Happiness Across Cultures: An Exploratory Study of Indonesian, Indian, and American Perspectives

4-5 year olds should learn to improve personal social development. One effective way to improve personal social development is to play a role. The purpose of this study was to determine the differences in role play in personal social development in preschoolers (ages 4-5 years). The methode this research is Pre-experimental design using One Group Pra Post test design with sample of 30 respondents. The Sampling technique using purposive sampling using statistical test of Wilcoxon. A data Collection is done use Denver II only on the social development sector before intervention and after intervention. The result of the research shows that before the intervention of playing role as much as 25 (80,6%) children experience delay in personal social development. After playing role intervention role play a number of 12 children experience improvement in personal social development, so a number of 10 (32,2%) normal child 18 (58,1%) coution 3 (9,7%) child delayed. The result of statistical test shows that there is a difference of role play to social development in preschool children (4-5 years) with significant value 0,001 (0,001 <0,05). The conclusion in this study is that proper simulation of preschoolers should be done to improve the social development of children.

OBJETIVO: Conocer y describir los valores de mayor importancia en estudiantes de secundaria de Centros Educativos de Lima Metropolitana, así como las diferencias en los Valores entre estudiantes que participan y no participan en actos violentos. DISEÑO: Estudio descriptivo correlacional, en estudiantes del tercero al quinto de secundaria de Centros Educativos Nacionales de Lima Metropolitana. MATERIAL Y MÉTODOS: La muestra estuvo constituida por 1226 estudiantes con una edad promedio de 16 años. Para la construcción del instrumento de valores se tuvo como referencia el Cuestionario de Valores de Valdez J., el cual fue reestructurado y adaptado para nuestra realidad. RESULTADOS: Se encontró que los valores que rigen la vida de los estudiantes de secundaria de Lima Metropolitana son: adhesión social, ético moral, altruismo, religioso, normas cívicas, desarrollo personal y afiliativo. En los alumnos que no participan en actos violentos predominan los valores de adhesión social, ético-moral, altruismo, religioso, normas cívicas y desarrollo personal en comparación con los violentos, mientras que el valor afiliativo es común en ambos. Las mujeres se orientan por los valores de adhesión social, ético moral, altruismo, religioso, normas cívicas y afiliativo en comparación con los hombres, mientras que es común en ambos el valor desarrollo personal. CONCLUSIONES: Según el grado de instrucción solo existen diferencias en el valor altruismo, determinando esto que conforme aumenta el grado de instrucción aumenta la capacidad de desprendimiento y ayuda a los demás. En cuanto a la edad solo se encontró diferencias en el valor ético moral, lo que nos indica que conforme aumenta la edad se consolidan los aspectos vinculados con la autocensura y la autoaceptación relacionada con la estructura familiar.

To explore the potential of a structured active play intervention to promote social and personal development in preschoolers during cancer treatment. A hermeneutic-phenomenological inspired explorative study. Participant observations were conducted on 15 consecutively sampled children (aged 1-5 years) from April 2021 to April 2022. Observations were written as narrative scenic descriptions from field notes and were analysed inspired by hermeneutic-phenomenological analysis and using a thematic analysis structure. Observations were carried out during 67 group or individual structured active play sessions, resulting in 129 scenic descriptions. Observations of the children's emotional, verbal and bodily expressions and social interactions resulted in three main themes: (1) wanting to play, (2) gaining confidence in movement and (3) being part of a group. The findings showed how children, irrespective of age and the severity of their illness, wanted to play and expressed joy of movement. The children's daily physical state fluctuated and influenced their motivation to participate as well as their confidence in their physical abilities. Through structured active play and with support from their parents and healthcare professionals, the children had successful movement experiences and regained confidence in movement, supporting their personal development. Playing together with other children and accompanied by their parents, healthcare professionals supported the children's opportunities to practice social skills, such as turn-taking, waiting and taking charge. Familiarity, recognizability and fun were key motivational components for the children. Participating in structured active play during treatment has the potential to promote personal and social development in preschoolers with cancer. Parents play a crucial role in supporting the participation of their children. The healthcare system and healthcare professionals should provide opportunities for preschoolers with cancer and other illnesses to participate in structured active play. What problem did the study address? Cancer treatment affects the development of preschoolers' gross motor-, personal and social skills-essential skills in childhood development. This study aimed to explore the potential for social and personal development through structured active play. What were the main findings? This study found that preschoolers want to play, and participating in structured active play can support their personal and social development through regained confidence in movement and becoming part of a group. Where and on whom will the research have an impact? The research impacts healthcare professionals working with preschoolers in the healthcare system. Creating opportunities for preschoolers to participate in structured active play throughout treatment can promote personal and social development. The study adheres to relevant EQUATOR guidelines and is reported according to the Standards for Reporting Qualitative Research (SRQR) checklist. Participants in this study were preschoolers with cancer and their parents. No public or patient involvement in the design of this study. ClinicalTrials.gov: NCT04672681. Registered on December 17, 2020. https://clinicaltrials.gov/ct2/show/NCT04672681.

Introduction Burn camps foster personal growth, social development, and leadership skills in young burn survivors. The American Camping Association (ACA) documents evidence for multi-dimensional growth through camp experiences. There is a need for data-driven insights into how burn camp specifically impacts personal growth and development over time. Our previous work documented self- and parent-report measures of the positive impact of burn camp. This study seeks to analyze multi-year camp counselor reports to identify key themes related to campers’ growth. Methods Burn camp counselors complete narrative reports each year focused on campers’ independence, social skills, and adventure/exploration during intentional camp programming. We conducted a qualitative analysis of de-identified counselor reports from 2019, 2021 & 2022. Chat GPT Artificial Intelligence (AI) utilized Latent Dirichlet Allocation (LDA) to identify key themes in the data. Thematic analysis was conducted on each year’s data individually and across all years to uncover patterns and trends in campers’ personal and social development. Results Three consistent main themes emerged across the years: 1. Confidence & Personal Growth: Camp experiences fostered leadership skills, independence, self-confidence, and resilience through challenges and new activities. 2. Social Engagement & Relationship Building: Campers formed lasting friendships and improved their social skills by working collaboratively in groups. 3. Exposure to New Activities & Adventures: New activities played a significant role in broadening campers’ experiences, helping them step outside their comfort zones while fostering curiosity, adaptability, and a sense of adventure. There was a shift in emphasis from individual challenges and leadership in 2019 to group dynamics and outdoor experiences in 2022. This evolution reflected the growing importance of collaborative activities and social development, particularly post-2020. Conclusions The data demonstrate that burn camp provides significant benefits for long-term personal and social development. Confidence-building activities, social bonding/peer support, and exposure to new challenges consistently emerged as key factors in fostering campers’ growth. The evolving focus towards group dynamics and outdoor experiences in more recent years highlights the role of burn camps in developing social connections and adaptability. Applicability of Research to Practice Burn camps are crucial in promoting independence, resilience, leadership, and social skills in young burn survivors. Camps should continue emphasizing both individual and group development, with a focus on providing diverse, challenging activities that encourage personal and interpersonal growth. Camp programs can also be tailored to address the evolving needs of campers, particularly as they re-enter social settings post-pandemic. Funding for the Study N/A

Background and Aims: Empowering communities through lifelong learning is critical for personal development and addressing social challenges because it provides individuals with the skills and confidence they need to thrive and make meaningful contributions to their communities. Such empowerment not only improves individual well-being but also increases societal resilience and cohesion. This paper aims to explore university initiatives promoting social engagement and personal development. Methodology: The paper uses a systematic literature review to collect and analyze data on lifelong learning initiatives, drawing on a variety of secondary sources to provide a thorough understanding of their impact. The thematic analysis identifies key patterns and gaps, providing insights into how university programs promote community empowerment and personal development. This methodological approach ensures a thorough assessment of the effectiveness of these educational initiatives. Results: The finding found that Lifelong learning programs have a significant impact on personal development by improving skills, confidence, and career prospects, while also fostering social cohesion and addressing important community issues. These initiatives help individuals navigate changing job markets and make meaningful contributions to their communities, demonstrating their importance in personal and societal development. Conclusion: The findings show that lifelong learning programs are critical for personal development, improving skills and career opportunities, strengthening social bonds, and addressing community challenges. These initiatives are critical to both individual success and societal progress.

This study examines the empirical data to establish the impact that actively participating in music may have on the social development, personal development, and intellectual development of children and teens. In addition to studies that make use of both quantitative and qualitative techniques, it is also dependent on research on the brain that is carried out using the most sophisticated technologies. This exemplifies how musical abilities may be translated to other endeavors as long as the procedures remain the same, which is an assumption that can be made with some level of confidence. It examines the data pertaining to how musical aptitude affects general intelligence, creativity, fine motor coordination, concentration, self-confidence, emotional sensitivity, social skills, teamwork, self-discipline, and relaxation are all factors in IQ testing are all important aspects of education. It also examines how musical aptitude affects general intelligence. Investigations are also made on the connection between general intelligence and musical talent. It conveys the idea that engaging in music may only positively impact a person's personal and social development if doing so is a pleasurable and satisfying experience for them. This is not always the case. Because of this, the effectiveness with which the lessons are delivered to the pupils is impacted.

This study examines the empirical data to establish the impact that actively participating in music may have on the social development, personal development, and intellectual development of children and teens. In addition to studies that make use of both quantitative and qualitative techniques, it is also dependent on research on the brain that is carried out using the most sophisticated technologies. This exemplifies how musical abilities may be translated to other endeavors as long as the procedures remain the same, which is an assumption that can be made with some level of confidence. It examines the data pertaining to how musical aptitude affects general intelligence, creativity, fine motor coordination, concentration, self-confidence, emotional sensitivity, social skills, teamwork, self-discipline, and relaxation are all factors in IQ testing are all important aspects of education. It also examines how musical aptitude affects general intelligence. Investigations are also made on the connection between general intelligence and musical talent. It conveys the idea that engaging in music may only positively impact a person's personal and social development if doing so is a pleasurable and satisfying experience for them. This is not always the case. Because of this, the effectiveness with which the lessons are delivered to the pupils is impacted.

One aspect of development in preschoolers is personal social development. Preliminary study results conducted on 10 children obtained results 6 children with caution assessment, 2 children with delayed assessment, and 2 children with normal assessment with the Suspect interpretation on the assessment of the Denver II test.The purpose of this study was to determine the relationship of play stimulation, the quality of interaction, and verbal abuse with the social development of preschoolers in kindergarten of Al-Djufri VI. This research use Analytical method with Cross Sectional approach with independent variables is play stimulation, interaction quality, and verbal abuse and the dependent variable is personal social development. The population is the parents of preschool children in kindergarten of Al-Djufri VI as many as 38 people with a total sample of 38 people Using total sampling technique. The instruments in this study used questionnaires on independent variables and used the Denver II test on the dependent variable.Statistical test using spearman rank test with significance level of 0.05. The result of this study using spearmen rank shows there is relationship of play stimulation with social development of preschool children with p value 0,000 <0,05 and r = 0,677, There is relationship of interaction quality with social development of preschool age children with p value 0,000 <0,05 and r = 0,724, There is relationship of verbal abuse with social development of preschool age children with p value 0,040 <0,05 and r = 0,334. Play stimulation, interaction quality, and verbal abuse have a relationship with personal social development. Parents and teachers are advised to be able to increase their knowledge as an effort to prevent child development delay in social aspect by doing screening test on health service to measure child development level.

The purpose of this study is to determine the effects of Syrian students under temporary protection in Turkey on social cohesion and personal development through their participation in sporting activities. The study, which was conducted with a descriptive phenomenological qualitative research design, included 36 Syrian students selected through purposive sampling. Data were collected through semi-structured in-depth interviews and analyzed thematically. As a result of the analysis, four main themes were identified: (a) support and participation in sport activities, (b) diversity of sport activities and motivation, (c) barriers to participation, and (d) the impact of sport activities on social cohesion and personal development. The findings suggest that sporting activities play an important role in migrant students’ social integration and self-confidence. However, misunderstandings and perceptions of discrimination caused by language barriers and cultural differences can negatively affect participation in sports activities. It is emphasized that culturally sensitive supports in school social work play a critical role in this process.

Background:It is well-documented that people with inflammatory arthritis (IA) exhibit a high prevalence of symptoms related to anxiety and depression. However, much less is known about what contributes to health...

Objective: We aimed to investigate language development, emotional and behavioral problems, parental attitudes, parental stress levels, and related factors in preschool period between children who were born preterm and term. Material and Methods: We included 176 children, of whom 90 were born preterm and 86 term, and their mothers. Mothers filled out the sociodemographic data form, Child Adjustment and Parent Efficacy Scale (CAPES-TR), Parenting Stress Index-Short Form (PSI-SF), and Parenting Styles and Dimensions Questionnaire – Short Version (PSDQ) scales. Denver II Developmental Screening Test (DDST) and Test of Early Language Development - Third Edition (TELD-3) were applied to children. Results: The mean age was 37.97±3.62 months for the preterm children, and 38.77±3.28 months for the term children. The scores of preterm children were lower in the TELD-3 subtests. The rates of children with abnormal development regarding personal social development and language development were significantly higher in preterm children (p=0.007 for personal social development and <0.001 for language development, respectively). CAPES-TR emotional and behavioral problems scores were higher in preterm children. CAPES-TR Parental Self-Efficacy Subscale was lower in preterm children (p<0.001). PSI-SF total score and PSDQ permissive parenting subscale score were higher in mothers of preterm children (p=0.005 and p<0.001, respectively). The preterm-born children were more commonly diagnosed with language disorder and global developmental delay (p=0.006 and p=0.019, respectively). A positive correlation was found between the week of birth, maternal education level and monthly income level and TELD-3 scores, DENVER personal social and language development level (p<0.050). Conclusion: Our study revealed closer follow-up is important for preterm children to plan special education support when it is necessary.

Background Effective youth sport coaching encompasses the promotion of personal, social, and athletic skills in a deliberate and consistent manner. Coach training protocols that highlight coaches’ best-practices that promote development emphasize the role of the coach as either a developer of athletes’ personal and social potential or as a developer of athletic talent (focusing on techniques and tactics of sport). However, there is a scarcity of literature describing how to train practitioners for this combined role. Purpose The purpose of this study was to develop and examine coaches’ experiences in coach training that teaches personal and social development, as well as fundamental movement skills called Coach as a Youth Development Specialist (CAYDS). This was conducted in two phases. First, a pilot study aimed to develop, deliver, and evaluate a coach training curriculum that addressed the needs of youth coaches to improve and finalize the CAYDS curriculum. Second, the final iteration of CAYDS was implemented to examine coaches’ lived experiences while participating in the training. Methods The pilot phase involved five-module training delivered to five graduate students. Thematic analysis was used to analyze a focus group interview and understand what participants learned and how the training helped. The results led to a final version of the CAYDS training. In its final version, the training had seven modules that were delivered to a new cohort of six participants. Hermeneutic phenomenology guided the understanding of the what and how of participating coaches’ lived experiences in the CAYDS training. Data were collected using journal reflections, a focus group interview, and individual interviews; and thematically analyzed. Findings The training successfully helped coaches perform coaching competencies, skills, and behaviors identified in the CAYDS framework (cf. Hellison, D. 2011. Teaching Personal and Social Responsibility Through Physical Activity. 3rd ed. Champaign: Human Kinetics; CCE, ASOIF & LMU. 2013. International Sport Coaching Framework v1.2. Champaign: Human Kinetics; SHAPE America. 2019. National Standards for Sport Coaches. 3rd ed. https://www.shapeamerica.org/standards/coaching/default.aspx) that foster personal, social, and athletic development for youth. Findings from this study provide evidence in support of andragogical approaches that helped coaches learn interpersonal, intrapersonal, and professional knowledge (Côté, J., and W. Gilbert. 2009. “An Integrative Definition of Coaching Effectiveness and Expertise.” International Journal of Sports Science & Coaching 4 (3): 307–323.). Participants built positive relationships with community stakeholders and activities involving outreach to parents/guardians, attending school events, and coach educators’ use of role-play were perceived to be particularly impactful. This study also found the process of learning to teach youth skills related to personal and social development inspired coaches to be more self-aware and motivated to grow personally and act in ways that are aligned with TPSR values. Finally, coaches perceived to have acquired professional knowledge that contributed to their ability to instruct fundamental movement skills for athletic development. Conclusions The CAYDS framework offers a viable mechanism to support the dual-role youth sport coaches serve as development specialists, while also parting with coach-centered professional models of coaching. Further, there is promise for this type of development-supportive coaching approach to be applied when working with athletes in their late adolescent years situated in high performance contexts.

Positive psychology is a relatively contemporary field of psychology which was developed on the belief that by tapping on their strengths and virtues, individuals can lead a meaningful and fulfilling life. Instead of pondering over the question What is wrong with me? it diverts the attention of the individuals by asking them What is Right with me? It does not focus on positive thinking but on adapting a positive outlook on life for leading a more efficient lifestyle. When an individual intentionally engages in this process of positive outlook, it involves cognitive and behavioral elements such as believing that change within the self is possible, valuing this type of change, and knowing how to change. This intentional engagement process is known as Personal Growth.Personal Growth Initiative as defined by Christine Robitschek (1998, 1999) is an active, intentional involvement in changing and developing as a person. Not only must the growth or change be in the person's awareness; it also must be an intentional process. People who have high levels of PGI recognize and capitalize on opportunities for self growth. They also seek out and create situations that will facilitate their growth. In other words, Personal Growth entails continued self-improvement, achievement of self-knowledge, and actualization of potential in various life domains (Ryff, 1989). It involves physical, emotional, spiritual, social, and mental growth of an individual to carry out a well-rounded life. Negative thinking, emotional baggage, toxic environment and unhealthy habits all hinder the process of personal growth which can lead to limiting beliefs about the self, situations, others and the world causing to obstruct the visions to contemplate ones strengths and happiness causing to stuck up in a negative loop. Thus, personal growth is an imperative component of the field of positive psychology which is extensively studied in diverse populations with variety of constructs in its sphere.One such variable of study is Curiosity, Dictionaries commonly define it as a disposition to inquire, investigate, or seek after knowledge; a desire to gratify the mind the new information or objects of interest; inquisitives. Curiosity therefore overlaps with positive psychological construct personal growth. Curiosity is an intentional character to seek knowledge which leads to expertise, whereas, Personal Growth is a deliberate process to observe and facilitate development by creating conditions complimenting the same. Hence, it can be safe to conclude that curiosity is a key element among the people with high Personal Growth Initiative. Curiosity is a trait of an inquisitive mind to seek knowledge and indulge in exploration. Curious people are attracted towards unfamiliar situations, new people and novel experiences. They are increasingly looking forward to explore and investigate new arenas of learning, notjust at the surface level but to the deeper meaning in the field of their interest. Curiosity enhances the happiness, quality of social relationships, and has seen to be highly correlated with the intelligence level and the health of one's individual. Curiosity is the entry level point to the sources of our meaning and satisfaction.As the level of curiosity increases the feeling of appreciation for everything that has our attention increases, leading to augmented sense of contentment, broader sense of thinking, happiness and meaning of life. It is one of the key components in the discipline of positive psychology. The study conducted by Todd D. Kashdan, Paul Rose, and Frank Fincham in 2001 concludes that the degree to which people are curious actively influences their personal growth opportunities and the level of intimacy that develops when they meet someone new.Another construct from the field of positive psychology which shares several important features with Personal Growth is Hope. They both involve (1) teachable goal-directed metacognitive processes,(2) setting clear future-oriented goals, (3) developing pathways to those goals, and (4) fostering the cognitive agency to implement those plans or pathways (Robitschek, 1998,1999; Snyder et al. …

The growth and development of preschool-aged children need to be considered by parent, one of which is their personal social development. Social development at the preschool age is considered important because it will be an introduction to children's readiness to enter school. incorporating parents into the social development of pre-school age children, one of which is through good communication patterns. One of the post-pandemic conditions of COVID-19 can cause communication between parents and children to be not optimal. The research objective was to determine the readiness of parents through communication patterns as a mitigation strategy in children's social development in the post-COVID-19 pandemic. The research method uses quantitative research with a cross-sectional study approach. the study group in this study was 38 parents of children in Kindergarten Al-Hidayah V Mangli-Jember Kindergarten. Bivariate analysis using the Pearson correlation test used for this research. There is a very strong relationship between parents' communication patterns and children's social development. Parents have good readiness as a form of strategic mitigation in improving children's social development through good communication patterns in the post-COVID-19 pandemic.

Background: Anemia is a condition where the hemoglobin level in the blood is lower than normal, which can be caused by malnutrition of micronutrients. Several studies that examine anemia among children under two years old, allegedly showed a negative impact on child development. This study aimed to determine the relationship between anemia and developmental status among children under two years old. Subjects and Method: This was a cross-sectional study conducted in Wonosobo Regency, Central Java, in 2019. A total of 290 children under two years old was selected for this study. The dependent variables were motor development, language development, and social personal development. The independent variable was anemia. The data of anemia was based on the results of hemoglobin levels examination using the Hemocue technique. The measurement of developmental status was measured using Developmental Milestone Checklist II. The data were analyzed using Chi-square test. Results: Most of the children under two years old had anemia (69.3%), experienced motor development problems (27.6%); language development barrier (11.0%), and experiencing barriers to personal social development (68.3%). This study showed that anemia was not related with motor development, language development, and social personal development, and there were not statistically significant. Conclusion: There is no relationship between anemia among children under two years old and the three aspects of child development in Wonosobo Regency, Central Java, Indonesia Keywords: anemia, development, children, children under two years old Correspondence: Hadi Ashar. Research and Development Center for Health Magelang, Central Java, Indonesia. Email: hdi.gaki@gmail.com. DOI: https://doi.org/10.26911/the7thicph.03.18