paper was to explore the significance of family and peer support for metabolic control of Type 1 diabetes in adolescents. Metabolic control refers to maintenance of acceptable blood glucose level thus diminishing risk for chronic complications. It involves regular insulin shots, measuring blood glucose and keeping diary, as the daily based self-control. Regular visits to endocrinologist and screening for chronic complications are compulsory. The sample comprised 79 adolescents age 10-17 years with diagnose of Type 1 diabetes and properly treated at the institute. The sample was divided in two groups – with good (N=40) and poor (N=39) metabolic control. A criterium for good metabolic control was glycosilated hemoglobin less than 7,6%. Social support was measured by Social Support Scale consisting of two parts – the first for estimation of registered family support (based upon modified Perceived Social Support Family Scale) and the second for estimation of registered friends’ support (modified Perceived Social Support Friend Scale). Adolescents with good metabolic control referred statistically more significant social support in the family, unlike the group with poor metabolic control. Considering peer social support, there was no statistically significant difference. Positive family history for diabetes also appeared to be directly linked to good metabolic control.

Porodica kao kontekst za razvoj formalnih operacija

Author(s): Ivana Stepanović / Language(s): Serbian Issue: 3/2007

This paper is focused on the family as a context for development of formal thinking. Parents’ mediation and cultural tools in family environment were investigated through relationship between formal thinking and the two basic dimensions of family interaction. Psychological autonomy-giving vs. psychological control and emotional exchange were examined in the context of the family's cultural status. For this purpose, the Scale of parents’ mediation means was constructed, inspired by Piaget's concept of formal operations and by Vygotsky’s concept of genetic law. The scale quantifies forms of parent’s behaviors/attitudes towards the child that could serve as mediation means for specific development of formal thinking. The data show: (1) that there is no significant relationship between the two basic dimensions of family interaction and development of formal thinking; and (2) that cultural status of the family and specific parents’ mediation are relevant for child's development of formal operations.

Prihvaćenost u grupi vršnjaka i emocionalna kompetencija dece preadolescentnog uzrasta

Author(s): Jelica Petrović,Marija Zotović Kostić / Language(s): Serbian Issue: 3/2007

This study examines contribution of emotional competence on socially competent behavior of preadolescents. The following emotional competencies were registered in 397 children: emotion recognition, emotional regulation, empathy and style of coping with aversive emotions. Discriminant analysis was conducted in order to identify emotional competencies that differentiate among the groups of participants with different levels of social preference. The data showed that groups of popular children, rejected children, and children of average sociometric status significantly differ with respect to their emotional competence. Children rejected by their peers displayed the lowest level of emotional competence.

Roditeljsko podsticanje formalno-operacionalnog mišljenja: jedan pokušaj operacionalizacije

Author(s): Ivana Stepanović / Language(s): Serbian Issue: 3/2006

One possible way of examining parents’ mediation of formal thinking has been presented. The specific goal was to construct a scale which represents specific means of parents’ mediation that appear in their everyday communication with children. Piaget’s theory i.e. main characteristics of formal operations and concepts from Vygotsky’s paradigm, especially mediation means concept, served as theoretical background for scale constructing. The similarities between final stages of cognitive development within these two approaches have been analyzed. The research was conducted in which Crombach’s alpha was examined as an indicator of scale quality as well as correlation between children’s answers on the scale and their achievement on formal operations test. The most relevant aspects of parents’ mediation were extracted and analyzed.

Alomorfni razvoj – vrhovna postavka teorije Vigotskog

Author(s): Jovan Mirić / Language(s): Serbian Issue: 4/2003

The article stresses the importance of Vygotsky’s postulates on evolution and history for understanding his developmental theory, focusing especially on his thesis on the clear-cut replacement of evolution by history. That thesis shaped the general theoretical plane consisting of several opposing and almost mutually exclusive pairs of solutions, such as biology – culture, individual – collective, animal – human, evolution – history etc. Such general solutions offer too narrow a framework for elaborating a theory of ontogenesis. This is the background on which the true meaning of the postulate of allomorphic development is presented, along with an analysis of several more specific related theses. The article ends with a critical review of Vygotsky’s general postulates, pointing out to the ideological dimension of his developmental psychology.

Socijalne identifikacije mladih u relaciji sa porodičnom afektivnom vezanošću i roditeljskim ponašanjima

Author(s): Srđan Dušanić,Vladimir Turjačanin / Language(s): Serbian Issue: 1/2018

Although there is a plethora of studies on the dynamics of social identifications, we found only a few which associate this dynamics with the perceived family relationships. This lack of knowledge has motivated us to explore the extent to which social identifications are associated with family attachment and the perception of parental behaviour. We conducted our study on a sample of 325 young people (58% females) of the Serbian ethnicity from the Republic of Srpska. The participants were secondary chool students and university students (aged 16 to 25). Social identifications were measured by the question: “To what extent is belonging to the following group mportant to you?”, with nine target groups provided: the family, friends, ethnicity, religion, Republic of Srpska, Bosnia and Herzegovina, the Balkans, Europe, mankind/ humanity. In addition to the questions related to demographic variables, the battery comprised the modified, family-targeted version of the Experiences in Close Relationship Inventory scale, with the subscales of anxiety and avoidance (Kamenov & Jelić, 2003) and the questionnaire of fathers’ and mothers’ parental behaviour with he dimensions of parental support, restrictive control, and permissiveness (PBQ29; Keresteš, Brković, Jagodić & Greblo, 2012). Exploratory factor analysis of social identifications yielded a hierarchical factor structure with three lower-order factors we labelled as ethno-religious identification, global social identification and identification with primary social groups. We observed only weak correlations of the family-related variables with social identifications. In particular, we found that attachment variables (anxiety positively and avoidance negatively) could be considered as the predictors of different social identifications. We discuss our findings in light of the previous research.

The Colour Lexicon of the Serbian Language – A Study of Dark Blue and Dark Red Colour Categories Part 2: Categorical Facilitation with Serbian Colour Terms

Author(s): Ivana Jakovljev,Sunčica Zdravković / Language(s): English Issue: 3/2018

Part 1 of this study (Jakovljev & Zdravković, 2018) isolated two frequent and salient non BCTs in the Serbian language: teget ‘dark blue’ and bordo ‘dark red’, that segregate the blue and the red part of the colour space respectively. Now we conducted two experiments to additionally test the cognitive salience of these terms, investigating whether they can produce the category effects in a colour discrimination task. We demonstrated within– and between-participants agreement about the placement of the boundary in the blue and the red part of the colour space, additionally showing that Serbian speakers have distinctive representations of these categories. Analysis of RT in the discrimination task showed category effects – participants were faster when discriminating colour pairs that belong to different linguistic categories than the pairs from the same category. These results for the first time demonstrated category effect in the Serbian language as well as the category effect in speeded discrimination of the red part of the colour space for any language. They also support views that category effect is linked to higher cognitive processes; hence it can be language specific.

An ecological approach of Autism Spectrum Disorders

Author(s): Mihai Predescu,Loredana Al Ghazi,Ioana Dârjan / Language(s): English Issue: 2/2018

Autism Spectrum Disorder (ASD) is one of the most researched topics in the last decades. The research led to a better understanding of the field and raised the number of children properly diagnosed. But also, the ASD became a social topic because it affects both families and society as a whole. In this paper, we propose an innovative ecological approach of ASD, based on a holistic approach of it. We recognize the fact that sectorial approaches, such as intervention in school, or family therapy are not sufficient to overcome the ASD. Instead, we propose an ecological model, in which the assessment and interventions are made at individual, family, school and societal level in order to structure a support network for the child and family.

The Bio-Psycho-Socio-Cultural Development of the Adults

Author(s): Elena Tiron / Language(s): English Issue: 3-4/2018

The paper is structured in several parts: the notion of human development, the stage of adult development and its specificity, the description of adult ages, the roles of the adult (marriage, husband / wife, parental roles, profession). The methods and procedures of study and research used in the article are: description, explanation, comparative analysis and case analysis. The first part defines the adult period of continuation and differentiation from the previous periods as a period of stabilization, professionalization, independence, personality development by responsible assumption of new social roles.It also explains the specific mechanisms: biological, psychological, socio-cultural, learning of adult development. The second part discusses the most frequent staging of the adult period, according to several authors. Several models of adult development are presented and explained: the model of psychological development according to E. Erikson (1965), the model of alternation between stability and transition according to Levinson (1986), we problematize about the cognitive development of the adult (Cavanaugh, 1993), and the specificity of adult thinking is highlighted (Miclea & Lemeni, 1999). We comparatively approach adult affectivity which is structured in different interests and motivations depending on the new roles they assume. We discuss the adult attachment style (Secui, 2004) and the typology of adult love (J. A. Lee). At the end of this part, we problematize the five directions of adult personality development: stabilizing self-identity, independence of personal relationships, increasing interests, the humanization of values, and the extension of protection (Albu, 2002). The third part of the paper describes the three sub-periods of adulthood: early adulthood between 35 and 45 years of age, middle adulthood between 45 and 55, extended adulthood (55 to 65 years of age). The fourth part of the paper problematizes marriage, the parent-child relationship and the complexes that can develop from this relationship and the adult occupations in the present knowledge society.

The relationship multiple intelligence-learning styles and its implications in the learning process

Author(s): Ramona Ştefana Petrovan,Letitia Trif / Language(s): English Issue: 7/2009

Die gemeinsamen Erfahrungen im Unterricht zeigen, dass sich das Unterrichtswesen durch eine konstante Anpassung an das Verhalten der Schueler wahrend des Lernprozesses bildet und weiterbildet .Indem man die verschiedenartige Schulung als richtige Antwort zu den Interressen , Erwartungen und Beduerfnisse der sich Ausbildenden wahrgenommen wird, bildet die vorliegende Arbeit ihr Fundament, mit der Hilfe der vielfachen Intelligenzen. Warum? Weil,gleichzeitig mit der Erkennung der besser entwickelten Intelligenzen bei den Schuelern, wird die Richtung in welcher die Kurrikula modeliert und adaptiert werden kann bestimmt,fuer jeden Schueler der als einzelartig betrachtet wird, mit verschiedenen psychologischen Altercharakteristiken, aber vor Allem: individuelle psychologische Eigenheiten, ein bestimmtes psychologisches Potential, ein bestimmter Lernstil,verschiedene Faehigkeiten,Interressen, Ausbildungsbeduerfnisse; Verfuegbarkeit und eigene Lernfaehigkeiten; eigene Ansichten, soziale Kompetenzen, usw. Durch die theoretischen , pragmatischen, aktionellen,und operationellen Anhaltspunkte die von Gardners Theorie geliefert wurden, rechtfertigt man eine Realitaet die in Schulen aller Arten gut bekannt ist: die Schueler lernen nicht gleichartig , im selben Rhytmus und ihre Einstellungen waehrend des Lernprozesses koennen sehr verschieden sein.

Zaburzenia mowy a trudności w czytaniu i pisaniu

Author(s): Beata Wołosiuk / Language(s): Polish Issue: 4/2018

Introduction. Speech, which is the sonic communication of people, plays an important role in human life. The correct development of speech is a very important element of a child’s school maturity. Speech disorders may be the cause of, among others, difficulties with reading and writing. The theoretical part will discuss the impact of speech disorders (mainly dyslalia) on specific difficulties with reading and writing. In relation to this, the issue of speech development and the most frequently occurring speech disorders will also be presented. The problem of specific difficulties with learning will also be presented. Material and methods. Studies for the purposes of the present publication were conducted in September 2018 among 62 students in grades 1-3 of selected primary schools of in the Biała Podlaska district, in whom articulation disorders have been diagnosed. The aim of the research was to analyse the verbal communication of children in the context of difficulties with reading and writing. The basic tool used in the study was a part of the pictorial questionnaire created by G. Demel. Results. The analysis of the collected results of empirical research allows to conclude that among children diagnosed with articulatory disorders, there are specific difficulties with reading and writing. Conclusions. Articulatory disorders have an influence on difficulties with reading and writing.

Komunikacja przez ruch – Ruch Rozwijający Weroniki Sherborne jako metoda pracy dla osób z trudnościami ze spektrum autyzmu

Author(s): Iwona Strzałkowska-Nowak / Language(s): Polish Issue: 4/2018

Movement and communication can be classified as a group of basic needs of each person. The article deals with the subject of communication through movement, used in the developing Sherborne Developmental Movement Method. The content refers to the work conducted with a specific group of learners with the autism spectrum. Theoretical approaches to communication as well as ways of communicating with ASD are presented. In addition, the genesis of the Veronica Sherborne Developmental Movement Method is also shown, as well as its practical use in the work with people with Autism Spectrum to communicate with the environment through the movement of one’s own body and the observation of other people’s body movements. The Developmental Movement Method considers the use of motion to be a significant tool to support psychomotor development. It results from the development of consciousness of one’s body, of space, of movement, of space and of other persons, and of communication with others by means of a close contact.

VYDROVÁ, J. a kolektív: Hlasová terapie. Havlíčkův Brod: TOBIÁŠ, 2017. 232 s. ISBN 978-80-7311-169-4.

Author(s): Mária Masárová / Language(s): Slovak Issue: 1/2018

Prikaz primjene EMDR grupnog protokola kao dijela psiholoških kriznih intervencija kod djece

Author(s): Alma Kovačević,Vildana Aziraj-Smajić / Language(s): Bosnian Issue: 5/2019

Eye Movement Desensitization and Reprocessing (EMDR) is a psychotherapeutic technique focused on reducing anxiety after traumatic experiences and on reformulating dysfunctionally stored experiences in their adaptive resolution.In this case review, application of EMDR group protocol ie Eye Movement Desensitization Reprocessing–Integrative Group Treatment Protocol (EMDR – IGTP), is described for 19 pupils who witnessed the event when their school peer died, jumping out of the window of the classroom, situated on the third floor of school building. The main goal of the protocol was to desensitize and stabilize the children´s disturbance after a critical event. For evaluating the level of disturbance before, during and after the applied protocol, Subjective Units of Disturbance Scale (SUDS) was used, and for evaluating children´s emotional state, Illustrated List of the Current Emotional State was used and it was applied before and after the protocol.Using a group work method, EMDR developmental protocol with healing story that children could identify themselves with, was used. Method administration was consisted of 8 phazes.Due to the fact that with use of EMDR-IGTP protocol, disturbances in children who have witnessed this highly stressful event was reduced, it is concluded that it can serve as a pilot example of a program for psychological interventions after crisis events.

ERKEN ÇOCUKLUK DÖNEMİNDE GELİŞİMSEL DEĞERLENDİRMENİN ÖNEMİ: GEÇDA SONUÇLARI ÖRNEĞİ

Author(s): Fatma Betül Kurnaz Adıbatmaz,Arzu Özyürek / Language(s): Turkish Issue: 18/2019

Early childhood is a period when there is seen rapid changes developmentally. It is important to determine the state through developmental evaluation at the early childhood so that it would be possible to prevent or decrease potential developmental risks by early response. Aim of this study is to evaluate children who have developmental delay in regard to different variances. In the study, there was gathered data from 995 children (485 girls, 510 boys) who are 31-72 months-old. In this study, Gazi Early Childhood Assessment Tool (GECAT) was used. The data was gathered by child development specialists from Adapazarı, Ankara, Antalya, Bitlis, İstanbul, Kırıkkale, Karabük and Mersin – who have the certificate of GECAT. Raw scores the children got from GECAT were compared to their t scores, and frequency and percentage values of the children who were at the bottom without any progress were analyzed in terms of variances as the cities they live in and their genders. It has been determined in all the sub-dimensions that there was no difference between the scores of girls and boys, and girls and boys have shown similar characteristics in zones of development. It has been seen that variance in the scores was decreased and developmental differences of the children were lessened with age in all the zones of development. However, it is a remarkable finding that this decrease in the variance is slower in cognitive development. It has been detected that 8,7% of children, 6,8% of children and 12,5% of children have shown progress out of normal bounds respectively in psychomotor development, cognitive development and social-emotional development. It has been found that children living in Bitlis, Kırıkkale and İstanbul have higher rates of developmental delay that those living in other cities.

Prevencijska istraživanja i prevencijska praksa

Author(s): Josipa Bašić / Language(s): Croatian Issue: 1/2005

At the time when problems related to growing up of children and the young are increasing, behavioural problems are becom- ming more complex and the existing treatment interventions proved to be insufficiently efficient, the only solution left is to seek scientific solutions on which prevention practice could be based. This paper aims to establish and confirm certian knowledge of importance for the field of prevention activités and for this country by means of a review of some more recent theses concerning the determination of the essence of prevention research! science and the prevention practice. The paper includes certain approaches and definitions of prevention science and prevention research as well as the bases for setting up and evaluating prevention programmes.

The Process of Development and Types of Pedagogical Diagnostics

Author(s): Andrey Ostapenko / Language(s): Russian Issue: 4/2014

The author analyzes earlier published article “developmental psychology”, by V. I. Slobodchikov’s, specifying the offered terminology and discussing a correlation of processes of maturing, personality, character formation and transformation. Proposed model is a combination of these processes making development. In terms of this model and the definition of diagnostics offered by V. I. Slobodchikov the author’s typology of pedagogical diagnostics aspects.

Symbolically Mediated Interaction and Perspective-taking: A Social-relational Perspective on Social Cognitive Development

Author(s): Duygu Uygun Tunc / Language(s): English Issue: 3/2019

It is widely agreed that perspective-taking plays an important role in the development of children’s understanding of themselves and others as social agents with their own beliefs, desires, goals, and representations of the world. However, how perspective-taking is realized and how the ability of perspective-taking develops is a matter of dissensus. The two theories currently dominating social cognition research, theory-theory, and simulation-theory construe perspective-taking as modeling, thus as an individual and inferential process. Interactionist theories prioritize interpersonal interaction but deny perspective-taking a constitutive role by arguing for a basic, immediate understanding of self and others in interaction. Cognitivist accounts downplay the role of interaction, while interactionist accounts overemphasize the role of sub-symbolical processes. What is central to perspective-taking and its development, but missing in either approach is symbolically mediated interaction. The social-relational perspective dating back to Lev Vygotsky and George Herbert Mead cuts across this schism and offers valuable insight into how perspective-taking develops through symbolic activity within a social context. Adopting the basic elements of the social-relational framework, the present work argues that understanding of self and others depends on the development of perspective-taking ability through symbolically mediated interaction. Perspectives are primarily differentiated, assumed, and coordinated within social interaction and subsequently through the individual, cognitive operation of perspective-taking. Symbolic mediation facilitates this transition from the social enaction of perspective-taking to mental construal and coordination of perspectives by transforming the structure of action. Higher order mental processes are not presupposed but constituted by social interaction through the child’s internalization of the perspectival structure of symbolic communication.