Supplemental Material for Effects of the Family Check-Up on Reducing Growth in Conduct Problems From Toddlerhood Through School Age: An Analysis of Moderated Mediation

2018 ◽  
Keyword(s):  
Conduct Problems ◽  
Moderated Mediation ◽  
School Age ◽  
The Family

scholarly journals Effects of the Family Check-Up on reducing growth in conduct problems from toddlerhood through school age: An analysis of moderated mediation.

2018 ◽  
Vol 86 (10) ◽  
pp. 856-867 ◽  
Author(s):  
Elizabeth C. Shelleby ◽  
Daniel S. Shaw ◽  
Thomas J. Dishion ◽  
Melvin N. Wilson ◽  
Frances Gardner
Keyword(s):  
Conduct Problems ◽  
Moderated Mediation ◽  
School Age ◽  
The Family

scholarly journals Life-Changing Experiences of Mothers with School-Age Children during the COVID-19 Pandemic: Focusing on Their Health Risk Perceptions and Health-Related Behaviors

2021 ◽  
Vol 18 (9) ◽  
pp. 4523
Author(s):  
Hye Jin Yoo ◽  
JaeLan Shim ◽  
Namhee Kim
Keyword(s):  
Health Risk ◽  
Risk Perceptions ◽  
Qualitative Content Analysis ◽  
School Age Children ◽  
School Age ◽  
Individual Interviews ◽  
The Family ◽  
Health Related Behaviors ◽  
Health Related ◽  
Prevention Methods

This study aimed to explore health risk perceptions, changes in health-related behaviors, and life experiences of mothers with school-age children during the early coronavirus disease (COVID-19) pandemic. Data were collected between 16 July and 10 September 2020, by individual interviews and analyzed through qualitative content analysis. After the twelve participants’ experiences were analyzed, four themes and ten sub-themes were derived. The four themes were: “Struggling to identify the substance of COVID-19,” “Taking the initiative to protect the health of the family,” “Frustrated by the brutal reality of no end in sight,” and “Trying to adjust wisely to an inevitable new lifestyle.” The findings suggest that while the world remains in an ongoing battle with COVID-19, national health institutions should prepare a health education system for specific infection prevention methods that can be practiced by individuals in daily life.

The Newborn Addict, Ante- and Postnatal Care

1983 ◽  
Vol 11 (1) ◽  
pp. 11-16 ◽  
Author(s):  
Iwan Mark
Keyword(s):  
Pregnant Woman ◽  
Postnatal Care ◽  
Family Doctor ◽  
Family Care ◽  
School Age ◽  
Special Cases ◽  
The Family ◽  
Return Home ◽  
Discharge From Hospital ◽  
Obstetric Clinic

An investigation is presented of 87 Danish infants born to 62 drugaddicted mothers who had been pregnant altogether 145 times. In Denmark all pregnant women are offered prophylactic examinations, sometimes by their family doctor, sometimes by the midwife and in special cases by the obstetric clinic. Despite the fact that this antenatal care is considered especially important, not least for the addicted, pregnant woman, these offers were only poorly utilised. There were four perinatal deaths, of which two were stillbirths, further 3 infants died later as a result of abuse or neglect. After discharge from hospital only 43 infants lived at home with their mothers. The rest were either voluntarily or compulsorily placed with the mothers' parents, in family care, or in a childrens home. Only 2 infants were adopted. After their return home from the labour wards the mothers took little advantage of the prophylactic paediatric examinations and the vaccination program which are offered free by the family doctor to all children of pre-school age. The same was true regarding domiciliary visits by the health visitor.

scholarly journals Interaction of Teachers and Family in Upbringing of Senior Pre-School Age Children Through Fiction

2019 ◽  
Vol 39 (1) ◽  
pp. 83-86
Author(s):  
L. Shkrebtiienko
Keyword(s):  
Positive Attitude ◽  
Native Language ◽  
Family Members ◽  
Practical Aspect ◽  
School Age Children ◽  
School Age ◽  
The Family ◽  
Moral Behaviour ◽  
Cognitive Knowledge ◽  
Teachers And Parents

Based on the analysis of philosophical, psychologically-pedagogical sources the essence and structure of such notions as “patriotic feelings”,” upbringing of patriotic feelings of senior pre-school age children” is specified. Peculiarities of the upbringing of senior pre-school age children’s patriotic feelings using fiction are determined. Based on the analysis and generalization of the researches of the Ukrainian and foreign scientists such components in the structure of the notion“ upbringing of the patriotic feelings“ are selected: cognitive (knowledge about Motherland, symbolic, symbols, traditions), emotionally-valuable (positive attitude to the family, Motherland native language), behavioural (readiness for compassion and empathy for family members, a wish to follow positive behaviour of literary characters in the own livelihoods. As a result of generalization of the researches of the Ukrainian and foreign scientists, it was determined that upbringing of patriotic feelings of the pre-school age children who understand the responsibility for their behaviour is a practical aspect of the manifestation of patriotic behaviour which is realized through moral behaviour and responsibility. This article reveals peculiarities of the interaction of teachers and family in the education of patriotic feelings of children of the senior pre-school age. Principles of activation of the interaction of teachers and family members in the upbringing of patriotic feelings of the pre-school age children using fiction are illuminated, scientific background of the notion “interaction” is characterized, namely: establishing of trustful business contacts with pupils families; providing parents with psychologically-pedagogical information; using fiction as means of the upbringing of patriotic feelings; ensuring regular interaction of children, teachers and parents; attracting family members to the pedagogical process; creating of a subject and the emotionally developmental environment in the family. Directions, forms and methods of the upbringing of patriotic feelings of the pre-school age children using fiction are determined.

scholarly journals Associations between maternal depressive symptoms, children’s behavioral problems and perceptions regarding family interactions

2020 ◽  
Vol 37 ◽  
Author(s):  
Claudia Mazzer RODRIGUES-PALUCCI ◽  
Fernanda Aguiar PIZETA ◽  
Sonia Regina LOUREIRO
Keyword(s):  
Depressive Symptoms ◽  
Maternal Depression ◽  
Behavioral Problems ◽  
School Age Children ◽  
Family Interactions ◽  
Maternal Depressive Symptoms ◽  
School Age ◽  
The Family ◽  
Mothers And Children ◽  
Patient Health

Abstract The aim of this study was to verify possible associations between maternal depressive symptoms, children’s behavioral problems and perceptions regarding the family interactions, considering the reports of mothers and children. A total of 60 mothers and their school-age children were divided into two equal groups, according to the presence or absence of maternal depression indicators, and evaluated using the following instruments: Sociodemographic Questionnaire, Patient Health Questionnaire-9, Strengths and Difficulties Questionnaire, and scales of family interaction (Escalas de Qualidade nas Interações Familiares). The results indicate that maternal depressive symptoms were associated with children’s behavioral problems and with family interactions reported by mothers and children. Maternal depression and positive family interactions reported by the mothers predicted behavioral problems in children. Positive family interactions reported by the mothers also mediated the association between maternal depression and children’s behavioral problems, highlighting the relevance of interventions with mothers with depression indicators that have school-age children.

scholarly journals PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT FOR THE FAMILY WITH YOUNGER SCHOOLBOY WITH MENTAL RETARDATION

2020 ◽  
pp. 178-185
Author(s):  
G. Yu. Taskina ◽  
I. A. Taskina
Keyword(s):  
Mental Retardation ◽  
Primary School ◽  
School Age ◽  
Modern Education ◽  
Parents And Children ◽  
The Family ◽  
Before And After ◽  
Primary School Age

An urgent issue of modern education – the issue of psychological and pedagogical support for the family with a child with health disabilities has been considered. It has been specified, that particularly specially organized work can help parents and members of family with a child with health disabilities to cope with the difficulties of raising child and carry out his socialization. In particular, the results of a study of the personality of the parents of a child of primary school age with a mental retardation, their chosen style of child upbringing, the nature of interaction with the child have been presented. In addition, the effectiveness of the compiled and tested program of psychological and pedagogical support for the family with a child with a mental retardation, changes in the behavior of parents and children before and after testing the program have been analysed.

scholarly journals Policy on Reducing Child Labor as the Elimination of the Worst Forms of Child Labor

2020 ◽  
Vol 6 (1) ◽  
pp. 1-20
Author(s):  
Errika Putri Anggriani
Keyword(s):  
Economic Development ◽  
Child Labor ◽  
Additional Data ◽  
School Age ◽  
Government Service ◽  
Complex Issue ◽  
The Family ◽  
Scholarship Program ◽  
Three Stages ◽  
The Government

The more complex issue of child labor now a days because many children work at school age. Child labor vulnerable to be exploitated, doing hazardous work, mor a land psychological, and hampered to access education. So the government issued a policy Reduction of Child Labour in order to Support the Family Hope Program (PPA-PKH) as efforts to Elimination of the Worst Forms of Child (PBPTA) in order for the child can be returned in the educational unit, Pemalang is one of the districts that run the program PPA -PKH. Problems examined: (1) Implementation of PPA-PKH asefforts of PBPTA in Pemalang (2) Obstacles and over coming obstacles in the implementation of PPA-PKH policiesas PBPTA efforts in Pemalang. This study using sociological juridical approach. Results of the study (1) Implementation of policies PPA-PKH in Pemalang has been run in accordance with the purpose, with the establishment of shelters through three stages: pre shelter, the implementation in the shelter, and after the implementation form shelter and get a recommendation schools (2) Efforts to overcome the obstacles in the implementation of PPA -PKH policies in Pemalang which includes the beneficiaries of data was only 10% valid so that need to perform additional data. Inability of companionon the shelter so tha this attemptstomake psycologis approachand change the way of learning. Lack of coordination between relevant government service to coordinate their efforts and commitment among relevant government service and proposing a scholarship program for the children of beneficiaries. The advice given by the researchers that the data of beneficiaries must be renewed every year, provide socialiszation that bring about beneficiary families about the importance of education impact economic development of families, increased coordination between relevant government service, there is certainly that the child gets a scholarship or BSM for education.

scholarly journals THE ROLE OF THE FAMILY FOR GAINING SOCIAL EXPERIENCE AND ACQUIRING BEHAVIORAL MODELS AT PRE-SCHOOL AGE

2018 ◽  
Vol 28 (3) ◽  
pp. 915-919
Author(s):  
Krasimira Stefanova Petrova
Keyword(s):  
Social Environment ◽  
Modern Society ◽  
Research Problem ◽  
Social Experience ◽  
Educational Process ◽  
School Age ◽  
The Social ◽  
The Family ◽  
The Impact

Pre-school age is an intensive period in the life of a person which offers great potential for development. The dimensions of the impact of the social environment (children, parents and other adults) on the child’s personality are multifaceted. This accounts for the emphasis on social norms, goals and ideals. Education is the one factor that can best provide the socialization of adolescents.The changes in modern society have led to redefining the parenting patterns for bringing up children. The role of the family as an environment for transferring social experience has never lost its significance. Children need continuous care in order to handle societal failures; they need support for mastering the culture of behavior, as well as timely and appropriate help for ensuring conflict-free communication and for enabling them to take responsibility for their own choices and actions.Psychological studies show that various factors influence both the upbringing of children as well as the parents’ attitudes towardsthem. The relevant factors include: the childhood experiences of the parents; the unrealized needs of the parents; interpersonal relations in the family that are characterized by emotional depth and style that are considered to have established "a standard".The parameters of the actuality of the research problem are based on the interrelationship of the social and educational aspects that are related to the position of the child and his personal assertion in society:- Atpre-schoolage, thechildgraduallyfitsintothesocialsystem, whichistheresult of learningexperiences, actionsandrelationships, awarenessandrediscovery of theselfandtheworld of otherpeople.- Thechildbecomesaware of thenorms of behaviorandthemeaning of actions–their ownandother people’s - andlearns to takeresponsibilityfortheiractions.- Oneyearbeforeschool starts, the childdevelopstheability to accepttheposition of othersand to takeintoaccounttheirownandothers’perspective.- For a successfulpersonalrealization, itisimportantforchildren to havetheskills to worktogetherandcommunicatein a group. Thisisthecompetencethatdirectstheirbehaviortowardsco-ordination, co-operationandsynergy.The abovementioned specific features of the child's personality are the result of the intentional educational interactions between the kindergarten and the family and are related to the acquisition of knowledge, rules and norms, and of value-oriented patterns that define behavior. The foundations for thisare laid during the pre-school age and are considered the most stable and lasting, often referred to as the "basic personality structure". Along with them, the "behavioral potential" of the child, which is demonstrated at different ages, is shaped and developedthrough upbringing. Consequently, behavior is seen as a specific manifestation of the personality associated with its selective attitude towards the influence of various factors in the social environment. The direction of the educational activitiesinspires the motivation for personal behavior aiming at growth and self-actualization. Hence, the presence of a certain skill level which imposes a new approach to learning - replacing the mechanical reproduction with the acquisition of competences for and attitudes towards interaction in a changing environment. What is appropriate for achieving these goals is the applicationof functional models for cooperation, individualization and differentiation of the educational process. These ensure that the child is provided with conditions for activity and for mastering basic, sustainable rules for conscious participation and development that are important for the success of each of his activities. This is a type of social education that is achieved through exploring the social fabric andacquiring the skills for learning, choosing and communicating.

scholarly journals Gerald Ponsonby Lenox-Conyngham, 1866-1956

1957 ◽  
Vol 3 ◽  
pp. 129-140
Keyword(s):  
Seventeenth Century ◽  
Later Life ◽  
Entrance Examination ◽  
School Age ◽  
The Family ◽  
Family House

Gerald Ponsonby Lenox-Conyngham was born on 21 August 1866 at Springhill, Moneymore in County Londonderry, Ireland. He was the seventh of the ten children of Sir William Fitzwilliam Lenox-Conyngham, K.C.B., D.L., J.P. His father’s family, the Conyngham’s, had come to Ireland, probably from Ayrshire, early in the seventeenth century. His great- great-grandmother inherited the family house and married Clotworthy Lenox who added his wife’s family name to his own. His mother, Laura Calvert Arbuthnot, was the daughter of George Arbuthnot of Ockley in Surrey who spent many years in India and founded the once flourishing firm of Arbuthnot & Co. of Madras. An account of this family has been given by Mrs P. S.-M. Arbuthnot in a book entitled Memoirs of the Arbuthnots of Kincardinshire and Aberdeenshire . When the children reached school age the family moved to Edinburgh in order that the boys might attend the excellent schools available there. Lenox-Conyngham was educated at the Edinburgh Academy from the age of nine till he was sixteen. While there he decided to try to join the Royal Engineers and, after a year of private coaching, took the Woolwich entrance examination soon after his seventeenth birthday. He passed first and in later life ascribed this success to the care with which his aunt, Miss Eleanor Arbuthnot had selected his teachers.

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