Children Of Secondary School Age Research Articles

Roadside experiences of parents of children with developmental coordination disorder and/or attention deficit hyperactivity disorder.

Pedestrians are a vulnerable group at the roadside and previous research has identified that children with DCD and ADHD are at a heightened risk of pedestrian injuries. Despite this, limited research has explored parental perspectives of the pedestrian risks faced by children with DCD and/or ADHD. Understanding parents' perspectives provides a unique insight into the challenges children face every day and the concerns that parents perceive regarding their children's safety as pedestrians. Therefore, the aim of this study was to explore parents' perspectives of the pedestrian risks faced by their children with DCD and/or ADHD. Semi-structured interviews were conducted with 14 parents of primary school and early secondary school aged children with age range 7-17. The participants were divided into three groups based on their children's conditions: DCD group (10-17 years, n = 3), ADHD group (7-13 years, n = 5), and co-occurring group (7-16 years, n = 6). All parents confirmed an existing diagnosis and completed the SNAP-IV and DCDQ as screening tools. The interviews explored parents' perspectives regarding their children's pedestrian behaviors, parents' concerns and preventative measures taken to improve the pedestrian safety of their children with DCD and/or ADHD. Reflexive thematic analysis was undertaken to analyze the interviews, from which three themes were developed. The first theme related to the challenges experienced by children at the roadside; parents emphasized the significance of structured and controlled pedestrian crossing sites, underlining their preference for designated crossings as safer options due to their heightened perceptions of risk associated with other road-crossing locations. The second theme: parental concerns and influences on children's road safety referred to their children's performance and safety at the roadside, leading to increased monitoring and a more protective approach to road crossing. The third theme: road safety education related to various strategies parents implemented to mitigate risks, while balancing independence and prioritizing their safety. While there were commonalities in the challenges faced by children with DCD and/or ADHD at the roadside, there were also notable differences. Parents of children with DCD discussed challenges with spatial awareness and motor skills, whereas parents of children with ADHD discussed challenges with impulsivity and inattention. Parents of children with co-occurring DCD and ADHD described a complex interplay of these challenges. It is evident from the interviews that children with DCD and/or ADHD require a distinct approach to develop their pedestrian skills effectively and parents reported specific strategies they used to address the risks associated with their children's roadside behavior. Promoting pedestrian safety for children with DCD and/or ADHD necessitates collaboration among parents, schools and local authorities to implement comprehensive measures ensuring their safety. These findings contribute to understanding parental experiences and needs, providing valuable guidance for targeted interventions and policies to enhance the road safety of children with DCD and/or ADHD.

The Hummingbird Project year 2: decreasing distress and fostering flourishing in a pragmatic pre-post study.

Multi-component Positive Psychology Interventions (mPPIs) in secondary schools have been shown to improve mental health outcomes for young people. The Hummingbird Project mPPI is a six-week program of workshops designed to introduce a variety of positive psychology (PP) concepts to secondary school-aged children in schools to improve well-being, resilience, and hope. The effects on mental distress, however, were not explored. The current study, therefore, was designed to replicate the effects of the Hummingbird Project mPPI on positive mental health and to also explore the effects on symptoms of mental distress. Secondary school-aged children (N = 614; mean age = 11.46 years) from a sample of secondary schools located across the North West of England (N = 7) participated in the study; the majority of children were in Year 7 (94%). The PP concepts explored included happiness, hope, resilience, mindfulness, character strengths, growth mindset, and gratitude. The results showed significant improvements associated with the mPPI in well-being (as measured by the World Health Organization Well-Being Index; WHO-5), hope (as measured by the Children's Hope Scale; CHS), and symptoms of mental distress (as measured by the Young Person's Clinical Outcomes in Routine Evaluation; YP-CORE) from pre- to post-intervention. While acknowledging the limits due to pragmatic concerns regarding the implementation of a control group, the effectiveness of the Hummingbird Project mPPI on well-being was replicated alongside reducing the symptoms of mental distress. Future evaluation, however, will need to implement more robust designs and consider follow-up duration to assess the longer-term effects of the Hummingbird Project mPPI.

A Single-Stage Population-Based Study of the Relationship between Cognitive and Somatic Health Parameters in Children of Secondary School Age

Background. One of the four important components of the formation of cognitive functions is somatic health. But to date, there are no population studies that consider the relationship with cognitive functions and school performance of a large range of somatic factors, which allows us to compare the strength of their hypothetical contribution to cognitive functioning with each other. This study is the second part of a population-based study, the first part of which is presented in the previous publication "A Single-Stage Population-Based Study of the Prevalence of Mild Cognitive Impairment in Children of Secondary School Age". Aims — to determine the main patterns in the relationship between cognitive-academic and somatic factors in a cohort of Russian children, 5th grade students at school. Methods. In Russian schoolchildren of the 5th grades of municipalities representing cities of all federal districts of the Russian Federation, the links with integrative cognitive success, the number of subtests performed at the level of mild cognitive impairment, the results of individual cognitive subtests, academic performance and the leading hand factor were analyzed — the following somatic factors: the presence of skin pathology, bronchial asthma, orthopedic, ophthalmological disorders, visual acuity, body mass index, parameters of the study of the function of external respiration, electrocardiography, ultrasound examination of the thyroid gland, laboratory blood tests. Results. The results of the survey of 1036 participants, 51% of them girls, were admitted to the analysis. It has been established that iron content is directly related to integrative cognitive success and school performance, the relationship is especially strong between subgroups of iron content above and below 26.4 mmol/l. Clinical levels of erythrocytes are more strongly associated with integrative cognitive success and individual cognitive functions than other factors: in erythropenia cognitive parameters are worse. The presence of thyroid cysts directly correlates with some of the worst parameters of cognitive activity. High body mass index and low hemoglobin are associated with poorer academic performance. Conclusions. The results of the study for the first time on a cohort of Russian schoolchildren showed a connection with cognitive activity and school performance of a number of somatic factors, including iron content, which requires further in-depth study.

Changes in the anatomical and functional parameters of the eye when using glasses with Stellest™ lenses in children with progressive myopia

Relevance. Myopia is one of the most common refractive pathologies in the world. By 2050, according to WHO 2015, more than half of the world’s population will suffer from myopia, which will lead to the risk of developing pathologies associated with the progression of myopia, such as glaucoma, macular degeneration and retinal detachment. The use of various modern methods to control myopia can slow down the progression of myopia, which potentially reduces the risks of complications. Objective: to evaluate changes in the anatomical and functional parameters of the eye (clinical refraction, axial length, accommodation functions) in children with progressive myopia corrected with glasses with Stellest lenses in different age groups. Materials and methods. The study was conducted on the basis of the Eye Microsurgery Clinic of the Stavrapol State Medical University. Glasses with Stellest lenses were assigned to 80 children aged 8 to 16 years. The average age of the children was 11 ± 0.12 years. The children were divided into three age groups: 1st – primary school; 2nd -middle school; Group 3 – senior school. After the examination, the children were selected glasses with Stellest lenses. The average period of wearing glasses with Stellest lenses was 12 months. Clinical refraction, axial length and accommodation functions were evaluated during the observation. Results. The change in refraction depended on the age of the child. The greatest increase in refraction by 0.40 ± 0.02 D was observed in the younger age group, and the smallest (0.27 ± 0.02 D) in children of secondary school age. In the group of children of senior school age, the increase in refraction was +0.32 ± 0.03 D. The axial length of the eye in children of the primary school group after 12 months of wearing glasses with Stellest lenses signifi cantly increased by an average of 0.28 ± 0.03 mm. This axial growth of the eye correlates with an increase in myopic refraction in the same group of children. In the group of children of senior school age, the growth of PZO was 0.1 ± 0.04 mm. There was an increase in the accommodation reserve, the positive relative accommodation and the relative accommodation in all groups. Conclusions. The study showed that wearing glasses with Stellest lenses helps to reduce the rate of progression of myopia and increase the accommodative functions of the eye, which improves the adaptive capabilities and performance of the visual analyzer in all age groups of schoolchildren

Methodological approaches and main factors considered in school soundscape studies: A scoping review

School acoustics is pivotal for children’s well-being given their substantial time commitment to education within these environments, with potential positive or negative impacts. Soundscape has gained relevance in various settings, including indoor environments, and explores both positive and negative responses of individuals to sounds within a context. This scoping review aims to investigate the application of the soundscape approach within the school environment, with a primary focus on evaluating perceptions of the acoustic environment. It aims to identify key factors considered in the studies, such as age groups, sound sources, and methodologies. A Scopus search was conducted, covering the period from January 2000 to September 2023. The search was limited to peer-reviewed articles published in English. The inclusion criteria required studies to investigate schools and assess the perceptions. After screening, 11 studies met the inclusion criteria from 49 articles. The most targeted age cohort was primary school-aged children. Yet, the need to consider secondary school children’s perceptions persists. The dominant sounds investigated were categorized as “negative” sounds, referring to auditory stimuli that are commonly perceived as unpleasant. These negative sounds were primarily traffic-induced noise. The prevailing method used was questionnaires. To advance school soundscape research, exploring secondary school-aged children’s views would provide valuable insights. By enhancing knowledge in this field, researchers can improve school acoustics for student well-being. Notably, a limitation of this review is that soundscape studies have centered around urban environments so far. Consequently, there have been only a limited number of studies examining indoor environments, and even less for schools.

A single-stage population-based study of the prevalence of mild cognitive impairment in children of secondary school age.

Background: Various mild cognitive impairments in children are socially significant disorders that are often found in the practice of pediatric neurologists, but the apparent lack of epidemiological data does not allow us to judge the scale of the problem. 
 Aims: The aim of the study was to assess the prevalence of combined mild cognitive disorders in a large cohort of Russian children, 5th grade students at school.
 Materials and methods: The results of the examination of Russian schoolchildren of municipalities representing cities of all federal districts of the Russian Federation (RF) are analyzed. Cognitive functions were tested, which consisted of six subtests. According to the results of testing, using the method of assessing cognitive functions in population studies, the frequency of assigning participants to a high-risk group of combined mild cognitive impairment and the probability of diagnosis of combined mild cognitive impairment were evaluated. The analysis of the links between the breadth of results performed at the level of mild cognitive impairment, integrative cognitive success, the results of individual cognitive subtests with academic performance and the leading hand factor was carried out. .
 Results: 1,067 5th grade students at school were included in the study, 1,036 participants completed it, 51% of them girls. Belonging to the cluster of integrative cognitive successes and representation of the leading hand had no gender differences, subtests for visual-spatial perception/memory and constructive practice were better performed by boys (p 0.001 and p = 0.020), and girls, as a rule, performed better subtests for verbal-logical thinking and voluntary activity. attention (p = 0.050 and p = 0.051). According to the results of cognitive testing, a high risk of combined mild cognitive impairment was detected in 30.2% of the examined, and the probability of diagnosis of combined mild cognitive impairment was 7.5%. It was found that of the studied factors, the breadth of the results obtained at the level of moderate cognitive impairment and the effectiveness of the verbal-logical thinking subtest are more related to academic performance. At the same time, the strength of these ties was very moderate. The image of the leading hand was in no way associated with cognitive factors, including academic performance at the level of moderate cognitive impairment, but left-handedness was partially associated with better academic performance in literature.
 Conclusions: The results of the study, conducted for the first time on a multi-regional cohort of Russian schoolchildren, demonstrated a wide scale of the potential prevalence of mild cognitive impairment in children, and also revealed a number of patterns in the neurobiology of cognitive development.

Лингвопрагматические аспекты перевода стилистических доминант Кейт ДиКамилло с английского языка на русский

The aim of the study is to identify the main dominants in the individual style of the modern American children’s writer Kate DiCamillo. Kate DiCamillo’s works, despite the fact that their initial target readership is represented by children of primary and secondary school age, are characterised by a deep semantic, aesthetic, didactic and pragmatic load, symbolism, stylistic charge, which is particularly difficult to translate and adapt. In this regard, the paper pays special attention to interpreting the essence of the pragmatic meaning of the features peculiar to the writer’s style, as well as the literary techniques used by her in the process of carrying out a comparative analysis of excerpts from the original works and their translations. The researcher assessed the adequacy of the translator’s application of pragmatically determined translation tactics to preserve the stylistic dominants of the author. The scientific novelty of the paper lies in the fact that it presents a comprehensive translation and linguopragmatic analysis of the key stylistic means used by Kate DiCamillo, which lays the theoretical foundations for the pragmasemantic description of the individual style of the writer of children’s fiction. As a result of the comparative analysis, it was found that Kate DiCamillo’s dominant stylistic techniques are metaphor, comparison, epithet, using which the author conveys the pragmaticon of her linguistic individuality, communicates certain motivational and pragmatic attitudes, influencing the child reader. Cultural filtering, explication and information modification were identified as the key translation strategies.

“I want my children to become global citizens”

AbstractIncreasing globalisation has spurred a flow of migrants worldwide. These movements include exchanges of migrants’ linguistic repertoires across regions, transforming the ways in which they define themselves in a multilingual society. Unlike identity categories such as ethnic identity, the contested concept of citizenship identity has remained underexplored in heritage language (HL) research. Focusing on Korean migrant families in Australia, this study extends the limited knowledge about the roles of citizenship in HL maintenance across different generations. Specifically, drawing on interviews with six Korean-speaking parents and their children, this study compares the ways in which migrant parents and their primary and secondary school-aged children relate a HL to their citizenship status. Thematic analysis reveals that while HL-speaking children tend to associate their language with national or ethnic identities, migrant parents are more likely to identify their children as global citizens whose HL competencies are essential for their future career and economic advantage. The study contributes to scholarship at the intersection of HL, citizenship, and globalisation.

ASSESSMENT OF PHYSICAL LITERACY OF SCHOOL-AGE CHILDREN: BASIC APPROACHES AND TOOLS

The concept of literacy has changed at different stages of society. With the increase of cultural demands of society, nowadays, this concept is polymorphic, complex in structure, and dynamic in terms of development, given the constant refinements that consider today's challenges and demands. The study aimed to analyze the approaches and tools/techniques developed on their basis, which allow us to assess school-age children's physical literacy holistically. Well-known tools for assessing the physical literacy of schoolchildren were considered and analyzed: PHE Canada – Passport for Life, PLAY (Canadian Sport for Life – Physical Literacy Assessment for Youth Tools), 60 Min Kids Club Fundamental Movement Skills Assessment Tool, Canadian Assessment of Physical Literacy (CAPL). It was shown that the Passport for Life involves assessing the literacy of children of both primary and secondary school age in four components – active participation, life skills, physical fitness, and motor skills. The tool PLAY involves assessing motor skills, level of knowledge and skills, physical competence, and confidence of the respondent; during pedagogical testing, it is recommended to use the following exercises: running, jumping, throwing the ball, exercises with the ball, walking on the line. The possibilities of the tool in taking into account the age, level of physical fitness, and state of health of the participant were shown. The structure and modifications of the CAPL methodology, the possibilities of the tool for obtaining a comprehensive assessment of physical literacy, and separate data characterizing the level of physical fitness, motor behavior, behavioral aspects of motor activity, psychosocial and cognitive factors were considered. It was established that each of these tools was designed for school-age people, taking into account the level of physical activity or physical fitness of the child and the level of knowledge and behavior in different environments. Such a comprehensive assessment of the level of physical literacy provides an understanding of the factors that hinder or increase physical activity.

A qualitative process evaluation of universal free school meal provision in two London secondary schools

BackgroundIn the UK, one in five households with children experienced food insecurity in 2022, defined as a household-level economic and social condition of limited or uncertain access to adequate food. Free school meals are a public health intervention aimed at reducing food insecurity amongst children. The provision of universal free school meals (UFSM) to secondary school-aged children is a novel and untested intervention in the UK. This study is a process evaluation of a pilot of UFSM in two secondary schools in England. The aim was to understand the feasibility, acceptability, cost implications and lessons for the implementation of UFSM.Methods20 parents, 28 students and 8 school staff from two intervention schools participated in online qualitative interviews, as well as 4 staff from non-intervention schools. The Framework Method of thematic analysis was applied. These data were supplemented with student-led observations of school meal times, and school lunch uptake-data and cost information provided by the local authority delivering the pilot.ResultsUFSM in secondary schools is a feasible and acceptable intervention, with coherent goals of increased access to a healthy meal, reduced food insecurity and better nutrition. All participants perceived these goals were met. Acceptability was further enhanced by the perception that UFSM were supporting a greater proportion of low-income families than the national, targeted Free School Meal scheme, as well as being easier to implement. Potential barriers to implementation include limited school kitchen and dining infrastructure, meal quality and choice, and increased queuing times. Participants’ concerns that UFSM may benefit middle- and high- income families not in need were not as prevalent as the perception that UFSM was an effective way to support all families with secondary-aged children experiencing food insecurity.ConclusionThis small-scale pilot study suggests that UFSM in secondary schools is feasible and acceptable, but more evidence is required from larger studies on the impact on long-term health, psychosocial and educational outcomes. Future, larger studies should also include detailed economic evaluations so this approach can be compared with other possible interventions.

Өскемен қаласының өндіріс орындары шоғырланған аумағында тұратын балалардың физикалық дамуы

For the first time the physical development of children living in non-ferrous metallurgy enterprises (zinc, lead and titanium-magnesium simultaneously) and in urban areas without similar emission sources were compared, where development indexes and indices were evaluated.Research. To assess the physical development of children living in the sanitary protection zones of the Northern and Northeastern industrial zones.Methods. In the article the physical development of children living on the territory of sanitary protective zones of Northern and North-Eastern industrial centers of Ust-Kamenogorsk city is estimated. When comparing with the clean control areas it was found that the children of primary and secondary school age are characterized by accelerated growth rate, low body weight and weak type of body build.Results. Compared to the control and clean territories, the body mass deficit in the younger age is up to 83.0%, in the high school age - up to 71.2%. "Very weak" type of body build prevails in elementary school students living in the areas of JSC "Uskemen Titanium-Magnesium Plant" (63,0%), JSC "Kazmyrish" and JSC "Ulba Metallurgical Plant" (62,0%).Conclusions. Children living in the studied areas are characterized by an acceleration of the growth rate of body length compared with the control area. The estimation according to centile tables showed that children are characterized by a higher level of body weight in comparison with the control area.Keywords: sanitary protection zone, physical development, schoolchildren, environmental load.

Effect of Parenting Styles on Emotional Adjustment of Children in Secondary School in Nnewi South of Anambra State, Nigeria

This study looked into how parenting styles affected secondary school-aged children's emotional adjustment. It specifically referred to the senior and junior secondary schools in the Anambra state's Nnewi South LGA. Based on pertinent literature, two research questions were developed. The various parenting philosophies, as well as self-concept and emotional adjustment, were examined. Senior and junior secondary school students that responded to the survey. Six secondary schools were sampled, and the results were utilized to identify the responders. The questionnaires used as the investigation's tool received responses from 180 boys and girls. The survey asks for personal information like gender and details on parenting practices and emotional adjustment. The study's results also showed that there is only a tenuous connection between parental parenting practices and secondary school students' emotional adjustment. This indicates that changes in parenting practices are not connected to changes in the emotional adjustment of teenagers. Additionally, there is no statistically significant relationship between parenting styles and secondary school children's emotional adjustment. The study's recommendations for parents include making sure that the parenting style they employ for their youngsters will aid in the development of healthy emotional adjustment and allowing the school counselor to start a program that will assist students in creating positive emotional self-concept.

Parent Groups Established with Instant Messaging Applications for Math Lessons During Covid-19: Parents' Opinions

It is known that communication between parents and instructors has decreased significantly due to the lockdowns and distance education implemented due to Covid19. This shortcoming is being attempted to be remedied via instant messaging applications. Therefore, the purpose of this study is to learn what parents' opinions are of parent groups that math teachers have created using online instant messaging applications like WhatsApp, Bip, Telegram, etc. during the Covid-19 pandemic. Semi-structured interviews were used to collect data for the study, which was planned as a case study, and content analysis was used to analyze the data. Five male and five female parents of secondary school-aged children make up the study group, they were chosen using the criteria sampling method. The parent groups created using instant messaging applications are commonly used for announcements, homework, homework controls, the distribution of course materials, video URLs, reminders, and the delivery of lesson URLs and passwords for online courses. Students in certain groups also sent mathematics questions to the parent groups, where the problems were answered by the students' teachers. Although it is clear that these groups are helpful for parents in general, there are some drawbacks, including teachers' loss of interest in the groups towards the end of the school year, concerns about security of personal information, late-night messages, and unnecessary talks.

Художественное своеобразие произведений Л. И. Чебодаевой для детей

The article, for the first time in the Khakass literary criticism, considers L. I. Chebodaeva’s literary work, which has not previously become a subject of scientific study. The aim is to identify the features of the artistic originality of L. Chebodaeva’s works for children. The scientific novelty is due to the introduction into scientific circulation of works addressed to children as an important material for the scientific study of the modern literary process of Khakassia. The article proves that animalistic images in L. Chebodaeva’s fairy tales, composed as fairy tales - dialogues, are a means of moral teaching, condemnation of human vices. The paper substantiates the use of a literary device in the stories - the boy Ayolka’s dream, the image of the hero-narrator grandfather Amon and the functions of fairy-tale narration. As a result, it has been revealed that, performing disciplinary, educational and aesthetic functions, L. Chebodaeva’s works have such an artistic form that is accessible to children’s perception; they introduce children of primary and secondary school age to the spiritual and moral values and traditions of the Khakass people, nature and wildlife of their native land, beauty and expressiveness of the artistic word and are focused on the formation of a highly moral person who honors their people, land, native language, national traditions, etc.

Do paediatric patient-related factors affect the need for a dental general anaesthetic?

Aims The aims were to determine the profile of patients referred for treatment with dental general anaesthetic (DGA) and identify patient-related factors that contributed to a child requiring a DGA.Design setting In total, 42 patients were recruited from new patient assessment clinics at the Edinburgh Dental Institute, Scotland. Prospective questionnaires were given to the patients' caregivers with questions regarding their child's dental anxiety level, ethnicity, level of English spoken and languages spoken at home. Height and weight (BMI) measurements were taken and other information (age, sex, medical history status and postcode for level of social deprivation) were collected from their medical records.Results Compared to the local population, children referred for treatment with DGA had a significantly decreased level of English (p = 0.0001) with an increase in non-English languages at home (p = 0.0004). Patients from minority ethnic groups (p = 0.008) and children from socially deprived areas (p = 0.0001) were significantly overrepresented. Self-reported dental anxiety was high and more common in primary than secondary school-aged children (p = 0.039).Conclusions This study highlighted several patient-related variables that may increase the likelihood of DGA treatment. Further work is required to confirm these associations and develop interventions to reduce the number of children requiring DGAs.

Life in lockdown: a longitudinal study investigating the impact of the UK COVID-19 lockdown measures on lifestyle behaviours and mental health

BackgroundThe COVID-19 pandemic led to the UK government enforcing lockdown restrictions to control virus transmission. Such restrictions present opportunities and barriers for physical activity and healthy eating. Emerging research suggests that in the early stages of the pandemic, physical activity levels decreased, consumption of unhealthy foods increased, while levels of mental distress increased. Our aims were to understand patterns of diet, physical activity, and mental health during the first lockdown, how these had changed twelve-months later, and the factors associated with change.MethodsAn online survey was conducted with UK adults (N = 636; 78% female) during the first national lockdown (May–June 2020). The survey collected information on demographics, physical activity, diet, mental health, and how participants perceived lifestyle behaviours had changed from before the pandemic. Participants who provided contact details were invited to complete a twelve-month follow-up survey (May–June 2021), 160 adults completed the survey at both time-points. Descriptive statistics, T-tests and McNemar Chi Square statistics were used to assess patterns of diet, physical activity, and mental health at baseline and change in behaviours between baseline and follow-up. Linear regression models were conducted to explore prospective associations between demographic and psycho-social variables at baseline with change in healthy eating habit, anxiety, and wellbeing respectively.ResultsBetween baseline and follow-up, healthy eating habit strength, and the importance of and confidence in eating healthily reduced. Self-rated health (positively) and confidence in eating healthily (negatively) were associated with change in healthy eating habit. There were no differences between baseline and follow-up for depression or physical activity. Mean anxiety score reduced, and wellbeing increased, from baseline to follow-up. Living with children aged 12–17 (compared to living alone) was associated with an increase in anxiety, while perceiving mental health to have worsened during the first lockdown (compared to staying the same) was associated with reduced anxiety and an increase in mental wellbeing.ConclusionsWhile healthy eating habits worsened in the 12 months since the onset of the pandemic, anxiety and mental wellbeing improved. However, anxiety may have increased for parents of secondary school aged children.

Особливості та модель формування “Я-образу” у школярів з тяжкими порушеннями мовлення

"I-image" is a component of "I-concept", where "I-concept" is taken as a complex dynamic system that develops under the influence of the life-long socio-cultural environment of the individual. "I-image" is considered a cognitive component of the "I-concept", which determines the deep essence of a human, their self, and authenticity. The development of "I-image" in children with normative development happens consistently, through awareness and perception of themselves as the subjects of activity, participants in the situation of interaction and communication in their families and society. Peculiarities of “I-image” in children of middle school age with typical development are not clearly described, and in children with severe speech disorders (hereinafter – SSD) they have not been specially studied. At the same time, there is reason to believe that the development of this component of consciousness can be specific in these children. In general, the problem is relevant for the study, especially when the inclusive form of education for these children is introduced and teachers complain about their age-inappropriate behavior in lessons, lack of independence in learning, and so on. Thus, the study of "Iimage" in this category of children can provide ways to solve a significant number of problems in their learning. The main objectives of the research were studying and characterizing the development of "I-image" in children of secondary school age and forming a program model for the harmonious development of "I-image" using lexical and semantic components of speech, taking into account the identified indicators. The study of "I-image" using the projective method "Human Drawing" and the analysis of collected materials allowed us to identify and present features of the development of "I-image" in middle schoolchildren with typical development and SSD on the following parameters: 1) compliance with physiological age; 2) attitude to one's appearance; 3) awareness of themselves, their inner potential; 4) self-control over their internal states and their external manifestations; 5) relations with society. It was found that deformations of the "I-image" are characteristic of both children with typical development and speech disorders, although each category has its own specifics. Thus, we found the necessity of directing correctional education to the formation of: 1) general awareness, which will expand the range of interests of the child necessary for future self-realization; 2) a conscious attitude to external and internal self (their real capabilities); 3) self-control; 4) conscious attitude to inner experiences and emotional manifestations.

An international survey of assessment and treatment practice for discourse in paediatric Acquired Brain Injury

Purpose Guidelines recommend routine discourse assessment and treatment in paediatric acquired brain injury (ABI) but provide little guidance for clinical practice. The degree to which this has influenced the nature of discourse assessment and treatment in clinical practice has not been examined in detail. Method Speech-language pathologists working in paediatric ABI (clients aged <18 years) in Australia, New Zealand, the UK, the USA, Canada, and the Asia Pacific region were invited to complete a survey of discourse assessment and intervention practices (n = 77). Result Clinicians from Australia and New Zealand comprised over half of a responses (53%). The largest proportion had over 10 years’ experience (60%), worked in the metropolitan area (58%), and with secondary school-age children (64%). Routine discourse assessment was undertaken by 80% of respondents, focussing on a limited range of genres. No preferred intervention approach was identified. One-quarter of clinicians routinely considered holistic factors during clinical decision-making. Limited normative data and treatment evidence, insufficient time and training were identified as clinical barriers. Conclusion Assessment practices were consistent with guidelines, yet interventions were highly variable, reflecting limited evidence, client heterogeneity, time constraints, and limited training. A biopsychosocial approach to practice was evident, yet a focus on impairment level factors was prominent. Findings support the need for standardised discourse assessment and discourse intervention methods. Translation into practice guidelines would promote consistency and confidence in clinical practice.

Assessing gender parity in intrahousehold allocation of educational resources: Evidence from Bangladesh

• Gender gap study in intrahousehold allocation of educational resources in Bangladesh. • Three-part model built for analyzing hou seholds with secondary school age children. • Profemale bias found in enrollment from double-difference and three-part models. • Promale bias found in total education expenditure and core share among enrollees. • Female Stipend Programs partially explain this contradirectional bias. Gender parity in education—an important global development goal—has been primarily measured through school enrollment, and the gender parity in education quality has received limited attention until recently. We address this issue by highlighting the intrahousehold allocation of education expenditure. We extend the hurdle model into a three-part model to enable decomposition of households’ education decisions into enrollment, total education expenditure, and share of the total education expenditure on the core component, or items relating to the quality of education such as private tutoring. We apply this model to four rounds of nationally representative household surveys from Bangladesh, a country that offers a unique setting in South Asia with the Female Stipend Programs (FSPs), a nationwide gender-targeted conditional cash transfer program. We demonstrate a strong profemale bias in the enrollment decision but contrasting promale bias in the other two decisions, conditional on enrollment. We argue that this contradirectional gender gap is unique to Bangladesh and that it can be explained partly by the FSPs. Both the three-part model and a separate analysis of double-difference model show that the FSPs promoted girls’ secondary school enrollment. However, the FSPs did not narrow the gender gap in the intrahousehold allocation of educational resources. Consistently, we find a gender gap in on-time completion of secondary school. Our findings collectively highlight the complex interplay of intrahousehold decisions and underscore the importance of minding the gender gap in the quality of education and implementing complementary policies to address it in developing countries.

Особенности восприятия вербальных обозначений и графических экспрессий базовых эмоций детьми младшего и среднего школьного возраста

The work studied the components of emotional competence of children of primary and secondary school age using the method of semantic differential. An analysis was made of differences in the distribution of verbal designation assessments and a comparison of the assessment profiles of verbal designations and graphic expressions (of different levels of severity) of 9 basic emotions. It is shown that the lowest level of differences in the assessments of verbal designations of children of primary and secondary school age is observed for the emotions of “joy”, “anger”, “fear” and “disgust”; the most different assessments are “interest”, “contempt” and “shame”; “guilt”, “surprise” and “sadness” occupy an intermediate position. The affective vocabulary of children of primary school age is represented by affective concepts understood at the level of children of secondary school age: “joy”, “anger” and “fear”; as well as characteristics that are extremely pronounced in terms of valence — “friendly / hostile”, and associated with communication needs — “social / unsociable”. The results obtained can be useful in the further use of graphic expressions of basic emotions as a stimulus material for studying the characteristics of perception and in the procedures for self-assessment of emotions when working with children of primary and secondary school age.