Interpersonal Relationships Of Children Research Articles

자폐스펙트럼장애 아동 대인관계 척도개발

Objectives In this study, the purpose of this study was to develop and verify the validity of an interpersonal relationship test tool for children with autism spectrum disorder perceived by teachers.
 Methods As for the research method, preliminary questions were formed through previous studies and DSM-5 diagnostic criteria, and finally 30 questions were derived through the Delphi technique. Consent was obtained from special school teachers, general kindergarten and elementary school teachers, and a total of 164 children, including 49 ASD children and 115 normally developing children, were evaluated by the teacher, and the results were analyzed. To do this, reliability and validity were performed.
 Results In order to derive the results, data were collected from teachers, and the internal consistency of the items was evaluated with Cronbach's α through the SPSS 20 statistical program, and the reliability of the result was .975, and exploratory factor analysis was conducted to confirm construct validity. With a three-factor structure, KMO=.935 is suitable for factor analysis, and RMSEA in confirmatory factor analysis is .098, moderate fit, TLI=.863, CFI=.873, a good value was not obtained, but it was confirmed as an acceptable level of fit. In addition, K-SCQ and criterion validity were confirmed to confirm a significant correlation.
 Conclusions In this study, I aimed to confirm the development and validation of interpersonal relationship tests for children with autism spectrum disorder perceived by teachers. The purpose of the interpersonal test designed by this researcher was not to screen for autism spectrum disorder, but to screen for children with autism spectrum disorder only through observation by teachers of children who have not reached typical development at school sites, daycare centers for preschoolers, or kindergartens. In addition, it was confirmed by the correlation between K-SCQ and interpersonal test results that it is a scale that can serve as an objective preliminary information for ASD diagnosis.In addition, this study, similar to the results of the Social Skills Q-Sort evoked by Locke and colleagues (2014), in a reference that is unique and often ignored in the school setting, provides insight into the interpersonal relationships of children with autism spectrum disorders with the peers they normally interact with. It is worthwhile to provide additional evidence for the imbalance.it collects information on the interpersonal characteristics of children with ASD and identifies strengths and weaknesses. In the interpersonal factor, which is one of the three factors of the interpersonal relationship test, there is a difference between normal children and children with autism spectrum disorder (T-test=-15.570), but this factor is 38.98 compared to the ASD child test result of 17.82. As a result, it is meaningful that it can be interpreted as a test that can apply interpersonal factors to all children with a lower result than other factors. The interpersonal test is meaningful in identifying the most important part of sociability and in selecting children who are socially alienated and face difficulties in interpersonal relationships. In addition, it can be said that it is useful in assigning the function of the sociality program of children with autism spectrum disorder as a pre- and post-measurement tool of the study.

Е.О. Смирнова о нравственном воспитании детей

Background. Nowadays the issues of child upbringing have acquired special importance, which makes it crucial to update psychological and pedagogical research on the problem of personality development, to analyze and rethink theory and practice of forming ethical behavior in preschoolers, to search for solutions to the most challenging issues of moral development of children. Objective. [e article is devoted to E.O. Smirnova’s approach to the problem of upbringing in preschool, which was presented in her few works in the beginning of the 2000’s. Results. E.O. Smirnova’s views on the psychological foundations of moral education of preschoolers are based on the theoretical provisions of M.I. Lisina about the dual basis of interpersonal relationships between children — the object and the subject. Genuine moral behaviour is conditioned by the predominance of the subjective basis in the relationship to a peer, which is based on the perception of the other as a self-valuable person. [e balance between the two bases or the predominance of the subjective basis in interpersonal relations serves as the foundation for ethical behavior, but not for moral one. According to the views of E.O. Smirnova, in this case, children tend to follow ethical norms and rules, though only in speci\c situations when their behavior can be positively evaluated by peers or adults. Such ethical behavior is aimed at self-a]rmation of the child and increase in their self-esteem. Subject attitude towards a peer contributes to the transfer of ethical norms and rules into the real behaviour of the child. Following rules acquires the character of value: child cannot act otherwise. As L.S. Vygotsky wrote: “[e one who does not notice that he is acting morally acts morally.” Conclusions. [e theoretical approach to the problem of moral behavior in preschoolers served the basis for experimental work carried out under the guidance of E.O. Smirnova. [e study proved that to ensure genuine moral behavior the sense of communion and fellowship with others should become central issue in the upbringing of children. [is process involves removing \xation on themselves and their assessments, i.e., forming subjective attitude towards peers and adults. Practical application of the results. [e obtained results were used in practical work — a correctional and developmental programme aimed at providing a “special vision of the other” through the experience of living within a community and involvement with each other in real interaction was developed. Elena Olegovna Smirnova’s idea about the formation of subjective relationships as the main psychological condition of moral education might expand the possibilities of this approach application and extend it beyond the interpersonal relationships of children and their interaction with other people. “[e understanding of moral behavior is extremely expanding, because we acquire the right to talk not only about moral behavior in the narrow sense of the word, but also about the moral attitude to things, to oneself, to one’s body, etc.” (L.S. Vygotsky).

Are Forest healing programs useful in promoting children’s emotional welfare? The Interpersonal relationships of children in foster care

Forest healing programs are conducted for children in foster care, as their potentially turbulent environments may hinder development—particularly that of healthy interpersonal relationship skills. This study analyzed the impacts of forest healing programs on children’s psychological health. These programs include activities that utilize a variety of natural components including aroma, landscape, and others to raise the immunity of the human body and to promote health. The program was run 72 times from 2015 to 2018 at National Forest Therapy sites. Self-reported surveys were administered before and after the program, and were used to determine the participants’ interpersonal relationship skills and analyze the overall effectiveness of the program. The highest possible score on the survey was 50, indicating healthy interpersonal relationships. The results show a statistically significant overall increase of 1.77 points on average from 2015 to 2018. This study finds that forest healing programs can function as social promotion programs that utilize the forest’s beneficial environment and the city’s abundant resources, and that they represent an effective step toward improving the well-being of children in urban areas.

Особенности социально-коммуникативного развития детей, воспитывающихся в разновозрастных группах дошкольных образовательных организаций

The article describes the results of studying the social and communicative development of preschool children, in particular – the features of interpersonal relationships of children brought up in different age groups of pre-school educational institutions. The studies aim is to identify the features of the sociometric structure of a group of different ages, motives and needs for communication, such communicative qualities as initiativity, selectivity, and stability of communication. Methods of research. The study was conducted in pre-school educational institutions in Petrozavodsk. To test the hypothesis, the following methods were used: sociometric method and the method of involved observation, quantitative and qualitative analysis. Discussion of results. Analysis of the results of the study showed that children in different age groups have specific features of social and communicative development, which may be the result of spontaneous socialization factors. Among the highlighted features there is an incomplete sociometric structure of the pre-school group of different ages, the dominance of pragmatic motivation for communication, the predominance of heterogeneous game groups by gender and age, rigid fixation of positions in communication, and strict normative regulation of interaction between children of different ages. It is concluded that the results obtained can be used to determine the directions of educational work of specialists, manage spontaneous factors of socialization in order to minimize their negative impact on the social development of children.

The Peculiarities of Relationships of Disabled Preschoolers with Their Peers under Inclusive Education Conditions

Introduction. In modern society, there is a tendency to significant deterioration in the health of younger generations and increasing number of children and adolescents with disabilities, most of whom face great difficulties in communicating with peers and people around them. This problem is particularly relevant in connection with the introduction of inclusive education, which is still a new phenomenon under investigation in Russia (as in many other countries). The aim of the present research was to identify and analyse the peculiarities of interpersonal relationships of pre-school children under inclusive education conditions. Methodology and research methods . In the course of the research, the methods of observation, sociometry, projective tests, problem cases and statistical analysis were applied. For psychological diagnostics, the following tests were used: “Captain of the Ship” by A. A. Romanov, “Me and My Friend in a Kindergarten” by N. V. Miklayeva and U. V. Miklayeva, “Diagnostic of Relationships with Peers” by I. A. Orlova and V. M. Kholmogorova, “The Maze” by L. A. Venger, “Pictures” by E. O. Smirnova and E. A. Kalyagina. The results were processed using the Mann - Whitney U-Test. Results and scientific novelty . The peculiarities of interaction between nondisabled children and children with disabilities were investigated on the example of relationships between children in the private inclusive pre-school institution. The psychological problems in pre-school children with disabilities in inclusive kindergarten groups have been established. These psychological problems are reflected in children’s low status positions with underdeveloped communication skills and immature ways of solving conflict situations. These children are most often rejected by the peer group, although in some cases peers can play games and communicate with them. The data obtained in the course of diagnostic activities demonstrate that children with developmental disorders lack interest in communication with their healthy peers; also, they do not desire to interact with peers and response to peers’ initiatives. The authors have not confirmed the hypothesis that children of older pre-school age with disabilities have more favorable interpersonal relations with peers than in younger pre-school age. The theoretical significance of the current research is to enrich special psychology and pedagogical science in the field of inclusion with additional knowledge about the role of peers in the mental development of children with special educational needs. Practical significance . The proposed recommendations will assist the specialists of pre-school educational institutions to harmonise interpersonal relationships of children with disabilities through building their communication skills and increasing their sociometric status. The authors believe that these research materials can be useful for educators and psychologists employed in the filed of inclusive education.

“As professoras falam que eu sou lenta”: o autoconceito na interface educação e saúde

Durante a infância a escola constitui o principal espaço social onde as habilidades e limitações individuais ficam publicamente expostas. O estigma do “déficit escolar” leva a sentimentos de fracasso, incapacidade, e a um autoconceito empobrecido. Considerando a importância dos colegas e dos educadores nesse processo de co-construção, o estudo visou indagar o papel dessas relações interpessoais em crianças com queixa escolar no contexto de um atendimento clínico. Foram analisados, qualitativamente, registros de rodas de conversa e questionários de anamnese. Os resultados evidenciaram que para as crianças resultam significativas as provocações e zoações dos pares referentes a características físicas ou da personalidade. O olhar dos educadores expressou-se em atributos e elogios sobre o desempenho acadêmico. Ambos os olhares apresentaram tonalizações de gênero. Verificou-se, ademais, a fecundidade das rodas de conversa como um dispositivo metodológico e de intervenção favorável à tomada de consciência do autoconceito e dos sentimentos atrelados à autopercepção.

The importance of interpersonal relationships in pre-school children to promote learning using the NAO Robot

The present investigation forms part of the multiple options that can be worked with preschool children to favor their learning in each one of them, taking as a reference interpersonal relations and using the technology with the NAO Robot. In addition, it shows how to link teaching strategies, collaborative work, innovation and technology for the improvement of learning. To promote interpersonal relationships, a work plan was designed divided into three modules with certain planned activities, which were supported both by the teacher in charge of the group and the robot, it should be mentioned that the robot's programming was carried out by software engineering students from the Universidad Politécnica de Amozoc, Puebla. The general objective is to make a plan of activities using technology to promote interpersonal relationships in children and thus improve their learning. Interpersonal relationships are marked by an atmosphere of friendship, respect, understanding, listening and affection; aspects that undoubtedly increase the learning, self-esteem and sense of belonging of children.

FACTORS ASSOCIATED WITH THE SUCCESSFUL TRANSITION TO PRIMARY SCHOOL

The transition of children from preschool to primary school is considered one of the most critical periods of childhood. For this reason, in recent years, great emphasis has been given on children’s successful entrance in primary education. The purpose of this paper is to record the opinions of Greek teachers on which children are more likely to experience difficulties in their transition to the next educational level. The survey was carried out on a sample of 1,602 teachers from the entire Greek educational territory. The tool that was used was a questionnaire of closed-ended questions. It was also analyzed how their responses varied according to their job position (preschool teachers, primary school teachers and school directors). Teachers believe that the most important factors that are related to the successful transition of children to primary school include the socio-emotional development and the interpersonal relationships of children in preschool, their good relations with teachers, their ability to follow the rules of school, but also parents' trust towards teachers. Article visualizations:

Возможности психодрамы в коррекции межличностных отношений детей в условиях реабилитационного центра

The study discusses the possibilities of using psychodrama techniques when correcting interpersonal relationships in children from social risk families in the rehabilitation center. To meet the primary diagnostic challenges, the following research methods were selected: the Masks test, the Secret sociometric game, the Mittens (Rukavichki) technique, and the Subjective Evaluation of the Child’s Interpersonal Relations approach. In order to correct the interpersonal relations, a series of exercises based on psychodrama techniques were developed and implemented. The classes were formed according to the stages of psychodrama: warming-up, activity, and sharing one’s feelings. As a result, the number of favorable status categories in a group of children at social risk has risen, the level of well-being in group relationship has increased, the behavioral motives have become the activity-based ones, and the interest in a peer as an activity partner has appeared.

The Influences of the Family-of-Origin Health of the Husband and Wife on Self-Esteem and Interpersonal Relationships of Children: Verification of the Mediator Effects of Self-Differentiation and Communication

The Influences of the Family-of-Origin Health of the Husband and Wife on Self-Esteem and Interpersonal Relationships of Children: Verification of the Mediator Effects of Self-Differentiation and Communication

Understanding Children’s Paintings in Psychological Counselling with Children

Children paintings carrying therapeutic value are important in understanding for the child's feelings and thoughts, unconscious desires and inner world. Paintings based on therapeutic cooperation may be perceived as a way of communicating with the child. The primary aim of the present study is to explain the significance of children paintings which help abstract experiences to provide a concrete basis for therapeutic cooperation while counselling children. The importance of the use of paintings while working with children is examined the titles of the linear development of the child, colour in children's paintings, the use of children's paintings in psychological counselling with children, the phenomenon of the family and interpersonal relationships in children's paintings, the interpretation of the child paintings of his family. Finally, the study is intended to encourage and increase the use of children paintings in the practice of school counsellors and other mental health professionals.Keywords: Children, psychological counselling with children, children paintings.

Understanding Children’s Paintings in Psychological Counselling with Children

Children paintings carrying therapeutic value are important in understanding for the child's feelings and thoughts, unconscious desires and inner world. Paintings based on therapeutic cooperation may be perceived as a way of communicating with the child. The primary aim of the present study is to explain the significance of children paintings which help abstract experiences to provide a concrete basis for therapeutic cooperation while counselling children. The importance of the use of paintings while working with children is examined the titles of the linear development of the child, colour in children's paintings, the use of children's paintings in psychological counselling with children, the phenomenon of the family and interpersonal relationships in children's paintings, the interpretation of the child paintings of his family. Finally, the study is intended to encourage and increase the use of children paintings in the practice of school counsellors and other mental health professionals. Keywords: Children, psychological counselling with children, children paintings.

Zulliger (CS) in Assessing the Relational Maturity of Children

Abstract Relational maturity is an important aspect to be considered in the evaluation of children. Its development in children is considered related to sex and chronological age. The present study aimed to seek evidence of validity for the Zulliger test (Comprehensive System - CS) in the evaluation of maturity for interpersonal relationships in children. A total of 566 children, both sexes, of which 52.8% were girls, were submitted to the Zulliger test (CS). For comparison according to age, a subsample was extracted, composed of two groups of six and 12-year-olds, totaling 115 children. The analysis revealed statistically significant differences in the variables H, (H), A, Ad, (A), M, FC and AG. Results show findings in favor of using the Zulliger test (CS) in the evaluation of maturity for interpersonal relationships in children.

The Influence of Musical Expression on Creativity and Interpersonal Relationships in Children

Developing creativity and interpersonal relationships at school is an essential element in teaching activities. This study was conducted to determine whether participation in a group musical activity would enhance interpersonal relationships and creativity in 9-year-old students to a significantly greater degree than no participation in musical activities. Performances of the Williams Creative Thinking Test (WCTT) and of the Test of Interpersonal Relationships (TRI) in two class groups, musical (n= 36) and non-musical (n=32), were compared by measuring changes in pre-test and post-test data. The results indicated that the experimental group, compared with control group, made significant gain at the post-test in WCTT scores only for the factor ‘imagination’, and in interpersonal relationships, particularly with peers.

Portugues

The game has an important educational role in the child's life as a citizen who will be developing, knowing the world , interacting and building from social exchanges that will establish . The present study with descriptive characteristic of a case study aimed to analyze the game as a tool in interpersonal relationships of children in the Children's perception of teachers teaching the Diocesan College Santa Luzia , in the Mossoro City -RN . Type of structured interview was used as a tool for data collection. The results indicate that the game , in the opinion of teachers investigated , can be used in the interpersonal relationships of children of kindergarten , because it is an important and necessary tool for child development in the aspects , motor , intellectual , social , psychological , values ​​triggering the formation of his character , thus facilitating group work , the cooperativity , affectivity and social interaction of children.

Onset of Efficacy of Long-Acting Psychostimulants in Pediatric Attention-Deficit/Hyperactivity Disorder

Background: Attention-deficit/hyperactivity disorder (ADHD) adversely impacts the educational achievement, mood and emotion processing, and interpersonal relationships of children and adolescents. Effective treatments include a number extended-release (ER) methylphenidate- (MPH) and amphetamine-based drugs. Some formulations release a comparatively larger bolus after dosing and can result in different onset and duration of efficacy. Objective: Provide an evidence-based description of the time course of efficacy of psychostimulant medications used in ADHD treatment of children and adolescents. Data Sources: A literature search from 1998 to 2008 was conducted using a MEDLINE database and the keywords “attention-deficit/hyperactivity disorder,” “extended-release,” “sustained-release,” “methylphenidate,” “amphetamine,” “randomized,” “controlled,” “placebo,” “efficacy,” “time course,” and “classroom study.” Data Extraction: Selection criteria included randomized, blinded, placebo- or active comparator-controlled clinical studies that evaluated an ER formulation of a psychostimulant treatment for ADHD in at least 30 children and adolescents aged 6 to 17 years. Study Selection: Eighteen clinical trials met the chosen criteria and evaluated: d, l-MPH, long-acting (d, l-MPH-LA); d, l-MPH-OR; d,l-MPH-CD (MCD); d-MPH-ER; MPH transdermal system (MTS); mixed amphetamine salts, ER (MAS-XR); and lisdexamfetamine dimesylate (LDX). Data Synthesis: Onset of efficacy was earliest for d-MPH-ER at 0.5 hours, followed by d,l-MPH-LA at 1 to 2 hours, MCD at 1.5 hours, d,l-MPH-OR at 1 to 2 hours, MAS-XR at 1.5 to 2 hours, MTS at 2 hours, and LDX at approximately 2 hours. Duration of efficacy for each treatment was: MCD 7.5 hours; d,l-MPH-LA 8 to 12 hours; and 12 hours for MTS, d-MPH-ER, d,l-MPH-OR, MAS-XR, and LDX. However, data should be interpreted with caution given the different trial designs and assessment time points. Conclusions: d-MPH-ER has the earliest onset of efficacy at 0.5 hours postdose, and MTS, d-MPH-ER, d,l-MPH-OR, MAS-XR, and LDX have a long duration of action at 12 hours postdose. Clinicians should consider differences in the onset of efficacy of each drug in the context of individual patient needs.

Methylphenidate and Interpersonal Relationships of Children with Attention Deficit Hyperactivity Disorder

In order to clarify the effects of methylphenidate on interpersonal relationships of children with attention deficit hyperactivity disorder (ADHD), data from sociometric tests conducted in 28 classes to which ADHD children belonged was analyzed, comparing patients who had a history of methylphenidate treatment with those who had not. It was suggested that ADHD children with a history of methylphenidate treatment had more favorable votes and fewer unfavorable ones than those without it. However, there were more isolated children among ADHD children with methylphenidate treatment than in those without it. The results are discussed in the light of previous findings in the literature and a hypothesis for methylphenidate induced isolation is proposed.