Children's Sense Research Articles

Monitoring And Managing Depression In Adolescents With Epilepsy: Current Perspectives.

Epilepsy is associated with a significantly increased risk of developing depressive disorder during adolescence. On the other hand, depression is highly detected in adolescents with epilepsy. These findings highlight the importance of early identification and proper management of comorbid depression in adolescent age. The prevalence of depressive disorders in adolescents with epilepsy ranges between 8 and 35% and is higher than the general population of the same age. The relationship between epilepsy and depression is complex and potentially bidirectional, thereby suggesting a common underlying pathophysiology. Furthermore, failure to detect and treat depressive disorder mostly in adolescence could lead to several negative implications such as an increased risk of suicidal ideation or behavior and poor quality of life. A number of methods are available to detect depressive disorder, such as psychiatric or psychological assessments, structured or semi-structured interviews, and self-report screening tools. Thus, physicians should be able to regularly screen depressive symptoms in youths with epilepsy. Recently, the NDDI-E-.Y inventory has been developed from the adult NDDI-E, and has been validated in many countries. NDDI-E-Y has showed reliable validity, being a brief screening tool (12 items) that can be easily included in routine epilepsy care. The first step to be considered for the management of depressive disorder in adolescents with epilepsy is to consider potential reversible causes of anxiety and depression (i.e., a new AEDs; seizure control). Secondly, great attention has to be given to the education of the child/adolescent and his/her family, trying to improve knowledge about epilepsy as well as to decrease parental stress and improving the child’s sense of competence. Pharmacological treatment should also be considered in adolescents diagnosed with depression.

Challenges and Strategies for Conducting Research With Grandparent-Grandchild Dyads.

Given a marked increase in the number of grandparents who play a caregiving role for their grandchildren, there is a parallel urgency for more research involving grandparent-grandchild dyads. The aim of this study was to describe methodological challenges we encountered when conducting grandparent-grandchild dyadic research, some of which were challenges specific to working with dyads where the grandparents were caregivers to the child participants and others, which were challenges of a sort that might be encountered in any research involving data collection with multigenerational family units and, in particular, multigenerational family units including older adults. During and after an observational study conducted by the researchers involving grandparent-grandchild dyads, we explored challenges we encountered and strategies for improving our research outcomes. We found several challenges specific to grandparent-grandchild dyads, including complications with reaching legal guardians to obtain permission for child participants; collecting accelerometer data from grandchildren was difficult, particularly if the grandparents did not live with their grandchildren; and participants who had various preferences for data collection methods. We also found challenges that might be found with any family context dyadic research, particularly involving older adults and across multiple generations, including relatively low follow-up response rates from those grandparents who initially expressed interest and a need for an extended data collection period. We employed targeted strategies to overcome those obstacles, and in this article, we describe the outcomes of those strategies. Recommendations from our results include the following: (a) find a way to involve the parents and/or legal guardian as early as possible, (b) have multiple team members involved in recruitment/data collection, (c) be flexible about data collection methods, (d) use flexible scheduling, and (e) use multiple simultaneous recruitment activities/multiple advertisement channels. Additional strategies include enhancing children's sense of control during the consent process, simplifying study procedures, considering usability when creating online data surveys, and identifying power dynamics within the families. The insights we gained will be useful for informing future family context dyadic research, in particular, research involving grandparent-grandchild dyads.

MEMBACA TEKS/BUKU BERBAHASA INGGRIS BERSAMA ANAK-ANAK DI SMA NEGERI 1 ABEPURA JAYAPURA

The community service activity aims to be able to help improving the ability and English language skills of children at Abepura 1 Public High School, foster a love of reading English texts / books, and also to increase children's sense of enlightenment in reading texts or books. in English language. The specific purpose of the service activities for children at Abepura 1 High School introduces the folklore text from the Dani (Wamena) tribe that has been translated into English that is suitable for the age of the high school students, which are fun and interesting, so hopefully, the love of local culture in the form of Papuan folklore would also increase. The community service activities involved several students of English Language Education Study Program FKIP, who had participated in the KBA course (Middle / High School Curriculum and Teaching Materials), where this activity was also one form of application of the learned science and theory in the course. This community service activity was held for approximately one month including the selection of Dani folklores, deepening of folklore material, making media to deliver text to children, and explaining the participants students from English Language Education Study Program FKIP UNCEN about their understanding of folklore texts given through learning media he made before going to the field, surveying the location, implementation, and results seminar. This activity is useful for deepening the knowledge of English for children in SMA Negeri 1 Abepura, Jayapura, in understanding English texts through Dani folklores so that it will enhance both the sense of mind and confidence in reading English texts and love of stories people who have culture around their environment. The use of local folklore and the creation of media used to invite children to read while learning is a valuable field experience for prospective students of English teachers in the English Language Education Study Program FKIP UNCEN in applying their knowledge and knowledge.Keywords: Reading English Texts, Children, Papuan Folklore, Jayapura

Feeling fascinating

How three settings in London used their pupil premium funding to support children's sense of self through drawing and talking. By Kelly Brooker and Carrie Brown

Teachers, not parents, are able to predict time processing skills in preschoolers.

Time processing difficulties are associated with developmental disorders. Questionnaires for assessing children's sense of time are available from primary school, but we lack valid proxy-report tools for younger children, who are not able to complete self-reports. This study aimed to assess the criterion validity of a questionnaire investigating preschoolers' sense of time from the points of view of their parents and teachers. One hundred seventy preschoolers were included in the sample. Their parents and teachers completed the Sense of Time Questionnaire, and the children were administered time reproduction and time discrimination tasks, both concurrently and 7months later. The assessment of preschoolers' sense of time reported by teachers, but not by parents, predicted the children's time processing skills both concurrently and longitudinally. The teacher version of the Sense of Time Questionnaire constitutes a valid instrument for assessing and predicting preschoolers' time processing skills and can be used for clinical and research purposes STATEMENT OF CONTRIBUTION: What is already known on this subject? Time processing difficulties are associated with developmental disorders such as ADHD and dyscalculia. Early assessment of time processing skills is important for clinical (e.g., screening) and research purposes. We do not have valid questionnaires for assessing sense of time in young children. What the present study adds? The sense of time ability reported by teachers predicts preschoolers' time processing skills. The sense of time ability reported by parents does not predicts preschoolers' time processing skills. The Sense of Time Questionnaire is a valid instrument for investigating time processing skills of 4-6 aged children.

Perceived social support, perception of competence, and hope among Chinese children with attention deficit hyperactivity disorder in a Chinese context: Children's perspective

AbstractThis paper reports on the results of a study (n = 113 children with attention deficit hyperactivity disorder) that examined the effects of the children's perception of the social support (PSS) they receive from their mothers, fathers, teachers, and friends on their sense of competence and hope. PSS explained 13% of the children's overall sense of competence and 4% of their sense of hope. In the perspective of children with attention deficit hyperactivity disorder, the amount of maternal support, both in terms of importance and availability, was higher than that of their paternal support. However, the results of a multiple regression analysis have shown that paternal support accounted for 3% of the variance in the children's overall sense of competence and 5% in the variance of their physical competence. PSS from teachers had significantly explained 5%, 4%, and 4% of the variance in the children's overall, social, and physical competence, respectively. The PSS from friends significantly explained 7% of the variance in the children's cognitive competence and 4% of the variance in hope. Theoretical and clinical implications of the study are discussed.

LEGAL PROTECTION OF THE CHILD IN EDUCATION AND THE FORMATION OF LEGAL CULTURE OF CHILDREN IN THE LEARNING PROCESS

The article is devoted to the actual problems of legal protection of children in the field of education, informing the child in the process of learning about his rights and freedoms, duties and responsibilities. Providing children with useful, necessary and relevant information that contributes to the formation of the child's correct understanding of good and evil, respect for other people, the correctness or inadmissibility of certain actions is a necessary and important emphasis of the education system, affecting the birth of the child's sense of justice. In particular, the author considers and analyzes the legal aspect of obtaining this information by the child, the degree of its protection in the process of education, the level of development of Russian legislation in this area. The author critically reviews the absence of the Institute of legal culture in children, which is positioned today as one of the fundamental tasks of the national education system, but in reality is absent.

The moral psychology of obligation.

Although psychologists have paid scant attention to the sense of obligation as a distinctly human motivation, moral philosophers have identified two of its key features: First, it has a peremptory, demanding force, with a kind of coercive quality, and second, it is often tied to agreement-like social interactions (e.g., promises) in which breaches prompt normative protest, on the one side, and apologies, excuses, justifications, and guilt on the other. Drawing on empirical research in comparative and developmental psychology, I provide here a psychological foundation for these unique features by showing that the human sense of obligation is intimately connected developmentally with the formation of a shared agent "we," which not only directs collaborative efforts but also self-regulates them. Thus, children's sense of obligation is first evident inside, but not outside, of collaborative activities structured by joint agency with a partner, and it is later evident in attitudes toward in-group, but not out-group, members connected by collective agency. When you and I voluntarily place our fate in one another's hands in interdependent collaboration - scaled up to our lives together in an interdependent cultural group - this transforms the instrumental pressure that individuals feel when pursuing individual goals into the pressure that "we" put on me (who needs to preserve my cooperative identity in this "we") to live up to our shared expectations: a we > me self-regulation. The human sense of obligation may therefore be seen as a kind of self-conscious motivation.

“É perto, mas é muito, muito longe”: conversando com crianças sobre senso espacial

Neste artigo evidenciamos indícios de orientação espacial de crianças de cinco anos, matriculadas em uma escola municipal de educação infantil. Consideramos o que elas dizem a respeito do trajeto escola/casa/escola. Tal estudo faz parte de uma pesquisa qualitativa de doutorado em educação sobre senso espacial infantil no campo da geometria. Este texto se constituiu a partir da escuta de crianças em catorze entrevistas realizadas, das quais selecionamos questões sobre noções espaciais de perto/longe. Em Clements (2004), Lorenzato (2006), Mendes e Delgado (2008) encontramos suporte teórico para tratar da orientação espacial. Corsaro (2011) e Sarmento (2007) nos auxiliaram nos estudos sobre infância. Verificamos que as crianças possuem conhecimentos sobre orientação espacial e relacionam noções espaciais de perto/longe aos seus próprios pontos de referência. Concluímos que é importante considerar os usos e significados que as crianças atribuem às noções espaciais, mas também vale considerar o papel significativo da escola em pensar e problematizar junto com as crianças essa orientação espacial no ambiente escolar, no bairro e na cidade onde vivem e se locomovem.

‘They Cry, Cry, They Want to go to School’: the Micro‐Politics of Asylum‐Seeking Children's Articulated Emotions and Belonging in Relation to the Swedish School

This study illustrates how asylum‐seeking children, through articulated emotions, respond to being affected by experiences that enhance or restrict their sense of belonging. The findings show that, owing to power structures and relations, the children's sense of belonging was made uncertain by temporal, situational and relational boundaries of belonging. However, through their articulations, the children also contested these boundaries. The study argues that the children were moved by their structural situatedness and that their articulated emotions demonstrated their micro‐politics. The study also visualises how children may be affected when their rights are not realised in their lived forms.

Sense of Place in Child-Centered Museums: Charting Children's Place Meanings

This qualitative study is based on interviews about children's sense of place that were conducted with 4-12-year-olds (N=60) in child-centered museum settings. Since sense of place has not been systematically investigated in child-oriented museums, the purpose of the present study was exploratory, aiming to chart place meanings and compare them with previous theoretical and empirical research on children's place preferences. Responses showed that place meanings were rich in experience-based attributes and place features. The final discussion on the emergent underlying dimensions and on conditions that facilitate place bonding contributes to furthering conceptualizations of sense of place in child-centered museums.

Classroom Emotional Climate: Nature, Measurement, Effects and Implications for Education

Classroom emotional climate (CEC) is a variable that is been connected with academic skills, satisfaction, psychological wellbeing. However, its definition, the limits of the construct and the relationship with others classroom factors are not clearly established. This study we develop and validate and an instrument, the Classroom Emotional Climate Questionnaire (CEC-Q), to assess the CEC and analyze the relationships between different components of classroom climate as well as their relative role for predicting students’ satisfaction with teachers’ socioemotional support and with sense of community. A total of 749 Secondary and High School students formed the sample. Students completed five questionnaires: Classroom Emotional Climate Questionnaire (CEC-Q); Classroom Motivational Climate Questionnaire (CMC-Q); Disruption Management Climate Questionnaire (DMC-Q); Sense of Community Questionnaire (SoC-Q); Satisfaction with Teacher's way of treating students Questionnaire (SAT-TWTS). For validating the CEC-Q structure, several models were tested trough confirmatory factor analyses, and for testing construct validity, correlation and regression analysis were realized using children's sense of community and satisfaction with teacher's socio-emotional support as external criteria. Results support hypotheses related to CEC-Q structure, to discriminant validity in relation to the other components of classroom climate, and to concurrent validity in relation to external criteria. These results underlie the importance of acting on CEC-Q and CMC components to favor students’ emotional satisfaction and sense of community.

Clima emocional de clase: naturaleza, medida, efectos e implicaciones para la educación

Classroom Emotional Climate (CEC) is a variable that is been connected with academic skills, satisfaction, psychological wellbeing. However, its definition, the limits of the construct and the relationship with others classroom factors are not clearly established. This study we develop and validate and an instrument, the Classroom Emotional Climate Questionnaire (CECQ), to assess the CEC and analyze the relationships between different components of classroom climate as well as their relative role for predicting students’ satisfaction with teachers’ socioemotional support and with sense of community. A total of 749 Secondary and High School students formed the sample. Students completed five questionnaires: Classroom Emotional Climate Questionnaire (CEC-Q); Classroom Motivational Climate Questionnaire (CMC-Q); Disruption Management Climate Questionnaire (DMC-Q); Sense of Community Questionnaire (SoC-Q); Satisfaction with Teacher's way of treating students Questionnaire (SAT-TWTS). For validating the CEC-Q structure, several models were tested trough confirmatory factor analyses, and for testing construct validity, correlation and regression analysis were realized using children's sense of community and satisfaction with teacher's socio-emotional support as external criteria. Results support hypotheses related to CEC-Q structure, to discriminant validity in relation to the other components of classroom climate, and to concurrent validity in relation to external criteria. These results underlie the importance of acting on CEC-Q and CMC components to favor students’ emotional satisfaction and sense of community.

Experiential Results of Nature Camp Training

Nowadays, nature which is almost forgotten or almost unknown by the new generation with technology and constructions is a value that should be given importance to increase awareness. As it’s known, it is extremely important for students to be active in outdoor activities at their leisure time in terms of their development. From this point of view, the idea is to create awareness by directing students to outdoor activities. This study was aimed to examine within Erikson's theory of psychosocial development the opinions of students about their expectations and experiences before and after nature camp. Before the camp, opinions were taken of students' expectations and after the camp were taken students' experiences. In this context, the students who participated in the camp were made preliminary interviews before the camp and final interviews after the camp using the case study design. The study group of the research is composed of 41 students who study in the 4th grade in a private elementary school in the academic year 2014-2015. Camping in Egriova National Park in Ankara in Turkey was held as a weekend activity outside school time. According to convenience sampling method was selected nine students (seven boys and two girls) for the sample. Individual interviews were conducted with the semi-structured interview form to obtain information about the expectations and experiences of the students. The obtained data were analyzed by content analysis method. In line with the opinions of the participants, a total of six main themes were formed before the camp and after the camp. Main themes of preliminary interviews are three themes: psychosocial expectation, activity ability expectation and expectation about the environment. Main themes of final interviews are three themes: psychosocial outcomes, activity ability outcomes and outcomes about the environment. Fifteen sub-themes and various codes for this main theme have been identified. In this study, it was observed that the students who expressed their expectations before from the camp were met their expectations positively at the end of the camp. By making a significant contribution to the psychosocial development of children's camping experience, it has enabled children to learn about camping and to experience it. After nature camp, students expressed the awareness that physical activity in nature is more fun than playing video games and they can also spend time without a tablet or a computer. The support of children in the industry versus inferiority has led them to develop their competence, to become aware of themselves and to increase their self-esteem. Within Erikson's theory of psychosocial development, these activities which were promoted and guided to increase children's sense of achievement, have been positive results with the feedback from the students.

Wonder and Moral Education

ABSTRACTMany authors have claimed a moral and educational significance for wonder. In this article Anders Schinkel assesses these claims in order to address the question whether we do indeed have reason to stimulate the sense of wonder and to provoke experiences of wonder in education with a view to its moral effects or importance. Are there moral effects of wonder — or does wonder have a moral significance — that give us a (further) reason to promote children's sense of wonder and to attempt to elicit the experience of wonder in children? And if so, will any experience of wonder do, from a moral perspective, or do only some experiences of wonder — in specific contexts, or with a specific object — have the desired effect? Schinkel argues that, although there is certainly a case to be made for wonder's moral (educational) importance, it needs to be made cautiously. Wonder coheres more easily with some emotions and attitudes than with others, but in the end its moral significance depends to a large extent on how we interpret or make sense of our wonder and what we wonder at. In moral education, therefore, the value of wonder depends on how it is framed and morally charged.

Participation in Community Leisure Programs: Experiences and Perspectives of Children with Developmental Difficulties and Their Parents

ABSTRACTChildren with developmental disabilities participate in more solitary, sedentary, and home-based leisure activities than active physical pursuits or community-based activities. Clinical experience suggests that children with less well-recognized developmental difficulties also have compromised leisure experiences; however, this has not been fully investigated. This study engaged 20 school-age children with developmental difficulties in a community-based circus program, designed in collaboration with occupational therapists. The program included activities such as trampolining, trapeze, and acrobatics. Semi-structured interviews with children and parents explored children's leisure experiences both at circus and more broadly. Qualitative content analysis revealed that friendships, having fun, and being physically active were highly valued aspects of leisure. The coaching style and “just right” level of challenge within programs were identified as central to children's engagement and sense of competence. Participating in a supported leisure program such as circus appeared to promote children's engagement in community leisure, at least in the short term.

Parents' Perceptions of Young Children's Social Interest Experiences

The following study explored 14 parents' perceptions of their young children's school-organized social interest experiences. Data were analyzed using interpretive description, a qualitative approach that enables researchers to inform practice by exploring a phenomenon from the subjective view of participants. Data analysis resulted in three themes suggesting that parents perceived their children's involvement in school-organized social interest experiences as influencing (a) their children's self-concept, (b) their children's empathy, and (c) the parents' and children's worldview and sense of citizenship. Results suggest that parents value efforts to foster their young children's social interest development and they perceive benefits for themselves and their children.

Parenthood after reproductive loss: How psychotherapy can help with postpartum adjustment and parent-infant attachment.

Parenting after pregnancy loss is often complicated for people who have not effectively grieved the loss and worked through the trauma. Reproductive losses can trigger shame and self-doubt, damage the sense of self-as-parent, and inflict narcissistic injuries, which, in turn, may impede the resolution of grief. If not addressed, these unresolved feelings may be projected onto subsequent children, potentially disrupting attachment relationships and the child's sense of self. The reproductive story, a lifelong internal narrative that comprises the thoughts, feelings, and hopes about how parenting and adulthood will unfold, and forms the core of parental identity, can be used as a tool in helping parents understand the depth of their feelings, integrate current and past losses into the self, and resolve grief. The authors discuss 3 crucial aspects of intervention with parents who have had pregnancy losses, aimed both at healing the parents themselves and at protecting attachment relationships with subsequent children: (a) initially staying present-focused and engaging with the painful details of the loss experience, to normalize and validate the patient's grief and trauma, counteract shame, and begin repairing narcissistic injuries; (b) eliciting the reproductive story to identify and integrate past losses, and in its revision, to allow for hope and repair; and (c) attending to both acknowledged and denied grief. The challenges and satisfactions of working with this population and potential countertransference reactions are also discussed. (PsycINFO Database Record

A Study of Pattern Recognition in Children Using Single‐Channel Electroencephalogram for Specialized Electroencephalographic Devices

SUMMARYIn this paper, we aim to classify two classes in children by using single‐channel electroencephalogram (EEG). EEG has been used to define neural patterns and to adjust the wide applicability to a larger population of healthy and diseased users. Specialized EEG devices have recently developed as for compact and portable measurement system using them in the real environment. If there is a multiplex state estimation system with EEG through a specialized EEG device, it would be a powerful tool for neuroscience studies and clinical applications. We first focused on the state of concentration; therefore, two kinds of single‐channel EEG signals (during meditation and concentration) from 10 children were measured. Recordings were processed to remove artifacts, and then extracted their periodic or nonperiodic features by three methods (Fourier transform, wavelet transform, and empirical mode decomposition). Elastic net logistic regression constructed predictive models to classify two classes of the optimized extracted features. A model showed 0.988 area under the receiver‐operating characteristic curve when wavelet transform was selected as feature extraction method. We next construct a multiplex state estimation system. Finally, we will make portable applications using a specialized EEG device that include the multiplex model and encourage children to develop the child's sense.

Conflicts in Family Relations, Children's Emotions and Agency

What kind of conflicts and tensions do children experience with other children and adults in the family? Content analysis of 32 thematic interviews with 10‐ to 13‐year‐old children revealed that while conflicts often concern daily actions, tasks and routines, they also relate to decision‐making and fair treatment or to matters threatening the child's sense of emotional security. Parental conflicts and conflicts in child–parent relationships often arouse negative emotions that lead children to suppress their agency. However, conflicts, particularly those between siblings, may also open up possibilities for negotiation and agency.