Psychosocial Development Of Children Research Articles

The role of school-based relationships for school well-being: How different are high- and average-ability students?

Relationships with peers and teachers are keys for children's psychosocial development. However, it is unclear whether this also applies for high-ability children. This study adds to the literature by longitudinally examining the role of interpersonal relationships in the educational context for high- and average-ability students. In this study, we examined whether high- and average-ability students differ in terms of peer acceptance, teacher conflict, and school well-being. Further, we studied the potential bi-directional effects between school well-being, teacher conflict, and peer acceptance in late childhood and examined whether the relations between these concepts differ between high- and average-ability students. The total sample consisted of 3,101 Belgian students (49.9% boys, Mage = 9.76 years), with 348 high-ability and 2,753 average-ability students. Cognitive ability was assessed in Grade 3 with two cognitive ability tests (for crystallized intelligence and fluid intelligence, respectively). The students were followed for three years (Grades 4, 5, and 6), and each year their current teacher filled out questionnaires regarding teacher-child conflict, peer acceptance, and school well-being. High-ability students showed lower teacher conflict, higher peer acceptance, and better school well-being than average-ability students. Cross-lagged analyses showed that peer acceptance consistently predicted school well-being over time, while Grade 4 school well-being impacted Grade 5 teacher conflict. Also, better peer acceptance in Grade 5 predicted lower teacher-student conflict in Grade 6. Multigroup analyses revealed similar associations for both groups. Our results show that high-ability students in general display more positive school-based social relationships and school well-being than average-ability students. We found no differences in the links between these variables for both groups (i.e., high-ability students and average-ability students).

The Effect of Therapeutic Group Therapy on Parents’ Ability to Stimulate the Initiative Development for Preschool Children during Covid-19 Pandemic

Introduction: The Covid-19 pandemic causes learning activities to be carried out at home. Parents encounter obstacles in stimulating their child's development because they do not understand how to stimulate and tend to leave it to school. Preschoolers are in the initiative development stage that focus on exploring creativity. Initiative development is preparation for children to cope larger stressors at school age. Objectives: This study aimed to analyze the effect of therapeutic group therapy on the parents’ ability to stimulate initiative development. Methods: This study used one group pre-postest design method. The sample was 32 parents of kindergarten and early childhood education students in Malang City. The independent variable was online therapeutic group therapy. The dependent variable was the parents’ ability to stimulate initiatives development. Results: The results indicated that the average score of the parents' ability to perform stimulation before therapeutic group therapy implementation was 44.19. After therapy, the average score increased to 55.84. Statistical test used Paired T-test showed that the p-value is 0.000 (p-value <0.05), so it can be concluded that therapeutic group therapy had a significant effect on the ability of parents to stimulate initiative development. Conclusions: This study recommends the importance of increasing the parents’ ability to stimulate the pre-school children's initiative development. The school can work together with health workers, especially mental nurses, in therapeutic group therapy activities to increase the parents’ active role in stimulating children's development, thereby optimizing children's psychosocial development.

Enforced Isolation: How does it affect the Psychosocial and Physical Development of Children?

This paper discusses the impact of enforced isolation brought on by the Covid19 restrictions on the psychosocial development and physical well-being of children through a review of relevant literature as the research method. The analysis of the reviewed literature has identified that the impact of enforced isolation include mental health issues such as stress, depression and anxiety as well as physical concerns such as obesity which can have long-lasting effects into adulthood. Severe outcomes extending into adulthood include substance abuse, self-harm, aggressive behaviours and suicidal ideation. The study also offers some solutions on ways to mitigate the effects of enforced isolation on the psychosocial development of children. Maintaining children’s physical well-being during the lockdown are also offered as part of the solutions.

General Cognitive Abilities and Psychosocial Development in Children and Adolescents Having a Co-Twin with Down Syndrome

To examine the general cognitive and psychosocial development in children and adolescents having a co-twin with Down syndrome. A case control study with an individually matched control group was conducted. Participants included families with twins discordant for Down syndrome as well as with typically developing twins. The group of unaffected co-twins aged 4-16years was compared with a control group of typically developing twins in terms of general cognitive abilities, behavioral problems, and prosocial behavior. The age and sex and the sex composition of the twins were individually matched. The Sijnders-Oomen nonverbal intelligence test was applied to assess children's IQ, and parents completed the Strength and Difficulties Questionnaire. The unaffected co-twins did not differ from typically developing twins with respect to their IQ. Concerning the psychosocial development, significantly heightened values in unaffected co-twins twins were only obtained for the conduct problems scale (P=.01; r=0.45), neither for the total difficulties score nor for the other behavioral problemscales significant differences were found. The general cognitive development of the unaffected co-twin of children with Down syndrome is not affected by the presence of their Down syndrome twin. Unaffected co-twins showed increased conduct problems, which is most pronounced in the younger children.

Implementation of Second Step Learning (SSL) as Psychosocial Stimulation of 7-12 Years Old Children with Neglectful Parents

<p><em>Parenting style is an important component in children's emotional social development. Children who have parents with the neglectful parenting type tend to be either very aggressive or very passive and aloof so they are at highest risk of getting into various difficulties. The appropriate stimulation needs to be given to children in this condition to improve emotional and social engagement. Second step learning (SSL) is a method of stimulating social emotional development that is used to train empathy skills, emotional management, case solving and socializing. The purpose of this study was to apply the SSL method as psychosocial stimulation for children aged 7-12 years with neglectful parents at SDN Bendosari 2 Pujon, Kabupaten Malang.</em></p><p><em>The research method used is a quasy experiment with data analysis of the dependent T test to see changes in children's psycho-social development before and after the implementation of SSL. Implementation was carried out on 50 children with parents who have a neglectful type of parenting style. The SSL method is carried out in 4 steps, namely material presentation, case discussions, activities with groups and activities with parents. </em></p><p><em>The results of this study indicate a significant change in the mean social emotional values of children before the stimulation of SSL (80.5 ± 11.7) and after stimulation of SSL (90.1 ± 11) with a P value of 0.000. From the results of this study it can be concluded that second step learning (SSL) stimulation is effective in improving the social emotionality of children aged 7-12 years with neglectful parents at SDN Bendosari 2 Pujon, Kabupaten Malang.</em></p>

Parenting and Child Personality as Modifiers of the Psychosocial Development of Youth with Cerebral Palsy.

This two-year longitudinal study addressed the joint contribution of parent-rated parenting behaviors and child personality on psychosocial outcomes in 118 families of children with Cerebral Palsy (M age Time 1 = 10.9yearsold, 64.4% boys). Latent change modeling revealed intra-individual changes in children's psychosocial development as internalizing and externalizing behaviors increased from the first to the second assessment and psychosocial strengths increased from the second to the third assessment, whereas externally controlling and autonomy-supportive parenting behavior remained stable over time. Externally controlling parenting related to higher levels of, and increases in behavioral problems, with these associations being most pronounced among children low on Extraversion, Conscientiousness, or Imagination. Autonomy-supportive parenting related to higher levels of psychosocial strengths, with this association being most pronounced among children high on Emotional Stability.

ADHD and the Importance of Comorbid Disorders in the Psychosocial Development of Children and Adolescents

The attention deficit hyperactivity disorder (ADHD), one of the most common disorders in the childhood and adolescence population, but also in the reproductive period, affects and influences learning, social relations and their quality of life. There are strong neuropathological similarities between ADHD and various concomitant psychiatric conditions. ADHD frequently coexists with learning and language disabilities, sleep disorders, impulse control personality and anxiety disorders, intellectual disability, substance use disorders and mood disorders, as well as autism spectrum disorders and tic disorders. The overlapping symptoms of ADHD and other morbidities constitute challenges but also an imperative need for the experts to be able to detect and clarify so as to achieve the proper diagnosis and the relative treatment. The expression of the disease differs accordingly depending on the age group and the presence of comorbidities. In school-age, symptoms of ADHD include inattention, hyperactivity, and impulsivity. In adolescence, depending on the gender, hyperactivity decreases but the problems in learning and psychopathology still remain. Therefore, it is recommended that when ADHD coexists with other psychopathologies in childhood and adolescence to first and directly treat the most weakened condition so that the child or the adolescent can change the course of their psychiatric morbidity and improve their ability to function and socialize.

Improved Knowledge of Children and Parents after Education on Good Gadget Utilization

The phenomenon of using gadgets among school-age children is increasing. One of the factors that causes it is the lack of assistance from parents in terms of using gadgets in children. In addition, the lack of understanding by parents regarding the use of healthy gadgets for children also has an impact on children's psychosocial development. This service activity is carried out in the form of providing education which aims to increase the knowledge of children and parents about the use of good gadgets in Penglipuran Village, Bangli Regency, Bali. Education was held on the fourth week of October 2018 which was attended by 35 children and 25 parents. The method used was lectures and discussions each for 60 minutes and giving leaflets. The children's and parents' knowledge was used using a questionnaire given before and after educational activities. Data analysis used the univariate test to describe the mean value of the level of knowledge of children and parents before and after education. The results of the questionnaire analysis showed an increase in children's knowledge from five to eight and parents' knowledge from five to nine after being given education. The results of the service activities concluded that there was an effect of providing education on the level of knowledge of children and parents about the use of good gadgets.

Dental Implants in Pediatric Dentistry: A Review Article

Loss of teeth in children is commonly caused due to traumatic exposure or anodontia. It can lead to lossof masticatory function, altered speech, lack of self confidence and mal-alignment of teeth overtime. Thishampers the esthetic and psychosocial development of children. Management of missing teeth can be doneusing removable prosthesis or fixed prosthesis and implants. The removable prosthesis can lead to residualridge resorption and several periodontal problems and can cause oral hygiene maintenance issues in a childfor which dental implants are considered to be an ideal mode of treatment for tooth loss. Placing an implantin a growing child can cause undue effects on maxillary and mandibular skeletal growth for which the dentistmust plan a treatment taking into account the total number of missing teeth, degree of skeletal growth andrelated psychological stress to the child.

Disentangling the pathways of parent screen time and child behavior

The topic of digital device usage is a growing area of importance as devices are increasingly becoming a part of daily life for people of all ages worldwide. The medical field has made recommendations on limiting screen use for young children. However, new data are emerging that goes beyond focusing on just child screen time. In this volume of The Journal, Wong et al disentangle the factors of parent screen time, distracted parenting, parent-child interactions, and child behaviors. They used data from 1254 parent-child dyads (mean child age 3.4 years) from disadvantaged backgrounds in Hong Kong and evaluated the use of parent and child electronic use, parent-child interactions, and children's psychosocial behavior. Results showed that increased parent technology use was associated with higher levels of distracted parenting, reduced parent-child interactions, increased child screen time, and psychosocial difficulties. Additionally, children's internalizing difficulties were related to parent's high use of digital devices primarily because of the reduction in parent-child interactions. Children's externalizing behavior was related to increased problematic parental device use through reduced parent-child interactions, distracted parenting, and increased child screen time. These results suggest that limiting parental use of electronics in front of young children may be beneficial and help foster child psychosocial development. Article page 258 ▸ Parent Technology Use, Parent–Child Interaction, Child Screen Time, and Child Psychosocial Problems among Disadvantaged FamiliesThe Journal of PediatricsVol. 226PreviewTo disentangle the pathways of parent technology use, parent–child interactions, child screen time, and child psychosocial difficulties among disadvantaged families in Hong Kong. Full-Text PDF

Mental Disorders and Parenting: Challenges and Opportunities for Adult Mental Health Services

Mental Disorders and Parenting: Challenges and Opportunities for Adult Mental Health Services Parenting can be a key element in the psychiatric rehabilitation process, but it may come with many challenges for parents with mental health problems. Illness symptoms, together with social and sociocultural factors, can have adverse effects on family life or parenting behaviors and entail severe consequences for a child's psychosocial development. Bidirectional interactions can increase parental burden and thus worsen a parent's course of illness. This vicious circle can be broken by the provision of early and adequate support of mothers and fathers with mental health problems. Adult mental health services can make an important yet often underestimated contribution here. This article refers to parents' resources and needs and introduces both opportunities and challenges for adult mental health services when it comes to dealing with parenting needs. Mental health professionals are in a pivotal position for extending adequate support to clients on their parental needs. These professionals' skills and knowledge regarding parenting are essential for the successful implementation of family-focused practices in adult mental health services. Beyond the individual level, there is a need for policies and guidelines stipulating the integration of family and child perspectives in adult mental health services. In a broader view, a program from Finland shows how mental health professionals as well as peers can support parents and their families during the treatment process.

The Effects of Peer Conflict Resolution Skills Training on Children’s Psychosocial Development

This research work was aimed at investigating the effects of peer conflict resolution skills training on the psychosocial development of children. Specifically, the author sought to provide answer to one research question which was: What is the role of play as a peer conflict resolution tool? The theoretical underpinning of this study was Morton Deutsch’s theory of cooperation and competition. The study was also informed by Piaget’s and Vygotsky’s theories on play. A pretest posttest quasi-experimental design was adopted whereby 36 male and female children between 6 to 10 years old were randomly selected for the study. These children were all in class five of secondary school. Eighteen of the selected samples were randomly assigned to the experimental group and the other eighteen to the control group. The children in the experimental group were trained on peer conflict resolution skills for a month (8 sessions in total, 2 days a week, approximately 30 minutes a day) while the children in the control group did not benefit from any such training. A five point Likert scale questionnaire was the main instrument for data collection. An observation check list was also employed to measure children’s post training conflict resolution skills. Data were analyzed using the t-test where the mean scores of both the experimental and control groups were compared, as well as a comparison of the mean scores for the pre and post-tests scores. Results indicate that children who took part in the training learnt how to use play to negotiate their differences. They also learnt how to use humor to manage anger. Recommendations were made to parents and teachers to use instances of children’s disagreements as opportunity to teach them of appropriate peer conflict resolution skills rather than just dispelling such emerging differences/disagreements as bad.

Physical activity during COVID-19 quarantine.

The World Health Organization recommends that children and adolescents aged 5-17 should engage in at least 60 minutes of moderate to vigorous intensity physical activity a day. Physical activity is defined as bodily movement performed by skeletal muscles that demand energy expenditure. The physical benefits of this include musculoskeletal and cardiovascular health, a healthy body weight and neuromuscular awareness, for coordination and controlling movement. The psychological benefits include managing anxiety and building self-esteem, which are both important for children's psycho-social development (1).

Hemofilide problem davranışlar ve aşırı koruyucu annelik tutumları

INTRODUCTION: Hemophilia is expected to adversely affect the child's psycho-social development and mothers’ mood and attitudes toward the ill children. The aim of the study was to investigate the psychological problems of both mother and adolescent and to found out if there was a relationship between mother’s mood, overprotection and adolescents’ problem behaviors. MATERIALS and METHODS: The study group consisted of 19 male adolescents with severe Hemophilia A and B (between 11-16 years) and their mothers. 22 volunteer medical staff mothers and their sons (between 11-16 years) enrolled in the study as a control group. Data were collected from both mother and son with self-rated psychometric tools in one session. RESULTS: There were positive correlation between diagnosed hemophilia and anxiety, depression and oppositional and defiant behavior. Over-protective behavior of mother and sons’ anxiety, depression, oppositional and defiant behavior, and mothers’ depression were positively correlated. When comparing the both group’s total score, mother’s depression, over-protective attitudes, were found significantly different. And adolescents’ oppositional and defiant behavior, depression and anxiety score were found significantly different between groups. CONCLUSIONS: Some suggestions were made in order to decrease the problematic behavious in both hemophilic adolescents and their mothers. Mothers should be informed about the disease, treatment and their overprotective attitudes and mothers must be supported to share responsibilities in care of hemophilic children. The family and the hemophiliac child should focus on what can be done, taking into account the risks of hemophilia.

Assessment of the Knowledge of Risk Factors of Congenital Hydrocephalus among Mothers Attending Antenatal Clinics in a Rural Tertiary Hospital Irrua, Edo State.

Background One of the congenital central nervous system malformations with great impact on the mental and psychosocial development of children is congenital hydrocephalus and it happens to be one of the most common. A large vacuum exists between knowledge on maternal environmental risk factors associated with congenital hydrocephalus, most especially in our rural community which consists of a large segment of our society. Our study aimed to determine the knowledge and perception of mothers on factors existing in the maternal environment that potentially puts an increased risk of developing congenital hydrocephalus. Materials and Methods This was a cross-sectional study design spanning a period of 8 months (March 2018–October 2018), in which the knowledge and perception of the risk factors of congenital hydrocephalus among mothers attending antenatal clinic in Irrua specialist teaching hospital, a rural tertiary hospital in Irrua, Edo state, Nigeria, were assessed using a random sampling technique. Interviewer-administered questionnaires (reviewed and validated) were used. The data collected were entered and analyzed using SPSS version 21. Results The findings showed varying levels of knowledge of congenital hydrocephalus. Less than half (44.0%) of the respondents had poor knowledge, 34.5% had fair knowledge, and 21.6% had good knowledge. There was a statistically significant relationship between knowledge of congenital hydrocephalus and respondents’ knowledge of the risk factors of congenital hydrocephalus. Most (52.6%) had good perception of the risk factors of congenital hydrocephalus, while 23.3% had poor perception. Conclusion This study revealed a fairly good knowledge of congenital hydrocephalus and its risk factors among mothers, most especially those with a good level of education.

Impact of Child Labour on the Psychosocial Development of Children at Bannu District in Khyber Pakhtunkhwa

Child labor is one of the most paralyzing community issues which not only afflict our country but the world as a whole since it has a severe & adverse impact on the child’s psychosocial development. A sequential exploratory approach (QUAL+QUAN) was applied by the researcher to collect required data through a structured protocol of interviews of children, parents, and industrial sites in the five district councils of Bannu, followed by a survey in the form of a questionnaire from the school teachers. The study population consisted of all working children, parents, and primary school teachers, while the sample consisted of 100 working children (at work or had dropped out of their school or combined school & work of age 5-14 years), 100 parents and 100 PST teachers of the Bannu district. The sole objective of the study was: to investigate the impact of child labor on the psychosocial development of working children. NVIVO-10 supported by descriptive and inferential was used as a statistical tool to attain inclusive results. In the end, it was concluded that children who work, whether at school or combining school & work had to face a series of psychosocial development tribulations. Finally, a few recommendations were made by the researcher.

LINGKUNGAN DAN PERKEMBANGAN ANAK USIA DINI DILIHAT DARI PERSPEKTIF PSIKOLOGI

Early childhood education is part of the application of lifelong education (life long education) which is the main portal towards the next level of education. There are 3 different environment that is very influential for the psychology and development of children. That is; first, the family environment is the main pillar to form the good and bad of the human person to develop well in ethics, morals, and morals, if not guarded properly, the effect can be prolonged. the family environment is also the initial formation of the person and character. Children's education requires an environment where he can develop the strengths he has brought from birth. Second, PAUD environment which is a place of education for children, PAUD environment should be fun for children and also provide opportunities for the development of the potential of each individual. Third, the environment of the wider community has a major influence on the successful planting of aesthetic values and ethics for character building. In the psychology of physical growth, cognitive development and psychosocial development of children from an early age are very important to be stimulated, so that children can develop according to their capacity.

DAMPAK PENGASUHAN ORANG TUA YANG KECANDUAN GAME ONLINE TERHADAP PERKEMBANGAN ANAK

The impact of parenting parents who are addicted to online games on the development of children of two families in Patangpuluhan is the impact of the busyness of parents playing online games on parenting that is applied in the family which has an impact on children's development. So the purpose of this research is to describe how the form of parenting is applied by parents who experience online game addiction and the impact of parents who are addicted to the online game on child development. This research is a qualitative desktiptif study where in the data collection researchers used interviews, observation, and documentation. Interviews are aimed at parents who are addicted to online games, wives, children, and neighbors in the home environment. As well as observations made are observations of the activities of children and parents who are addicted to online games at home. Then checking the validity of the data the researcher used triangulation by taking several data sources and then comparing. The results of this study are parenting that is applied by parents who are addicted to online games is parenting. Where the two families have some similarities in caring for children, namely providing child freedom as they wish, does not impose household responsibilities on children, and parents still show power by scolding children when bad children at home. Caregiving has an impact on cognitive development and psychosocial development of children. Children experience delays in cognitive development due to lack of parental upbringing. In psychosocial development also experience problems in child supervision and care so that children can experience problems that are not known to parents. Keywords: online games, parenting, child growth.

The Correlation between Parental Involvement and Social Competence Behavior of Adolescents with Intellectual Disability

Five percent of the world’s children population, have significant mental disabilities. Riskesdas reasearch in Indonesia mental retardation at the age of 24-59 months is the third highest percentage to the disability rate. One of the problems with an intellectual disability is social competence. Parental involvement is an important role in the psychosocial development of children. This research goal is to determine the correlation between parental involvement and social competence behavior in adolescents with intellectual disability in the SLB Negeri Bogor. This study was correlational analitycal with cross sectional approach. The population of the study was parents with intellectual disability adolescents who have age of 12-21 years, were 42 respondent, taken with total sampling technique. The instrument used is Albama Parenting Questionnaire (APQ) 42 item and and social competences questionnaire 20 item. Validity test for social competences instrument using product moment pearson and reliability with alpha cronbach was carried out on 24 respondents on September 30, 2018. Data retrieval was conducted on November 9-12, 2018. Data analysis used univariate and bivariate tests with Chi Square test. The results showed that from 42 respondents as many as 22 (52,4%) had a high parental involvement and 22 (52,4%) respondents with high social competences with p value = 0.032 (<0,05). There is correlation between the two variables and the OR value is 3.980. Adolescent with intellectual disability had high parental involvement will result high social competence behavior.

Associations between prenatal maternal mental health indices and mother-infant relationship quality 6 to 18 months' postpartum: A systematic review.

Maternal mental disorders can significantly impact on children's psychosocial and psychological development, incurring substantial ongoing economic and personal costs. A key mediating mechanism is mother-infant relationship quality (MIRQ). Research studies and perinatal mental health screening initiatives have predominantly focused on depressive symptoms and perinatal depression as predictors of MIRQ. While maternal depression is associated with suboptimal MIRQ, the findings have not been consistent. Personality characteristics are associated with parenting and proneness to depression, presenting a potential addition to prenatal mental health assessment. We conducted a systematic review of studies that have examined the link between prenatal depressive symptoms and/or personality characteristics with postnatal MIRQ. Our findings suggest that both maternal personality traits and depressive symptoms measured in early pregnancy are associated with postnatal MIRQ. A measure of personality characteristics may enhance prenatal mental health assessment, affording opportunities for targeted intervention commencing in pregnancy to improve MIRQ, parenting, maternal mental health outcomes, and infant psychosocial and psychological development, and thereby contributing to the reduction of human and economic cost burdens.