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Psicologia ambiental, Psicologia do Desenvolvimento e Educação Infantil: integração possível?; Environmental and Developmental Psychology and Early Childhood Education: is there a possible integration?; Psicología ambiental, Psicología del Desarrollo y Educación Infantil: ¿es posible esa integración?

CAMPOS-DE-CARVALHO, Mara; SOUZA, Tatiana Noronha de
Fonte: Universidade de São Paulo, Faculdade de Filosofia Ciências e Letras de Ribeirão Preto Publicador: Universidade de São Paulo, Faculdade de Filosofia Ciências e Letras de Ribeirão Preto
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
37.861455%
Objetiva-se mostrar como vem sendo feita a integração entre Psicologia Ambiental, Psicologia do Desenvolvimento e Educação Infantil, tendo como base pesquisas empíricas com foco na organização espacial em creches, agrupadas em duas linhas: (1) pesquisas sobre arranjo espacial (maneira como móveis/equipamentos estão posicionados em salas de crianças de 1-2/2-3/3-4 anos), evidenciaram como um dos elementos ambientais mediadores da interação criança-criança e criança-educador favorece certas práticas educativas e interativas e impede outras; (2) estudos sobre uma escala norte-americana de avaliação de qualidade de ambientes infantis coletivos e outro sobre análise de princípios de qualidade de creches em documentos nacionais e estrangeiros indicaram a adequabilidade da escala para nosso contexto e o compartilhamento de indicadores de qualidade. Tais dados empíricos demonstram a possibilidade de integração entre Psicologia Ambiental, do Desenvolvimento e Educação Infantil.; This paper aimed to show the integration between Environmental Psychology, Developmental Psychology, and Early Childhood Education, focusing on two groups of empirical studies on spatial organization in day-care centers: (1) studies on spatial arrangement (the way in which furniture / equipments are arranged in rooms for 1-2/2-3/3-4 year-old children); (2) studies on a North-American scale for assessing the quality of center-based child care...

O brinquedo terapêutico e o preparo da criança para cirurgia de correção de fissura labiopalatina; Juguetes terapéuticos y preparación de niño para cirugia de correccion de hendidura labiopalatina; Therapeutic toy and child preparation for correction of cleft lip and palate surgery

Fontes, Cassiana Mendes Bertoncello; Sá, Flávia Mendes de; Mondini, Cleide Carolina da Silva Demoro; Moraes, Marcia Cristina Almendros Fernandes
Fonte: Recife Publicador: Recife
Tipo: Artigo de Revista Científica
Português
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Objectives: to use the toy as a therapeutic resource in the preparation of children undergoing surgical repair of cleft lip and palate preoperatively; to describe quali-quantitativelly the behavioral reactions of the child during the two periods, pre-and postoperatively. Method: quali-quantitative study, developed in a specialized hospital, with 40 children aged between 7 and 12 years old who underwent surgery for correction of cleft lip and palate. Data collection was by means of an instrument with 21 behavioral variables preoperatively and postoperatively. Content analysis was used in the speech of mothers and children. This study was the research project approved by the Ethics Committee, CAAE No. 050/2011. Results: the variable is a presented questioner p> 0.0265 and four categories emerged after content analysis. Conclusion: therapeutic toy is a feature that makes children relieve stress, and facilitates the implementation of nursing care.; Objetivos: utilizar o brinquedo como recurso terapêutico no preparo de crianças submetidas à cirurgia de correção de fissura labiopalatina no pré-operatório; descrever qualiquantitativamente as reações comportamentais da criança durante os dois momentos, o pré e o pós-operatório. Método: estudo qualiquantitativo...

Contribuições ao estudo da adoção de produtos/marcas por meio de comportamentos imitativos: uma investigação com o consumidor infantil; Contributions to the study of products/brands adopting through imitation behaviors: a child consumer research

Corrêa, Gisleine Bartolomei Fregoneze
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 23/11/2009 Português
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Muitos trabalhos de pesquisa têm sido realizados para conhecer as reações dos diferentes públicos quando expostos à propaganda. Neste trabalho, o parecer das diversas teorias sobre a aprendizagem mostrou as reações das crianças assimilando as propagandas e passando a querer consumir o que lhes foi mostrado. A especificidade das reações das crianças, seus olhares, falas, silêncios, gestos e comportamentos puderam indicar a experiência de construção de significados a partir dessas exposições. Considerando-se que a propaganda pode construir relações que ampliam o conhecimento de si e do outro, influenciar nos comportamentos e ditar modas e regras, este trabalho de pesquisa buscou investigar a apropriação das propagandas no universo infantil e responder a algumas questões, entre as quais, o problema central: a influência da propaganda televisiva no comportamento do consumidor infantil em idade de 3 a 6 anos é evidenciada por meio do comportamento imitativo no processamento de informações para a adoção de produtos/marca? Portanto por meio levantamento teórico multidisciplinar buscou-se conhecer a influência da propaganda dirigida ao consumidor infantil dessa faixa etária e seu processo de aquisição de bens e serviços; determinou-se como o comportamento de Imitação desse público pode evidenciar o poder dessa influência; estudou-se a criança e sua relação com as marcas...

A recidiva do câncer pediátrico: vivências da criança e do cuidador-familiar; Relapse of pediatric cancer: the experience of the child and the family caregiver.

Colli, Marina Noronha Ferraz de Arruda
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 16/10/2013 Português
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No contexto da Oncologia, define-se recidiva como o reaparecimento do câncer após um período de remissão da doença, o que acarreta menor possibilidade de cura e necessidade de reorganização do paciente e de sua família para lidarem com a situação de tratamento. Considerando o elevado nível de ansiedade associado ao diagnóstico de recidiva e o reduzido número de investigações disponíveis na literatura nacional e internacional sobre seus aspectos psicossociais no âmbito da Oncologia Pediátrica, o presente estudo teve como objetivo compreender as vivências de crianças e de seus cuidadores-familiares diante dessa fase do tratamento. Participaram da pesquisa crianças com idades entre cinco e 12 anos incompletos, em tratamento de recidiva de câncer em um centro de referencia brasileiro para atenção em onco-hematologia infantil, e seus cuidadores principais. Trata-se de um estudo descritivo e exploratório, com enfoque na abordagem clinico-qualitativa. A fim de atender aos objetivos propostos, foi realizada uma entrevista, guiada por um roteiro semiestruturado, com o familiar responsável pelo cuidado do paciente e duas sessões de aplicação do procedimento de Desenhos-Estórias com a criança. As verbalizações foram audiogravadas mediante o consentimento dos participantes. Os relatos extraídos das entrevistas e as narrativas obtidas nas sessões com as crianças foram transcritos na integra e literalmente e...

Playing with God: Towards the Creation of New Models of Religious Education

Michienzi, Vito
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
Português
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The study of the relationship between religion and education in the lives of children is underrepresented in the field of religious studies. Part of the problem of studying this relationship stems from various ideological and political issues that have surrounded the traditional study of religious development in children. This essay examines how certain concepts of child psychology have shaped our contemporary understating of religious education in children. In particular, I examine how James Fowler and D. W. Winnicott’s theories about child psychology can be utilized to enhance our understating of the various ways children develop a religious worldview. Furthermore, I suggest that Fowler and Winnicott’s theories about child development can be expanded to help foster a new understanding of the vital role religious ideas play in the education of children. In the last part of my paper, I critique the state of contemporary religious education by drawing on the work of Gayatri Spivak and Paul Bramadat. Both Spivak and Bramadat suggest that an aesthetic education is required to cultivate a conversation that encompasses the broad spectrum of religious phenomenon. Most significantly, in this section I examine how the ideas of Fowler and Winnicott can be brought together in light of Spivak and Bramadat’s critique...

The quality of the mother-child relationship during collaborative problem solving /

Duff, Alison E.
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
Português
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The quality of the mother-child relationship was examined in relation to joint planning, maternal teaching strategies, maternal emotional support, mutual positive affect and attachment security. Fifty-five grade five children and their mothers participated in a laboratory session comprised of various activities and completed questionnaires to evaluate attachment security. Joint planning and social problem solving were assessed observationally during an origami task. Problem solving effectiveness was unrelated to maternal teaching strategies, maternal encouragement and mutual positive affect. A marginally significant relationship was found between maternal encouragement and active child participation. Attachment security was found to be significantly related to sharing of responsibility during local planning, but only for child autonomous performance. An examination of conditional probabilities revealed that mutual positive affect did not increase the likelihood of subsequent mother-child dyadic regulation. However, mutual positive affect was found to be significantly related to both active child participation and dyadic regulation. The hypothesis predicting a mediational model was not supported. The implications of these findings in the theoretical and empirical literature were considered and suggestions for future research were made.

Individual Child Cognitive Behavioral Treatment versus Child-Parent Cognitive Behavioral Treatments for Anxiety Disorders in Children and Adolescents: Comparative Outcomes

Dahan, Jessica
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Português
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Anxiety disorders; such as separation anxiety disorder, generalized anxiety disorder, social phobia and specific phobia, are widespread in children and adolescents. Cognitive behavioral therapy (CBT) has been shown to be effective in reducing excessive fears and anxieties in children and adolescents. Research has produced equivocal findings that involving parents in treatment of child anxiety enhances effects over individual CBT (ICBT). The present dissertation study examined whether parental involvement can enhance individual treatment effect if the parent conditions are streamlined by targeting specific parental variables. The first parent condition, Parent Reinforcement Skills Training (RFST), involved increasing mothers’ use of positive reinforcement and decreasing use of negative reinforcement. The second parent condition, Parent Relationship Skill Training (RLST), involved increasing maternal child acceptance and decreasing maternal control (or increasing autonomy granting). Results of the present dissertation findings support the use of all three treatment conditions (ICBT, RLST, RFST) for child anxiety; that is, significant reductions in anxiety were found in each of the three treatment conditions. No significant differences were found between treatment conditions with respect to diagnostic recovery rate...

Optimism in child development: conceptual issues and methodological approaches.

Farrall, Edwina M.
Fonte: Universidade de Adelaide Publicador: Universidade de Adelaide
Tipo: Tese de Doutorado
Publicado em //2008 Português
Relevância na Pesquisa
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Past research into optimism and pessimism has tended to view these constructs as polar opposites of a fixed personality trait that function in mutually exclusive ways. In the field of child development in particular, this has led to theory-driven work that not only accepts this dichotomy but also uses it to drive and explicate larger issues of resilience and vulnerability. The current thesis challenges the assumptions underpinning this conceptual framework, and, through the use of divergent methodologies, seeks to establish children’s optimism as a dynamic and adaptive process with predictive value during the developmental period. In the first two studies, predictors and correlates of putative dispositional optimism and pessimism in children and adolescents were examined. A significant age-related decline in optimism was found, but importantly a degree of functional independence between optimism and pessimism was also observed. The third study elicited more specific optimistic expectancies using a vignette methodology. This was seen to share some congruence with the earlier measures of dispositional optimism, but the study also elucidated some of the parameters and realism constraining children’s optimism. Again an age-related decline in optimism was demonstrated that was distinct from any associated changes in pessimism. The fourth and final study involved a pilot examination of the dimensionality of the optimism construct...

Children's perceptions of marital conflict, parent -child relations and anxiety in children: A proposed systemic model

Galliano, Karin Pia
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica
Português
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This study tested a systemic model in which internalizing behaviors in a clinically-referred sample of children are predicted by children's perceptions of marital conflict in the context of three additional, well-researched, familial variables: parent-child relations, mother's emotional functioning, and children's perception of social support. After finding preliminary support for the model, its generalizability was tested in a combined sample of the clinically-referred group and a community-based group of elementary school children. ^ The clinical group consisted of 31 participants from a specialty clinic for children's anxiety disorders: 15 boys and 16 girls, aged 6 to 16, from both intact and divorced homes. Children's reports and mothers' reports of children's internalizing behaviors were submitted to separate analyses. Mothers' reports of children's internalizing behaviors were predicted only by mothers' emotional functioning. As hypothesized by the model, children's own reports of their internalizing behaviors were predicted significantly by children's perceptions of marital conflict. Parent-child relations, children's perception of social support, and one interaction term, children's perception of marital conflict x children's perception of parental rejection...

The relation of attentional, emotional, and social regulation to cognitive competence, from infancy to school entry

Miller, Fiona K.
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
Português
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Recent research on the sources of cognitive competence in infancy and early childhood has highlighted the role of social and emotional factors (for example, Lewis, 1993b). Exploring the roots of competence requires a longitudinal and multivariate approach. To deal with the resulting complexity, potentially integrative theoretical constructs are required. One logical candidate is self-regulation. Three key developmental questions were the focus of this investigation. 1) Does infant self-regulation (attentional, emotional, and social) predict preschool cognitive competence? 2) Does infant self-regulation predict preschool self-regulation? 3) Does preschool self-regulation predict concurrent preschool cognitive competence? One hundred preschoolers (46 females, 54 males; mean age = 5 years, 11 months) who had participated at 9- and/ or 12-months of age in an object permanence task were recruited to participate in this longitudinal investigation. Each subject completed four scales of the WPPSI-R and two social cognitive tasks. Parents completed questionnaires about their preschoolers' regulatory behaviours (Achenbach's Child Behavior Checklist [1991] and selected items from Eisenberg et ale [1993] and Derryberry & Rothbart [1988]). Separate behavioural coding systems were developed to capture regulatory capabilities in infancy (from the object permanence task) and preschool (from the WPPSIR Block Design). Overall...

A social-cognitive model of monitoring and its relationship to behaviour in a naturalistic observation : development and individual differences

Murphy, Wendy E.
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
Português
Relevância na Pesquisa
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years 8 months) and 24 older (M == 7 years 4 months) children. A Monitoring Process Model (MPM) was developed and tested in order to ascertain at which component process ofthe MPM age differences would emerge. The MPM had four components: (1) assessment; (2) evaluation; (3) planning; and (4) behavioural control. The MPM was assessed directly using a referential communication task in which the children were asked to make a series of five Lego buildings (a baseline condition and one building for each MPM component). Children listened to instructions from one experimenter while a second experimenter in the room (a confederate) intetjected varying levels ofverbal feedback in order to assist the children and control the component ofthe MPM. This design allowed us to determine at which "stage" ofprocessing children would most likely have difficulty monitoring themselves in this social-cognitive task. Developmental differences were obselVed for the evaluation, planning and behavioural control components suggesting that older children were able to be more successful with the more explicit metacomponents. Interestingly, however, there was no age difference in terms ofLego task success in the baseline condition suggesting that without the intelVention ofthe confederate younger children monitored the task about as well as older children. This pattern ofresults indicates that the younger children were disrupted by the feedback rather than helped. On the other hand...

La familia del niño superdotado; The family of highly gifted children

Miguel de Zubiría Samper; Pontificia Universidad Javeriana
Fonte: Psicología desde el Caribe Publicador: Psicología desde el Caribe
Tipo: article; publishedVersion Formato: application/pdf
Português
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El punto de partida de este trabajo son las investigaciones con niños de la calle "gamines" que permitieron fundamentar la hipótesis de trabajo derivada que sugiere que de cara al desarrollo humano infantil lo fundamental son las condiciones subculturales, subjetivas no las objetivas, económicas. Estos antecedentes sirven de base para sustentar que el propósito de esta investigación radica en conocer las características que poseen los ambientes familiares de donde brotan jóvenes y niños sobresalientes. Mediante observación diaria y continua de más de ocho años por parte de un equipo de profesionales, se analizó rigurosamente el desarrollo de 250 niños superdotados (coeficientes entre 130 y 170) del Instituto Alberto Merani en Santafé de Bogotá (Colombia), y su interacción con sus familias. Los resultados sugieren que existen niños superdotados en todos los estratos económicos, pero que el factor crucial en su desarrollo lejos de ser lo económico es el nivel cultural y educativo de los padres. Si bien existen estudiantes con nivel intelectual en todos los estratos, el seguimiento por más de ocho años mostró que el desarrollo de estos niños muestra "barreras objetivas invisibles" que tienden a frenar su avance sobresaliente.Palabras claves: Niños excepcionales...

Un estudio del fenómeno de la autoridad en niños de sectores de pobreza; A study of the phenomenon of authority in children from sectors of poverty

Kary Cabrera Dokú; Universidad del Norte
Fonte: Psicología desde el Caribe Publicador: Psicología desde el Caribe
Tipo: article; publishedVersion Formato: application/pdf
Português
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Este trabajo es el resultado de una investigación que busca identificar y describir los elementos y dinámicas que van estructurando el concepto de autoridad que tienen los niños. Concepto Fundamental por la incidencia que tiene en el desarrollo del carácter del niño, tanto en su aspecto individual como social, el cual se va configurando desde sus primeras relaciones. En este sentido, la autoridad se conceptualiza a partir de los valores, ideas y prácticas que los niños en estudio han ido interiorizando en sus primeros espacios de socialización: la familia y la escuela.Para llevar a cabo este estudio se utilizó como estrategia metodológica el diseño descriptivo. La recolección de la información se realizó mediante la técnica de entrevista semiestructurada, la cual fue validada en su contenido mediante el sistema de jueces expertos. La muestra de estudio estuvo conformada por 1.000 niños con edades comprendidas entre 4 y 7 años, de estratos de pobreza, que conviven con ambos padres.Palabras claves: Autoridad, pobre-Colombia, psicología infantil. This work is the result of a research study that tries to identify and describe the elements and dynamics that structure the concept of authority children have. Such concept is fundamental due to the incidence it has upon the development of the children's character...

El significado de la muerte en niños que han vivido la violencia; the meaning of death in children who have experienced violence

Consuelo Angarita; Universidad del Norte
Fonte: Psicología desde el Caribe Publicador: Psicología desde el Caribe
Tipo: article; publishedVersion Formato: application/pdf
Português
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47.178687%
Esta investigación describe el significado que tiene la muerte para niños de sectores de pobreza que han vivido de cerca la violencia. Se realizó con niños con edades entre 6 y 12 años, 32 casos de ambos sexos, ubicados en barrios de la ciudad de Barranquilla que se caracterizan por albergar familias que por desplazamiento ti otras circunstancias de violencia reunían las condiciones requeridas para la investigación.La información se recogió mediante la técnica de entrevista, reconstruyendo las historias de vida y enfatizando en aspectos referentes a las relaciones impersonales, sentimientos y conceptos asociados a la muerte, circunstancias de aproximación a ésta y experiencias relevantes derivadas de ello. Para la comprensión del fenómeno se partió de una concepción bruveriana del significado, entendido éste como un sistema moldeado por estados intencionales de una persona en los que se plasman los elementos simbólicos de la cultura. Por otra parte, se concibe la violencia como un espacio cotidiano de la vida social que cobra sentido cuando se busca su significado en el mundo circundante. Apoyándonos en Berger y Luckmam, se enfatiza en la intersubjetividad, en el valor que tiene en la vida cotidiana la interacción y la comunicación con los otros y...

Do Historical Changes in Parent?Child Relationships Explain Increases in Youth Conduct Problems?

Scott, Jacqueline; Gardner, Frances; Stephan, Collishaw; Maughan, Barbara; Pickles, Andrew
Fonte: Journal of Abnormal Child Psychology Publicador: Journal of Abnormal Child Psychology
Tipo: Article; submitted version
Português
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The coincidence of historical trends in youth antisocial behavior and change in family demographics has led to speculation of a causal link, possibly mediated by declining quality of parenting and parent?child relationships. No study to date has directly assessed whether and how parenting and parent?child relationships have changed. Two national samples of English adolescents aged 16?17 years in 1986 (N=4,524 adolescents, 7,120 parents) and 2006 (N=716 adolescents, 734 parents) were compared using identical questionnaire assessments. Youth-reported parental monitoring, expectations, and parent?child quality time increased between 1986 and 2006. Ratings of parental interest did not change. Parenting differences between affluent and disadvantaged families narrowed over time. There was thus little evidence of a decline in quality of parenting for the population as a whole or for disadvantaged subgroups. Parent-reported youth conduct problems showed a modest increase between 1986 and 2006. Findings suggested that the increase in youth conduct problems was largely unrelated to observed change in parent?child relationships.

Psicologia ambiental, Psicologia do Desenvolvimento e Educação Infantil: integração possível?; Psicología ambiental, Psicología del Desarrollo y Educación Infantil: ¿es posible esa integración?; Environmental and Developmental Psychology and Early Childhood Education: is there a possible integration?

Campos-de-Carvalho, Mara; Souza, Tatiana Noronha de
Fonte: Universidade de São Paulo. Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto Publicador: Universidade de São Paulo. Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; Formato: application/pdf
Publicado em 01/01/2008 Português
Relevância na Pesquisa
37.861455%
Objetiva-se mostrar como vem sendo feita a integração entre Psicologia Ambiental, Psicologia do Desenvolvimento e Educação Infantil, tendo como base pesquisas empíricas com foco na organização espacial em creches, agrupadas em duas linhas: (1) pesquisas sobre arranjo espacial (maneira como móveis/equipamentos estão posicionados em salas de crianças de 1-2/2-3/3-4 anos), evidenciaram como um dos elementos ambientais mediadores da interação criança-criança e criança-educador favorece certas práticas educativas e interativas e impede outras; (2) estudos sobre uma escala norte-americana de avaliação de qualidade de ambientes infantis coletivos e outro sobre análise de princípios de qualidade de creches em documentos nacionais e estrangeiros indicaram a adequabilidade da escala para nosso contexto e o compartilhamento de indicadores de qualidade. Tais dados empíricos demonstram a possibilidade de integração entre Psicologia Ambiental, do Desenvolvimento e Educação Infantil.; El objetivo es demostrar como viene siendo hecha la integración entre Psicología Ambiental, Psicología del Desarrollo y Educación Infantil, teniendo como base investigaciones empíricas con foco en el tema organización de espacios en guarderías...

Program effectiveness of a parent-child group social skills program

Picciott, Heather
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Tese de Doutorado
Português
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The purpose of this study was to evaluate the effectiveness of a social skills group program using pre-post testing and focus groups. Program effectiveness measurement was illustrated using data collected from a pilot parent-child social skills building group program, "Raising Positive Thinkers". The group involved four parent-child dyads and ran for three consecutive weeks, meeting once a week for 90 minutes to introduce, practice and review social skills learned. Quantitative data was collected via pre and post questionnaire using the Social Skills Improvement System rating scale (SSIS). Qualitative data was collected from a focus group at the end of the program. Parent perceptions of the social skills group indicated the group was overall a beneficial experience for themselves and their children. The pre and post questionnaire data did not yield significant findings, whereas the focus group gave beneficial information for future replications of the program. The use of both questionnaires and focus group was constructive in giving a comprehensive analysis of the effectiveness of the program. Parent input was included for future replications of the program.

Reasoning and negotiation about child responsibility in urban Chinese families: Reports from mothers, fathers and children

Bowes, Jennifer M; Chen, May-Jane; San, Li Qing; Yuan, Li
Fonte: Psychology Press, Taylor & Francis Publicador: Psychology Press, Taylor & Francis
Tipo: Artigo de Revista Científica
Português
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47.276104%
The study investigates everyday parental practices involved in the transmission of cultural values and extends current literature on parenting in Chinese families. Children aged 6, 8, and 10 years from 240 Beijing families, and both their parents, were asked about ways in which expectations of child responsibility are transmitted through routine requests, reasoning, and negotiation about household work, an area in which Western parents are known to use such practices. Use of a range of parental requests and reasons was reported. Few child age or gender differences were found for reasons related to child responsibility. Child-initiated negotiation was reported as rare and unacceptable, its use restricted to tagging the relative importance of different spheres of child responsibility.

Arguing with the incest taboo? the case of "distorted cognitions" about child sexuality

Janssen,Diederik F
Fonte: Psychology in Society Publicador: Psychology in Society
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2012 Português
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This paper seeks to open up critical reflection on the notion of "cognitive distortion" (CD), as applied to child sex offenders, to a broader anthropological account of children's sexual agency, namely the arguable revitalisation and extension of incest taboos through the post-1970s rubric of child sexual abuse. Sixteen scales that purport to measure CD (1984-2009) are listed, and their gist briefly appreciated against this interpretative background. Pitting social structure against the deconstructive and disloyal crime of perversion, the pronouncement of CD shows a deep complicity to the moral status quo, namely the faithful recitation and procedural accreditation of essentially regulatory rubrics, fixtures, and truisms ("sexuality", "sexual trauma", "harm", "consent"). It thus paraphrases the anthropologically expected collapse of nuance between immoral and illogical ideas at the site of social taboos, especially taboos' contemporary predicament of ever more argumentative perverts and ever more decontextualised, and thus erratic, scientific probing. In the end, the perverts are those who, in all nuances of the expression, "don't get it." Circumscribing the "rationalisations, distortions, and blame shifting" of the paraphile remains the - increasingly awkward and panicked - occasion for entrenching society's.

Hendrik Verwoerd and the Leipzig School of Psychology in 1926

Marx,Christoph
Fonte: Historia Publicador: Historia
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2013 Português
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This article looks into the stay of Hendrik Verwoerd in Leipzig, Germany, in 1926. Allegations of an ideological influence by German nationalism on Verwoerd have often been repeated in the historical literature, but were never substantiated by evidence from the archives. The Psychological Institute at the University of Leipzig, where Verwoerd studied, was politically the most conservative and nationalist among the three universities which the young scholar from Stellenbosch visited - the others were Hamburg and Berlin. Nevertheless, no ideological influence on Verwoerd could be found in the available evidence from archives in South Africa and Germany, but certainly the scientific influence of German psychology on Verwoerd the academic cannot be denied. Verwoerd's main objective in going to Germany was to become acquainted with the latest trends in international psychology. He studied with the Leipzig psychologists Felix Krueger, Hans Volkelt, an expert on child psychology, and Otto Klemm, a specialist in applied psychology. His interest focused mainly on developmental psychology, characterology and ethnic psychology (Völkerpsychologie), which can be traced to the lasting influence of Wilhelm Wundt, the founding father of modern psychology in Germany. Whereas Verwoerd's interest in different fields of psychology stemmed from his long lasting involvement with the "poor white problem" in South Africa...