Προφορικός λόγος και ψυχοκοινωνική προσαρμογή σε παιδιά πρώτης σχολικής ηλικίας με διαφορετικά αναπτυξιακά γλωσσικά προφίλ

The role of language in children’s psychosocial competence is fundamental, as it contributes to the emotional and behavioral self-regulation as well as to the interpersonal relationships. In line, recent research evidence emphasizes that children with Developmental Language Disorder (DLD), who have significant language deficiencies, often face psychosocial difficulties that challenge academic/school achievement. The aim of the present study is to provide the most detailed description of oral skills (phonology, semantics, morphology, pragmatics and narrative discourse) and psychosocial adaptation (social, school, emotional, and behavioral problems) as well as to investigate the interaction of the above skills, which has not yet been adequately studied in children with and without language deficits. Thirty-six children aged 6 years participated in the study. Half of the participants were children with DLD and half were typically developing children. All the children were evaluated on their non-verbal intelligence as well as on vocabulary, phonological awareness, morphology, pragmatic and narrative skills with the use of a standardized language assessment battery, LOGOMETRO. The children’s psychosocial competence was assessed with the Psychosocial Competence Test, which was completed by the teachers of the children who participated in the study. Mixed variance analysis was applied to test (a) the main effects of the group of children and the type of measurement as well as (b) the interaction of these two. The results showed statistically significant differences in the areas of oral language and psychosocial skills between and within the groups. In addition, there were significant correlations between the language performance and the psychosocial skills in children with DLD. The findings are discussed in terms of their theoretical and educational implications for early detection and intervention.

The model of developing psychosocial competences of bank workers through volunteering

Актуальность статьи обусловлена необходимостью изучения и развития социально-психологических компетенций у банковских служащих. Оригинальность и новизна исследования связаны с уточнением понятия «профессиональная компетентность банковского работника»; определением структуры, содержания и критериев социально-психологической компетентности сотрудников банковской сферы; выбором волонтерской деятельности в качестве наиболее оптимального средства развития всех компонентов данного личностного образования. Представлены подробные результаты диагностики знаний (психологических особенностей клиентов банка, правил эффективного общения и др.), умений (молниеносно решать спорные ситуации, взаимодействовать с партнерами, развивать деловые отношения и др.), обобщенных способов деятельности (выполнения различных социальных ролей в группе и коллективе, лидерства и согласования действий с партнером) и личностных качеств сотрудников банка (ответственность, эмоциональная устойчивость, поведенческая регуляция, дисциплинированность и др.), позволяющих установить уровень развития их социально-психологических компетенций. В эксперименте приняли участие две группы респондентов по признаку участия или неучастия в добровольческой деятельности. Полученные эмпирические данные подтверждают целесообразность разработки и реализации специальной модели развития социально-психологических компетенций у банковских служащих на основе включения их в различные виды волонтерской работы и участия в программе социально-значимой деятельности банка. The topicality of the article is conditioned by the necessity of studying and developing psychosocial competences of bank workers. The originality and novelty of the research consist in elaborating the concept of bank worker’s professional competence, defining the structure, content and criteria of psychosocial competence of bank workers, and choosing volunteering as the most optimal means of developing all the components of personality. The authors present detailed results of surveying knowledge (psychological characteristics of bank clients, rules of effective communication, etc.), skills (swift conflict solving, interaction with partners, developing business relations, etc.), general activities (performing various social roles in a group and in a team, leadership and coordination of actions with partner) and personal qualities of bank workers (level of responsibility, emotional stability, behavioral regulation, level of discipline, etc.) allowing to determine the level of development of their psychosocial competences. Two groups of respondents, based on their involvement or noninvolvement in volunteering, took part in the research. The empirical data prove the necessity of designing and implementing a special model of developing psychosocial competences of bank workers through their involvement in all kinds of volunteering and participating in a bank’s program of social contribution activities.

Assessment of the relationship between life events with psychosocial competence of students in selected secondary schools in Northern and Central Uganda

Introduction: As they grow, young people transit through adolescence; a particularly challenging phase. Many go through without difficulties but some experience maladaptive responses in form of conduct and adjustment problems, pubertal chal- lenges and life stress. Published research from the developed societies demonstrates consistent associations between young people’s exposure to life events, psychosocial competence (PSC) and mental health problems. However, comparable research from income-constrained societies remains scarce. The purpose of this study was to determine the prevalence of life events in secondary school students and describe the relationship between life events and PSC in the same population. Methods: This was a cross-sectional study. Participants were 2,902 randomly selected in Central and Northern Uganda. They responded to self-administered questionnaires on socio-demographics, life events and PSC. Results: Northern Ugandan students were more likely to be susceptible to stress-related illness associated with major life events (p = < 0.01). Among students with a high susceptibility to stress related illness, those with low scores on self-effi- cacy (p = < 0.001), accurate self-assessment (p = < 0.001) and self-confidence (p = < 0.001) were mostly from the North. Students from Northern Uganda had experienced more negative events. Students with higher scores on empathy, emotional awareness, accurate self- assessment and self-confidence tended to have low distress. Students that had a low susceptibility to stress related illness (AOR = 1.97; 95% CI: 1.57 - 2.48); high scores on self-efficacy (AOR 1.37; 95% CI: 1.09 - 1.74), self-confidence (AOR 1.32; 95% CI: 1.02- 1.72), and accurate self-assessment (AOR 2.19; 95% CI: 1.70 - 2.80) were mostly from northern Uganda. Conclusion: It is important to help students to cope with negative life events since an association exists between negative life events and PSC domains. PSC domains of empathy, emotional awareness, accurate self-assessment and self-confidence seem to be associated with lower distress levels, implying that these should be reinforced. Keywords: Psychosocial competence; life events; adolescents; students; Uganda.

DEVELOPMENT OF PSYCHOSOCIAL COMPETENCE FOR PRETEENS WITH DEVELOPMENTAL DELAY

The article highlights the need to study psychological readiness of preteens with developmental delay to go to secondary school, as well as psychosocial competence development during this period. It is dedicated to studying the development of components of psychosocial competence for preteens with developmental delay, defines the structural model of psychosocial competence, and describes each component of psychosocial competence. In addition, it grounds the correctional and developmental program to develop psychosocial competence of preteens with developmental delay, and describes basic issues related to the specificity of psychosocial competence formation and Psychologist’s activity in the process of transition from elementary school to secondary school. The article also defines objectives, main tasks and the structure of each program activity, and analyzes the content of basic program blocks, considering the goals and objectives of studies that have been selected to form the components of psychosocial competence.

Η σχέση μεταξύ των γλωσσικών και των ψυχοκοινωνικών δεξιοτήτων των μαθητών: Εκπαιδευτικές προεκτάσεις

Literacy and psychosocial competence are very critical factors for school achievement. Most of the relevant studies have focused mainly on the relationship between reading skills and behaviour problems without investigating other literacy factors such as writing skills, as well as other aspects of psychosocial skills, such as social, emotional and school competence. The main purpose of this study was to investigate the relationship between literacy (reading-writing skills) and psychosocial competence (social, emotional, school competence and behaviour problems) in typically developing primary school children. Seventy-three (73) pupils from the fifth and sixth grades participated in the study. They were assessed individually in standardized psychometric tests of literacy and psychosocial competence. According to the results their reading skills were positively correlated with social and school competence and negatively correlated with behaviour problems. Furthermore, their writing skills were significant predictors of their emotional competence. The main conclusions of this research as well as their educational implications are discussed