Expression of Social Interaction of Parents Raising Children with Autism Spectrum Disorder

Author(s): Erika Blinkevičienė,Alvyra Galkienė / Language(s): English Issue: 4/2018

The article looks into the discourse of parents of children with autism spectrum disorder (ASD) in an online self-help support group, putting the main focus on the expression of social interaction. The research results revealed particular actualization of the collapse of social links and their re-establishment in the context of a family crisis upon learning the child’s diagnosis. For the stability of family relationships and social links with the surrounding environment, early assistance for the family and its environment is important, as well as clear definition of the actual situation and finding meaning when raising a child with ASD. The family’s adaptive response to ASD-caused challenges improves the quality of interaction with the environment, and helps normalize social interaction.

Об одной концепции топологии человеческой рефлексии в сравнении с конечными автоматами

Author(s): Victor Maratovich Trofimov / Language(s): Russian Issue: 5/2019

Introduction. The questions of how a pure thought sets the material nature of muscles in motion, and how any child handles them more efficiently than the most perfect robot, remain the simplest in form and the most complex in content. The aim of this research is to identify the topology of reflection, to reveal how a cognizing subject perceives the object and vice versa. This mechanism is considered to be partially computable, but, in general, non-computable. Materials and Methods. The algorithmic side of the thinking mechanism is represented on the basis of the general principle of a Turing machine. But this is only a local property of the model. The sequence of topologically special objects – the Möbius strips – organizes directed reflection as a whole, and this process is no longer computable, as it is inherent in the Turing machine. Results. Relatively independent closed ‘perception-reflection’ cycles represent real experiences of perception in the form of undirected topological structures – Möbius strips. On the basis of these experiences, examples of purposeful reflection and in some geometric sense, the opposite examples of intuitive mental acts can be built. Real reflection involves both types of experience orientation-tapes. An attempt is made to answer the question of the connection of non-material structure with material ‘experiences’ in the process of reflection. Conclusions. In the proposed model, the manifestation of human consciousness is most closely related to the ‘map’ of possible orientations which set the direction of the cascade of reflections. Moreover, the operational manifestations of possible human conscious understanding concern the recording process on the ‘back side’ of a conditional tape loop, and transitions to the other loop in a single cascade.

Az érzelmi elhanyagoltság, az érzelmi intelligencia. az erkölcsi/vallásos fejlődés (1)

Author(s): Emőke Tankó / Language(s): Hungarian Issue: 01/2019

Személyiségfejlesztés a gyermekek szolgálatában

Author(s): Krisztina Bartha / Language(s): Hungarian Issue: 10/2017

АФЕКТИВНА ПРИВРЖЕНОСТ У ПАРТНЕРСКИМ ОДНОСИМА КАО ПРЕДИКТОР ДЕПРЕСИВНОСТИ

Author(s): Ruženka J. Šimonji Černak,Živka Cvejić Mićanović / Language(s): Serbian Issue: 173/2020

Рад припада области клиничке психологије и бави се истраживањем карактеристика афективне привржености код депресивних особа. Провераване су следеће претпоставке: постојање три категорије раних афективних веза; постојање значајног ефекта раних афективних веза на стилове партнерских афективних веза и значајног ефекта депресивности на стилове партнерских афективних веза и интерактивни ефекат раних афективних веза и депресивности на стилове партнерских веза. Истраживање је спроведено на 129 испитаника: 64 депресивних и 65 душевно здравих, без симптома депресивности. За утврђивање депресије, након дијагностичког интервјуа, примењена је Бекова скала депресивности и ММПИ-201. За процену ране афективне везаности примењен је Упитник за процену афективног везивања адолесцената и одраслих, док је за процену партнерског афективног везивања примењен Упитник за процену блиских релација. Применом таксономске анализе потврђена је претпоставка о постојању три стила раних афективних веза. Генерални линеарни модел је потврдио претпоставку о постојању статистички значајног ефекта стилова ране афективне везаности на стилове партнерске афективне везаности. Није се потврдила претпоставка да постоји значајан ефекат депресије на стилове афективне везаности у партнерским односима, нити да постоји интерактивни утицај депресије и раних афективних веза на блиске афективне везе.

Специфика психологической готовности к инновационной деятельности молодежи Санкт-Петербурга и Томска

Author(s): Ekaterinа Igorevna Perikova,Inna Victorovna Atamanova,Sergey Aleksandrovich Bogomaz / Language(s): Russian Issue: 1/2020

Building a competitive system of higher education oriented to innovative socio-economic development is impossible without studying the specifics of university students’ readiness for innovative activity. The aim of the research is to analyze university students’ psychological readiness for innovative activity in St. Petersburg and Tomsk. Materials and Methods. In order to study readiness for innovative activity, the authors evaluated innovativeness and psychological parameters of activity applying the following methods: D. V. Lyusin’s Emotional Intelligence Questionnaire, E. Yu. Mandrikova’s Self-Organization of Activity Questionnaire, D. A. Leontiev and E. N. Osin’s Reflexivity Type Assessment Test, the World Values Survey by R. Inglehart, adapted by R. K. Khabibulin, The Satisfaction with Life Scale developed by E. Diener and adapted by E. N. Osin and D. A. Leontiev, and The Change Response Styles Questionnaire developed by T. U. Bazarov and M. P. Sycheva. The sample was made up of 474 people: 291 residents of St. Petersburg and 183 residents of Tomsk. The mean age was 22.5 ± 3.9. Results. The study results indicate that specific features of psychological readiness for innovative activity in young adults are determined by their residence. Young adults from St. Petersburg show a greater readiness for innovative activity in terms of initiating innovations, while the participants from Tomsk, adhering to traditional values, are more prone to accept and support changes. The authors reveal six profiles of innovativeness and the psychological system of activity, namely "innovators", "conservatives", "reactive", "implementing", "innovation-oriented" and "stability-oriented", which have different representation in young adults from St. Petersburg and Tomsk. The authors conclude that the innovativeness of Russian young adults is manifested in such characteristics as purposefulness, sensitivity to oneself and others (emotional intelligence) and the level of systemic reflection. Conclusions. The findings show that it is necessary to take into account the specifics of young adults’ readiness for innovative activity when transforming the system of higher education in different cities of Russia.

The Construction of the Didactic Message from the Computer Science Perspective

Author(s): Gabriela Cristea,Ionut-Constantin Manole / Language(s): English Issue: 2/2020

The main scope of our study is to analyse the sociological and psychological resources of the pedagogical communication employed at the level of didactic message, exploited from the perspective of computer science approached as a model of applied philosophy. The structure of the didactic message is pedagogically fixed at the level of the correlation between student acquired knowledge and his positive formation. From the computer science perspective, it is necessary to analyse the sociological (cultural) and psychological (cognitive and noncognitive) resources of the information. This information included in the school programs, must be related to the competences that include in their structure three categories, defined in terms of knowledge: theoretical, applied, conditional. The transformation of knowledge into special informatic resources, with a positive formative value, requires their transforming within an ascending informatic process. It involves the following actions: a) transformation of data into information; b) assembling information at the database level, by creating and using algorithms and graphs; c) correlation of information integrated into the database at the network level, applicable in open contexts; d) continuous improvement of the results under conditions of external inverse connection (realized by the educator, the teacher) and internal (realized by the educated, the student).

Symptoms of Internet Gaming Disorder and Parenting Styles in Romanian Adolescents

Author(s): Alexandra Maftei,Violeta Enea / Language(s): English Issue: 3/2020

Online video gaming has been endorsed as a potential addictive behavior with negativepsychological and functional consequences and has been extensively studied amongadolescents and young individuals. The aim of this cross-sectional study was to estimate theprevalence of symptoms of the Internet Gaming Disorder (IGD) in a sample of 278 Romanianearly adolescents (aged 10 to 14, 52.5% females) and their parents, and to examine the roleof parental styles of parents in predicting the symptoms of IGD in their children. Statisticalanalyses showed that 31 (22%) adolescents had clinically relevant symptoms of IGD. A logisticregression model revealed that a dominant permissive style of parents was substantiallyrelated to symptoms of IGD in their children. Findings highlight a strong correlation betweenparenting styles and symptoms of IGD, emphasizing the importance of parental involvementin both the prevention and development of IGD in early adolescence.

FACTORS ASSOCIATED WITH PARENTAL NON-/PARTICIPATION IN CHILD-DEVELOPMENT RESEARCH

Author(s): Lucia Hricová,Mária Bačíková,Marcela Štefánková,Oľga Orosová / Language(s): English Issue: 1/2020

Background: It is always a challenge to involve parents in child-development research, and there are a number of reasons why parents do not participate in such research. These include: inadequate invitations to take part, lack of time or long-term absence of the parent, the character of the study, problem behaviour occurring in the family, and parental involvement in the child´s life. In many “family studies”, it is often the case that only the mothers’ opinions are represented, and, in fact, the need to recruit fathers in research has subsequently increased in recent years, as it can present different views to those only including mothers. In terms of optimizing data collection as well as for interpreting and generalising the findings, it is crucial to know whether children whose parents participate in research differ in important characteristics from those whose parents do not participate. Adults who volunteer to take part in research, have been found to have some specific characteristics, some of which have a socio-demographic basis. The present study provides the potential reasons and the differences between the children of participating and non-participating parents. Aim: The aim of this study was to uncover the above differences with respect to (1) socio-demographic indicators; such as gender and the financial situation of the family, (2) health-risk behaviour (alcohol use, smoking, drunkenness) and problem behaviour, (3) parental processes (parental disclosure, solicitation, knowledge, monitoring/rules-setting) and parent-child relationships (companionship, conflict, intimate disclosure, affection, reassurance of worth, satisfaction, antagonism, punishment and relative power). This research also aims to identify what might increase the probability of parental participation in child development research. In general, it can be hypothesised that mothers are more likely to respond. With regards to the gender of the child, it is expected that there would be a higher rate of response from the parent of the same sex as the child. Parents with a higher socio-economic status are also hypothesized to be more likely to participate in the research. Parents who care about the activities of their child and show the positive aspects of the parent-child relationship are also hypothesized to be more involved in child development research. On the other hand, parents with problems occurring in their family might be hindered in providing any personal information. Methods: The research sample consisted of 810 early adolescents from Slovakia (mean age= 12.78, SD=.72), 49.9% were girls. The children were administered a paper-pen questionnaire to monitor risky behaviour - alcohol use, drunkenness, smoking (Hibell et al, 2012), permitted smoking and alcohol use by parents; problematic behaviour; parental processes (Stattin & Kerr, 2000; subscales: child disclosure, parental solicitation, parental knowledge, parental monitoring/rules) and relationships (The Network of Relationships Social Provision Version, Furman & Buhrmester, 1985; subscales: companionship, conflict, antagonism, intimate disclosure, affection, reassurance of worth, satisfaction with relationship, punishment, relative power). A total of 401 mothers (51.88% of all mothers whose children reported they lived with a mother or a step-mother) and 242 fathers (36.1% % of all fathers whose children reported they lived with a father or a step-father) were willing to participate in the research after sealed envelopes with questionnaires were delivered to them through their children. A chi-square test of independence and Mann-Whitney U test were used to analyse the data in SPSS 21. Results: Just over half of the mothers and one third of the fathers asked to participate in this research were willing to do so. According to the results, fathers were more likely to participate if their daughter was in the research rather than their son, χ2 (1, n=669)=6,38, p=0,012, phi=-0,101. There were no significant differences found in the perception of the family’s financial situation between the children of participating and non-participating parents (mothers: U=64402, Z=-1.166, p=.24; fathers: U=43783, Z=-0.065, p=.95). However, there were significant differences in school achievement (mothers: U=57697.5, Z=-4.002, p<.001; fathers: U=35036, Z=-4.566, p<.001), problem behaviour (mothers: U=54604.5, Z=-3.554, p<.001; fathers: U=32719.5, Z=-4.615, p<.001), maternal punishment (U=52816.5, Z=-2.589, p<.05) and the relative power of the father (U=28470, Z=-1.980, p<.05), with higher scores in children whose mother/father did not participate in the research. Furthermore, there was a difference in parental knowledge (mothers: U=55343, Z=-2.345, p<.05) and monitoring/setting rules (fathers: U=35239.5, Z=-2.120, p<.05) with a higher score in children whose mothers/fathers were involved in the research. The other variables did not show significant differences. Conclusions: There is little known about the differences between the children of parents or parents themselves who participate in research and those who do not. The current results show that important indicators of parental participation in research appear to be: better school achievement of their child, better parental knowledge and a greater level of monitoring. In addition, less problematic and health-risk behaviour, lower maternal punishment and the lower relative power of the father might increase the probability of parental participation in research. These findings highlight the trend that the parents of less problematic children with more appropriate forms of parenting and parent-child relationships are more likely to participate in research. These findings need to be taken into account when interpreting the results related to parental data. Similarly, these findings may be useful in the process of increasing the probability of parental participation in research.

EMERGING ADULTHOOD FEATURES: AN OVERVIEW OF THE RESEARCH IN APPROACHES AND PERSPECTIVES IN GOALS AREA

Author(s): Dominika Spišáková,Beáta Ráczová / Language(s): English Issue: 1/2020

The main aim of this article is to provide a partial overview of the current research in developmental psychology and the research into emerging adulthood in particular. It is considered essential to look at this area of psychological research as there is little understanding about this life period in Slovakia. Interest in this issue is growing only slowly, as evidenced by the current interdisciplinary project (APVV-18-0303, Nozdrovická, 2019) and several studies on this topic from the perspective of other disciplines (Džambazovič, 2018; Roupa, 2016). The lack of research on emerging adulthood persists in Slovakia despite Arnett (2000) having already brought this concept to light in developmental psychology. Arnett (2000, 2004) explains that the dominant life course theory is no longer applicable due to significant demographic shifts, including the delay of marriage and parenthood. The transition into adulthood is subsequently much longer with the period of emerging adulthood between 18-29 years being suggested as a distinct developmental stage. However, no consensus has been reached about the age range of emerging adulthood and like any other life-period, it is individually experienced in the context of a particular culture. Although Arnett (2000, 2004) considers emerging adulthood as culturally constructed and not universal, he describes the characteristics which distinguish emerging adulthood from both adolescence and young adulthood. According to Arnett (2004), there are five features of emerging adulthood. He suggests that emerging adulthood is: the age of identity exploration, instability, self-focus, feeling in-between and possibilities. The first of these characteristics manifests itself in the exploration of available options in different domains of life, particularly in love and work. The purpose of this exploration is to find out one’s own identity. This exploration and frequently related changes in life indicate the instability of this period, although this instability is not necessarily negative. Self-focus is connected with the low social control and freedom which is experienced by emerging adults. This allows them to focus on themselves and their needs. The dimension of possibilities represents the greater opportunity of being able to change one’s life for the better, although Arnett (2004) also points out the high expectations and hopes of young people for an optimistic future. Lastly, emerging adults feel in-between which means they neither feel like adolescents nor like adults. In order to measure these five proposed features of emerging adulthood as well as one additional dimension called “other-focus”, the Inventory of the Dimensions of Emerging Adulthood (IDEA) has been designed (Reifman, Arnett, & Colwell, 2007). This has been translated worldwide and adapted to suit different populations (e.g., Crocetti et al., 2015; Dutra-Thomé & Koller, 2017; Macek, Bejček, & Vaníčková, 2007). There are more than ten language versions of the IDEA. In this article, a summary will be provided of all adaptations of the IDEA, some of which have been well-validated with conducted factor analysis. The use of this inventory enables a better understanding of experiencing emerging adulthood. It also allows perceptions of emerging adults to be contrasted between various countries and cultures. The expansion of research into emerging adulthood has not only been demonstrated in the number of studies on this topic but also in the count of constructs examined within the context of a lifetime. These include partnerships and romantic relationships, career, parent-child relationships, substance use and abuse, at-risk behaviour, mental health and identity development (e.g., Ravert, Stoddard, & Donnellan, 2018; Swanson, 2016). The latest research in this area (Lanctot & Poulin, 2018; Tagliabue, Crocetti, & Lanz, 2016) has focused on individuals’ experiences with the transition to adulthood by creating distinct profile groups based on clusters of the IDEA dimensions. In this context, research has begun to explore the links between adaptation issues (e.g., life satisfaction, quality of life, self-esteem, psychological well-being) and the features of emerging adulthood as captured by the IDEA (Baggio, Studer, Iglesias, Daeppen, & Gmel, 2017; Lanctot & Poulin, 2018) as well as these clusters. One of the prospective directions in recent research has been the issue of goals. The scientific community perceives the transition to adulthood as the most heterogeneous period in human life (Arnett, 2007b). The increased degree of subjective and objective instability is reflected in the variability of life plans, goals and their revision (Luyckx, De Witte, & Goossens, 2011). As such, the developmental tasks and goals of emerging adults have gained considerable academic interest (e.g., Salmela-Aro, Aunola, & Nurmi, 2007). During emerging adulthood, personal goals related to education or friendships are replaced by work-related, family or health-related goals. This change reflects the developmental tasks of emerging adulthood as well as the transition of roles. Recent findings have confirmed that successful entry into adulthood and adaptation for adult roles depends on the ability to achieve specified normative developmental goals in emerging adulthood (Negru, 2008). Given the current trend of transferring adult social roles and fulfilling socially anticipated developmental challenges to old age (e.g., Arnett, 2018; Macek et al., 2016), this stage of life becomes important in shaping the future of an adult (Salmela-Aro et al., 2007; Messersmith & Schulenberg, 2010). In order to achieve the goals, they should be able to apply self-regulatory processes (Lovaš, Ráczová, et al., 2017; Scheier & Carver, 2003) in the form of suppressing behavioural tendencies that do not achieve the goal, the ability to overcome obstacles or the ability to decide. This is crucial as this age is considered to be one of the most critical normative life transitions (Schulenberg, Sameroff, & Cicchetti, 2004) and the issue of managing transitions and overcoming obstacles becomes very relevant during this period (Nurmi, 2004). At the same time, this raises an interest in answering questions about the specifics of self-regulation as a process of setting and achieving goals (Carver, 2005) in young people (Schulenberg, Sameroff, & Cicchetti, 2004). Young people have a large need for exploration and experimentation. However, this is in a relatively short time period between the ages of 20 and 30. (Arnett, 2007b). This is reflected in the tendency to plan the postponement of development goals (Arnett, 2018; Macek et al., 2016) or the issue of frozen goals (an individual has decided on a given goal and feels committed to carrying out the goal but postpones implementation to another time; Davydenko, Werner, & Milyavskaya, 2019). Thus, time perspective shows itself to be another relevant researched construct, especially the emphasis on the contrast between focusing on the present and future. It represents a key cognitive-motivational variable in goal-directed behaviour (Kačmár, manuscript in preparation; Kooij, Kanfer, Betts, & Rudolph, 2018). In conclusion, it can be seen that a common aim in a large part of the current research is to understand how emerging adults perceive and experience this time in their lives; at the same time, there is an attempt to compare young people’s perceptions and experiences across different cultures. In terms of cross-cultural comparison, a project of particular interest has been conducted in the Czech Republic. Their main intention has been to explore autonomy, identity, attachment, romantic relationships and career during emerging adulthood (e.g., Horská & Lacinová, 2015; Umemura, Lacinová, Macek, & Kunnen, 2017). As the country closest to Slovakia, it has been a great inspiration in initiating a similar investigation into emerging adulthood here. A greater awareness of this period may be beneficial to all professionals working with young people such as therapists or counsellors as well as to employers and human resource managers in the occupational context, and to emerging adults themselves in understanding the variability of this time and successfully adapting to adulthood.

Çocuk ve Ergen Ruh Sağlığı ve Hastalıkları Alanında Bir Klinik Gidiş Değerlendirme Ölçeği Türkçe Formu’nun (HoNOSCA-TR) psikometrik özellikleri*

Author(s): Sibel Halfon,Alev Çavdar,Demet Kara / Language(s): Turkish Issue: 1/2020

The Health of the Nation Outcome Scales for Children and Adolescents (HoNOSCA) was developed as a routine outcome scale in England in the field of mental health to be filled out by clinicians. The reliability and validity of the scale were previously assessed on a small sample in Turkey. The aim of this study was to investigate the reliability and validity of the Turkish adaptation of HoNOSCA (HoNOSCA-TR) with a larger sample. The parents, teachers and therapists of 168 children, who received psychotherapy services at Istanbul Bilgi University Psychological Counseling Center, filled out the HoNOSCA-TR, along with Child Behavior Checklist, Teacher Report Form and Children’s Global Assessment Scale at the beginning and end of psychotherapy. The factor structure of the Turkish HoNOSCA-TR was investigated by exploratory and confirmatory factor analysis, which did not confirm the original factor structure of the scale; however, revealed three factors associated with children’s externalizing and cognitive problems, perceptive and somatic impairments, and emotional and social problems. However, the internal consistencies of the factors were found to below. Nevertheless, there was a statistically significant relationship between HoNOSCA-TR and other assessment scales and HoNOSCA-TR could differentiate patients based on diagnosis. Moreover, the inter-rater and test-retest reliabilities were good. The statistically significant difference between pre and posttest scores of patients pointed to HoNOSCA-TR’s sensitivity to change. This study supported psychometric properties of the Turkish HoNOSCA-TR by further validating the reliability and validity study that was previously conducted in Turkey. HoNOSCA-TR showed good concurrent and discriminant validity, interrater and test-retest reliabilities; however, it is essential to test its factor structure and internal consistency by further studies.

Mothers of Unseen Children: The Invisible Child

Author(s): Bharti Mohan / Language(s): English Issue: 2/2019

Losing a child is a very traumatic experience and one that creates different nuances in the lives of those left behind. Survivors or tormented is a matter of perspective. Loss of a child many times reside in the realm of silence. Words or silence or a combination of the two seems to connect the 'Mother' to the 'Absent child' (for the world) with the ever 'Present child' (in the world of the 'Mother' who carry 'The Invisible Child,' along with them every day. The current paper will focus on the identity of a 'Mother' who has lost a child to sudden/unexpected death, their grieving process and the representation of loss in their lives through an exploration of the world of mothers through two interviews undertaken as a part of PhD work in the Indian context. Exploration of Tutter and Wurmser's understanding of grief, Lifton's concept of 'Death Guilt' and 'Psychic Numbing' and Parkes and Prigerson's theory of 'Dual Process of grieving' will assist in understand the lives of mothers engulfed in dealing with their personal losses and continuing to live with/without their children. This exploration includes my personal journey along with these mothers. This paper is an attempt to explore this new world. Mothers were approached directly for participation in the PhD work, context provided and consent was taken to participate and share their life stories of loss of their child/children who provided their accounts largely as a combination of the English and Hindi language.

Samopoštovanje i samoefikasnost kao determinante straha od negativne evaluacije kod adolescenata

Author(s): Nermin Mulaosmanović / Language(s): Bosnian Issue: 12/2020

The functioning of young people is greatly affected by the fear of negative evaluation, from social relations through school success all the way to later employment. There are concerns about the outcomes of different social situations, which often leads to the fear of negative evaluation or the fear of the possibility of being negatively evaluated by others. The appearance of the fear of negative evaluation is influenced by some of the possible factors which include: self-esteem and self-efficacy. If a person has a good opinion about themselves and their abilities, they could be more relaxed in social situations that always involve a certain exposure of their own features to others. In order for a person to function successfully, in addition to certain abilities, the person also needs the belief that those abilities will be used effectively. Expectations play an important role in the behavior formation, goals, and general human action. The aim of this paper is to examine the role of these psychological factors in the instance of the fear of negative evaluation in adolescents. The study consisted of 1172 adolescents which included young people ages 16 to 19.According to the results, self-esteem is a significant predictor of the fear of negative evaluation, while self-efficacy did not prove to be a significant predictor, but together they indicate 8.8 % of criterion variance. In the fear of negative evaluation with regard to school achievement, no significant difference was found. Gender differences were found with regard to fear of negative evaluation. With regard to adolescent age, there is a significant difference in the fear of negative evaluation. The stated results suggest that in order to reduce the degree of fear of negative evaluation that may negatively affect adolescent behavior, it is necessary to include and consider additional aspects of adolescent self-concept, in addition to self-esteem, self-efficacy.

Odraczanie rodzicielstwa a ocena rodziny pochodzenia przez młodych dorosłych

Author(s): Alicja Kalus,Joanna Szymańska / Language(s): Polish Issue: 3/2019

Researchers of both contemporary family problems and statistical data point many important changes in family life. Among these, a significant place is occupied by the emergence of alternative forms of family life and transformation in the area of parenting (Dolińska, 2014; Golombok, 2015; Kemkes-Grottenthaler, 2003; Kwak, 2014; Mynarska 2009). Over the past years, the number of postponements or resignations from parental tasks has been increasing (CBOS, 2013b; GUS, 2016). The purpose of this research was to explore the functioning of family of origin of spouses who did not undertake parental tasks. The study involved 210 people (105 women and 105 men) in early adulthood in legalized relationships, and the final analysis included results obtained from 170 people. The criterion group consisted of spouses who did not undertake parental tasks (76 persons) with minimum marital status of three years. The control group (94 persons) consisted of spouses of at least one child with a minimum marriage of three years. The following research tools were used: Survey Questionnaire (own elaboration), Family Adaptability and Cohesion Scale Faces IV in Polish adaptation by Margasiński (2013). Studies have shown that spouses who do not take parental tasks assess their family of origin in a different way than spouses having children. These differences concerned the assessment of flexibility. However, the difference in the assessment of cohesion of families of origin occurred between women and men from the criterion group. The analyzes carried out showed that one and the other study group assesses their current family better than the family of origin.

W pogoni za nieutraconą wyobraźnią

Author(s): Justyna Czort / Language(s): Polish Issue: 1/2020

Imagination, both childish and adult, is usually perceived positively. However, it often happens that with age, this still mysterious ability to go beyond the real world disappears. Then we often become skeptical and even irritated by the younger confreres around us, who are lively talking about terrible dragons and wonderful princesses. Escape from our own imagination may be caused by the mistaken belief that we no longer deserve a little better world. On the other hand, we forget that imagination has not only a bright side, but also a dark side, which children remember perfectly. However, there are adults among us who not only have not forgotten about this mysterious attribute, but also use it when it is most needed.

Psychological analysis of sociogram and biographical method for investigating parents of children with special educational needs

Author(s): Bogdanna Andreyko,Iryna Subashkevych / Language(s): English Issue: 2/2020

Aim. In order to provide psychological counselling, it is necessary to properly diagnose and study the psycho-emotional states, psychological makers of parents raising children with special educational needs (SEN). Methods. In the diagnostic and practical work with parents of children with SEN, we used the text analysis method and the biographical method (including projective techniques lifeline, my autobiography), which combine diagnostic and psychotherapeutic scientific results. Family sociogram technique (Eidemiller, 2002) and its modified version (Tkachova, 2014) are used to study interpersonal family relationships and the nature of communication. The article analyses the scientific data and approaches to the study of problems faced by parents, arising from the condition of their child; emotional states of parents raising a child with SEN; stage of experience of the birth of their child. Results. Intervention is focused on the present and future. If the experience of the past comes up, it is used for the benefit of achieving certain goals. An important result of the study to be worked on is that parents of special children mention only their family and children, but forget about their own wellbeing. Children with SEN are surrounded by care and love, parents seek symbiotic relationships with children trying to satisfy all their needs, protect from difficulties, offer boundless love and sometimes over-protection. Conclusion. Knowledge of psychological stages identified within the theory of grief helps professionals understand when and how it is better to intervene in the situation taking into account the characteristics of a particular family and individual reactions.

INFLUENCE OF MORAL ANXIOUSNESS ON THE FORMS OF AGGRESSION IN THE PERIOD OF PUBERTY

Author(s): Rusanka Mancheva / Language(s): Bulgarian Issue: 6/2020

The perception of moral standards of behavior is an element of the age development of the individual. The period of puberty includes their understanding and use. Achieving age is the autonomy of morality, which is experienced as a necessary condition for the social growth of the individual. Emotionally reactive and sensitive, she experiences interpersonal conflict over compliance with moral norms of behavior, their own interpretation of their content and the assessment of others. Leads to emotional tension justified as moral anxiety. The behavioral activity of the young person often involves the use of aggression to overcome it. A study conducted with adolescents aged 11 to 14 years showed that there is a statistically significant relationship between moral anxiety and forms of aggression. With the highest severity, by gender, it is in indirect aggression. All other forms: Physical aggression, aggressive irritability, aggressive mistrust, jealousy, hatred, and guilt after aggression are relevant for both girls and boys. They are not affected by age. The correlations between high moral anxiety and forms of aggression were positive with the highest values in physical (r = 0.919, p <0.005), indirect aggression (r = 0.90, p <0.005) and oppositional behavior (r = 0.725, p < 0.005). Moral anxiety increases when adolescents use physical force openly, openly oppose, or cause harm indirectly. For the entire study period, moral anxiety was weakly associated with the indirect, hidden manifestation of aggression (r = 0.090). When used, it is almost inactive. There is a negative (r = -0.284) correlation between indirect aggression and guilt after aggression. Adolescents prefer not to use overt aggression, maintaining their negative experiences with an aggressive focus

ФАКТОРСКА СТРУКТУРА СКАЛЕ ПЕРЦЕПЦИЈЕ КОМПЕТЕНТНОСТИ РОДИТЕЉА ЗА РОДИТЕЉСКУ УЛОГУ (САКОРУ)

Author(s): Stanislava Marić Jurišin,Borka Malčić / Language(s): Serbian Issue: 175/2020

Competent parents feel well in their role, and the experience of their competence reflects on all the spheres of their life. In Serbia, it was noticed that a small number of researches were conducted on this topic. There is no validation of instruments that would allow conducting research using a reliable and valid measure of competence of parents. The aim of this investigation was to determine the factor structure of Parental competence scale [Ljubetić, 2007]. The survey involved 575 parents of pre-school children. The paper presents two solutions of the questionnaire: four-factor and two-factor. The obtained results indicate that on the initial check of the four-factor solution, the obtained reliability of the instrument was low and that there would be no changes after the exclusion of certain items. The results of two factor solution shows that only the first factor related to incompetence in parenting can be used as a reliable measure. Further item analysis confirmed that the reliability of the other factor (competence) would not be increased even by the exclusion of certain items. The conclusion is that the scale can be used only in a short form with 7 items exclusively in the self-assessment of parents’ incompetence. The recommendation is also given in the paper in the form of supplementing the factors of parents’ competence with the appropriate number of items.

Сравнительный анализ уровня агрессии у леворуких и праворуких подростков

Author(s): Elena Ivanovna Nikolaeva,Elizaveta Denisovna Golovacheva / Language(s): Russian Issue: 1/2021

Introduction. The study examines the problem of aggression in education. Previous studies have discussed a number of reasons for school aggression. Left-handedness is frequently reported as an important risk factor of aggressive behaviours. The aim of this study is to compare the levels of aggressiveness between right-handed and left-handed adolescents. Materials and Methods. To date there has been little agreement on the assessment of handedness in scholarly literature. The authors of this article have divided the inventories aimed at assessing handedness into two groups: those identifying genetic predisposition, and those that assess the influence of social pressure. The study was conducted in St. Petersburg and involved 86 secondary school students aged between 11 and 15 years. Handedness was assessed using 7 tools frequently mentioned in scholarly literature. To assess the aggressiveness, the authors used Ch.D. Spielberger’s questionnaire (STAXI) adapted by A.B. Leonova. Results. It was found that the use of different inventory sets for assessing handedness significantly changes the distribution of adolescents according to this parameter. Tools which do not take into account social pressure identify significantly more left-handed people than those that depend on social pressure. The study has not identified significant differences between right-handed and left-handed adolescents in terms of the level of aggressiveness. At the same time, it was revealed that aggressiveness directed outward is higher in supposedly retrained left-handers. Conclusions. The study has not shown any significant differences in the level of aggressiveness between left-handed and right-handed adolescents. Future research should concentrate on the investigation of aggressiveness in retrained heft-handed adolescents.

Relacije odgovora na stres i razvoja ja-identiteta kod adolescenata

Author(s): Jelena Tovarović / Language(s): Serbian Issue: 02/2020

In this research we will analyze the correlation between stress response and Ego-identity, which contributes to understanding the relations of different variables with identity development at adolescents. The sample consisted of 286 high school respondents. The Extended Objective Ego-Identity Scale (EOMEIS-2) was used to measure Ego-identity, which contains four status: foreclosure, achievement, diffusion identity and moratorium. Another instrument used in this study is The Impact of Event Scale Revised (IES-R) and it measures subjective responses to specific traumatic events that occurred seven days previous, especially responses to intrusions, avoidance and hyperarousal. First, we conducted correlation analysis of four identity status and stress responses. The results indicate that there is a positive correlation between Moratorium and Foreclosure identity with all scales of reaction to stressful events, Identity Diffusion is related to Avoidance, and the lowest correlation is observed between Identity Achievement and Hyperarousal. Furthermore, in order to analyze the relationship between stress responses and identity status, we used regression and canonical correlation analysis. In the scales of Intrusion and Avoidance, the Moratorium is shown as the only significant predictor, and in the case of Hyperarousal, the Moratorium and the Foreclosure Identity status represent significant predictors. Using canonical correlation analysis we identified two significant functions: the first was determined by Moratorium and Avoidance, and the second by Identity Diffusion and Hyperarousal. The results are discussed in the direction of the relations between stressful events, crisis and identity status, which provides guidelines for further research on the correlations of stressful, traumatic events and identity development.