Marriage and Neurosis in a Working-Class Population

1963 ◽  
Vol 109 (462) ◽  
pp. 592-598 ◽  
Author(s):  
D. A. Pond ◽  
A. Ryle ◽  
Madge Hamilton
Keyword(s):  
Data Collection ◽  
Working Class ◽  
Primary School ◽  
Social Factors ◽  
School Age ◽  
Marital History ◽  
Primary School Age ◽  
The Relationship ◽  
Selection Of

The present paper continues our study of the parents of children of primary school age, in a sample taken from one of the authors' N.H.S. list. The details of the selection of this population, the methods of data collection, and the absence of any relationship between various social factors and neuroticism, were described in a previous paper (Pondet al.,1963) and are not repeated here. In this paper we report upon the marital history and adjustment of the parents of these 100 families, and investigate the relationship between neuroticism and these factors.

scholarly journals Creativity and moral capacities

2020 ◽  
Vol 26 (3) ◽  
pp. 28-35
Author(s):  
Galina V. Ozhiganova
Keyword(s):  
Empirical Study ◽  
Primary School ◽  
Creative Thinking ◽  
Turning Point ◽  
Moral Behavior ◽  
School Age ◽  
Cognitive Aspect ◽  
Behavior Study ◽  
Primary School Age ◽  
The Relationship

In the article the possibility of establishing a connection between the creative and moral spheres of the person is discussed. The author analyzes the results of foreign and domestic researches devoted to the study of the relationship between creativity and morality. The concept of "moral capacities" is proposed, its definition is given and three aspects of its study are identified. The results of a study of the relationship between creativity and the cognitive aspect of moral capacities in children of primary school age are presented. The empirical study involved 130 people; age – 7-9 years; boys – 71 people and girls – 59 people. The following methods were used: Torrance Test of Creative Thinking – figural form (study of the creative sphere) and two methods that assess children's ideas about moral behavior (study of the moral sphere). The results obtained show that there is no connection between the indicators of creativity and moral capacities in children of 7-9 years old, which is explained, according to the author, by their age characteristics. When interpreting the results, the specificity of primary school age is considered, associated with a turning point in the child's life.

scholarly journals PREVENTIVE „NON-EXISTENT ANIMAL" DRAWING FOR THE STUDY OF AGGRESSION IN CHILDREN OF PRIMARY SCHOOL AGE BY DECIMATING THE SYMPTOMS ACCOMPANYING „COGNITIVE DISMODERATE INTERCOURSE”

2019 ◽  
Vol 30 (2) ◽  
pp. 465-471
Author(s):  
Vesela Ivanova Bozhkova
Keyword(s):  
Primary School ◽  
Point Of View ◽  
Self Control ◽  
School Age ◽  
Behavioral Deficits ◽  
The People ◽  
Primary School Age ◽  
Negative Feelings ◽  
The Relationship ◽  
The Town

The studied students are from the fourth grade, the town of Kyustendil. The drawing of the "Non-existent animal" aims to prevent the essence of the problem of working at the level of primary prevention of aggression in children of primary school age. The following criteria are distinguished in order to analyze the symptom of the "non-existent animals" depicted by children: the preventive symbolic meaning of the depicted objects; preventative importance of colors; degree of aggression; the presence of decorative details. The preventative approach in the drawing is based on the stage in which children painting the non-existent animal, drawing themselves in situations of social communication. When children accumulate in their minds subjective, emotional estimates of their intercourse with their peers, they as a result of cognitive psychological stress sharpen their feelings of being suppressed. Students begin to experience inwardly negative feelings, as a result of which they push these experiences unconsciously and at a conflict moment of perturbation from the external environment with which they communicate, these emotions of emotion in the children are unleashed. At such times, children with lower self-control outweigh the aggressive manifestation of a calm reaction that avoids the aggressive outburst. There are situations where the propensity of children to irritable behavior leads to behavioral deficits in my forms of communication with others. When there is an unfavorable relationship between children, they start distancing and non-acceptance of the other's point of view, and then begin to feel lonely as a factor in „cognitive dismoderate intercourse". Incomplete interactions between children help to ignore the essential moments of communication between children; in practice, incorrect feedback is broken in the course of cognitive processes in communication. There is a distance, not a clarification of the relationship. A small percentage of children start sharing their emotions even with their loved ones. In practice, children do not clarify their positions and relationships with peers and those with whom they have problematic interactions. In this way, children reconstruct in their minds subjective assumptions about the actual irritants leading to aggressive manifestations. Children begin to get angry at themselves and the people they communicate with on every occasion, even with the most common remark. These children are predominantly irritable, especially among the students, which contributes to the escalation of their aggressive behavior. Children do not realize what behavior they actually have and how it affects the people they communicate with. They lack the proactive behavioral standard. Subsequently, there is an imbalance between perceptual views of children and their classmates about attitudes related to problematic issues. In practice, there is an incorrect refraction of the feedback in the process of communication between children, and the focus on their own perceptual attitudes comes to the fore. Emphasizing on one's own views and neglecting the corrective preventive attitude of adult authority on the problematic situation only reinforces the process of „cognitive dismoderate intercourse", among children.

Social Factors and Neurosis in a Working-Class Population

1963 ◽  
Vol 109 (462) ◽  
pp. 587-591 ◽  
Author(s):  
D. A. Pond ◽  
A. Ryle ◽  
Madge Hamilton
Keyword(s):  
Working Class ◽  
Social Factors ◽  
The Other ◽  
Social Classes ◽  
School Age ◽  
Class Differences ◽  
The Social ◽  
Medical Index ◽  
Medical Histories ◽  
Primary School Age

In the course of a study of families containing children of primary school age, we have collected detailed social and medical histories of the parents. In earlier papers (Ryle and Hamilton, 1962; Hamilton et al., 1962) based upon part of the population studied here, we have confirmed the reliability of the Cornell Medical Index (C.M.I.) as an indicator of neurosis. The aim of the present paper is to investigate whether social factors within a relatively homogeneous, largely working-class population, are related to neuroticism. While differences in the rate of neurosis between the social classes have often been described, interpretations of these differences are difficult because they may be due not only to variations in the rate of illness but also to differences in the mode of presentation, in symptomatology or in attitudes to medical treatment or to research enquiry. On the other hand, in studying a population such as ours, with small social class differences, the range of social factors available for measurement is reduced.

scholarly journals The development of physical qualities in girls of primary school age by aerobics

2020 ◽  
pp. 23-29
Author(s):  
Valeriy Boiko ◽  
Olena Butok ◽  
Kateryna Kholyavko
Keyword(s):  
Primary School ◽  
Emotional State ◽  
Well Being ◽  
Health Improvement ◽  
School Age ◽  
Health Technologies ◽  
Teacher Responsibility ◽  
Risk Of Injury ◽  
Primary School Age ◽  
Selection Of

The essence and features of the physical development of girls of primary school age are considered in the article. The foundations of the development of physical qualities at the age of 6-10 years are analyzed. The concept of aerobics as an instrument of health improvement is given and its effect on body is indicated. The basic requirements for aerobics classes for girls of primary school age are determined and some of the most favorable exercises for achieving the desired goals are highlighted. The analysis of the research results indicates that the use of aerobic exercises not only contributes to the development of specific physical qualities - speed, strength endurance, agility (coordination), flexibility, but also it is able to develop musicality, memory and attentiveness, stabilize the nervous system, improve psycho-emotional state and general well-being. The pedagogical observation was conducted during the period from September, 14 to November 1, 2020. Its base is ‘Ruda Vorona’ in Irpin. The research involved (n = 20) girls aged 6-10 years. The main obstacles for using the aerobics exercises in the training process are a significant load on the girls' body and a high risk of injury, that increase the level of teacher responsibility and provide for the constant monitoring of the child's health and, if it is necessary, individual selection of exercises. That is why, it is important to use not only traditional general developmental exercises that are common in aerobics and are previously researched, but implement the modern methods, that are based on using innovative health technologies.

Research on the Relationship Between Intelligence and Anxiety of the Children in Primary School Age

2020 ◽  
Vol 8 (2) ◽  
pp. 21-27
Author(s):  
Daniela Slavilova ◽  
Veneta Uzunova
Keyword(s):  
Primary School ◽  
School Children ◽  
Inverse Relationship ◽  
Educational Environment ◽  
Primary School Children ◽  
School Age ◽  
School Adaptation ◽  
Clear Sign ◽  
Primary School Age ◽  
The Relationship

This paper presents a study of the relationship between intelligence and anxiety in primary school children. Anxiety in children of primary school age is a specific type of anxiety that manifests itself in the interaction of the child with the educational environment. In primary school children, anxiety is a very clear sign of difficulties in the process of school adaptation. The study shows that there is an inverse relationship between students' anxiety and their intelligence. Children who have shown a higher intellectual age have a lower level of anxiety. Accordingly, children who showed a lower intellectual age have a higher level of anxiety.

scholarly journals Structure of Subjective Well-being of Primary-School-Age Orphan Children with Disabilities Living in Orphanage Institutions and of Children Deprived of Parental Care

2021 ◽  
Vol 11 (3) ◽  
pp. 205-221
Author(s):  
V.N. Oslon ◽  
G.V. Semya ◽  
L.M. Prokopyeva ◽  
U.V. Kolesnikova
Keyword(s):  
Primary School ◽  
Parental Care ◽  
Well Being ◽  
Healthy Children ◽  
School Age ◽  
Subjective Well Being ◽  
Operational Model ◽  
Level Of Satisfaction ◽  
Primary School Age ◽  
The Relationship

The article presents the results of the study of the level and features of the structure of subjective well-being of orphans with disabilities aged 7 to 12 compared with conditionally healthy children. Within the limits of research, under the subjective well-being of the child the satisfaction (level of satisfaction) "system of the relations" to itself, others, with environment is considered. The study is based on a theoretical construct, an operational model, and a toolkit for studying subjective well-being in orphans and children without parental care, the validity of which has been proven on the basis of empirical research on this category of children. The analysis of the results showed that the structure of subjective well-being depends on the presence or absence of disabilities in orphans of primary school age, but at the same time, the presence of disabilities by itself, without taking into account the relationship with other components, is not reflected in the level of their subjective well-being.

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