Psychosocial Development Research Articles

HUBUNGAN KECANDUAN GAMES ONLINE TERHADAP PERKEMBANGAN PSIKOSOSIAL ANAK USIA SEKOLAH DASAR

Online games are online games that are played on computers, smartphones and other gaming devices. One of the users is school-aged children. Addiction to games in school children is characterized by playing outside the allotted time which has a negative impact on their psychosocial development. The purpose of this study was to determine the relationship between internet gaming and the psychosocial development of elementary school students. Descriptive correlation with a cross-sectional approach is used as a research method. In this study there were 65 respondents who were selected based on inclusion criteria using a stratified random sampling technique. The measuring tool used is a questionnaire that has been modified by the researcher. The results showed that most of the respondents were 11 years old (47.7%) and male (60.0%). The average time to play games is not more than 1-3 hours/day (67.7%), most of the respondents are identified as addicted to online games (67.7%) and have adequate psychosocial development (58.5%). Analysis using Fisher's exact test shows that p-value (0.00) < α (0.05) means that there is a relationship between online games and the psychosocial development of school-age children. Parents and teachers are encouraged to work closely with the health care team to identify a child's play disorder that affects psychosocial development

Efforts to increase English vocabulary skills using puppet theater and flashcards at TK Islam Amaryllis, Cibubur

This community service activity aims to increase English vocabulary in daily life for the kindergarten level at TK Islam Amaryllis, Cibubur. At the kindergarten stage, aspects of physical and psychosocial development are needed, which include intellectual, language, motoric, and social-emotional development. Besides that, especially the introduction of English vocabularies. Socialization, demonstration, and practice (with puppet theater and flashcards as media), and evaluation are the stages carried out in this program. The result is that students at TK Islam Amaryllis, Cibubur, have increased their knowledge of English vocabulary, which can be used for further levels of education by using or demonstrating learning media, namely puppet theater and flashcards.

Motor, physical, and psychosocial parameters and assessment in preschool children

Managing children's motor, physical, and psychosocial aspects in their formative preschool years is a complex and personalized endeavor, emphasizing early intervention and interdisciplinary collaboration. Motor development management in preschool children underscores the importance of timely intervention. Pediatric physical and occupational therapies play pivotal roles in addressing these challenges, employing engaging activities and exercises tailored to individual needs. The individualized nature of these interventions recognizes each child's unique journey and fosters skill acquisition and development. In parallel, managing physical parameters in preschool children involves growth monitoring, nutritional counseling, and addressing common health concerns. Consistent growth monitoring helps identify deviations from expected patterns, allowing for early intervention in cases of growth-related concerns or nutritional deficiencies. Preschoolers' susceptibility to common health issues necessitates medical management, symptom control, and preventive measures. Psychosocial development management in preschool children centers on emotional resilience, social competence, and cognitive readiness. The discussion also highlights emerging evidence of a link between motor skills and executive functions in preschool-aged children, suggesting opportunities for evidence-based interventions and coordination-demanding activities to optimize motor and cognitive development in this crucial developmental phase.

Academic Self-Efficacy, Study Skills and Academic Achievement: A Serial Mediation Model

Educational achievement is crucial determinant of one’s future career opportunities and plays a critical role in the psycho-social development. Identifying the factors that influence academic achievement is essential for developing effective interventions and strategies to enhance students' learning outcomes. This study aims to investigate the serial mediation role of study skills (systematic and organized study, and effective homework and exam preparation) in the relationship between academic self-efficacy and academic achievement. A group of 92 secondary school students completed the Academic Self-Efficacy Scale as well as two sub-scales from the Study Skills Scale: systematic and organized study, and effective homework completion and exam preparation. The findings of the study revealed positive correlations among all variables. Furthermore, the serial mediation analysis demonstrated that the skills of systematic and organized study, and effective homework and exam preparation serially mediated the relationship between academic self-efficacy and academic achievement. These results suggest that interventions, implementations, and policies that aim to strengthen students’ perception of academic self-efficacy and improve their study skills can contribute to the academic achievement and other student outcomes.

Study to Evaluate the Association Between Strabismus (Squint) and Anxiety in Children and Adolescents Using the Hamilton Anxiety Scale

To evaluate psychosocial difficulties due to strabismus in children and adolescents, to create awareness regarding this neglected aspect of strabismus, and to emphasise the need for early correction with appropriate referrals for better psychosocial development.

Association between childhood trauma, cognition, and psychosocial function in a large sample of partially or fully remitted patients with bipolar disorder and healthy participants

BackgroundChildhood trauma (CT) are frequently reported by patients with bipolar disorder (BD), but it is unclear whether and how CT contribute to patients’ cognitive and psychosocial impairments. We aimed to examine the impact of CT on cognition and psychosocial functioning in a large sample of 345 patients with BD and 183 healthy control participants (HC) using the Childhood Trauma Questionnaire, neurocognitive tests and ratings of mood symptoms and functioning.ResultsPatients showed broad cognitive impairments across memory, attention and executive function and functional disability despite being in partial or full remission and had higher levels of CT than HC. Higher levels of CT correlated with impairments across almost all cognitive domains and lower psychosocial functioning across BD patients and HC. Of these, the associations between CT and poorer working memory and lower psychosocial functioning, respectively, prevailed after adjusting for clinical and demographical variables. Diagnosis of BD and estimated verbal intelligence did not moderate these associations. Analysis of CT sub-categories showed that working memory impairments were related particularly to childhood physical and emotional abuse, while psychosocial difficulties were related to physical and emotional neglect.ConclusionsCT may have negative implications for working memory and psychosocial functioning across both BD and healthy populations. If the findings are replicated, this would suggest that early interventions that reduce the frequency of CT in vulnerable families may aid children’s cognitive and psychosocial development.

Relationship Of The Mother’s Role In The Development Of Preschool Children In The Holsa Administrative Post Maliana Maliana Municipaly, Bobonaro Timor-Leste 2022

The development of preschool children is very important because children will be able to adapt to the environment with physical development and psychosocial development, Sigmud Freud (2019) to know the relationship of the mother's role in the development of preschool children in the holsa, Administrative post Maliana, Bobonaro, Timor-Leste 2022. Research methods: The researcher used the quantitative descriptive method with a cross-sectional approach. The research sampling technique used non-probabilistic and intentional sampling. The instrument used by the researcher was a questionnaire and observation of the DDST. Researcher ensures that the information used is an additional skill for mothers and preschool children aged 4 to 6 years. the research shows that there is a relationship between the role of the mother and child development, using SPSS version 24.0. The analysis of the cross-spearmen ranks test showed that the P value was 0.001 < 0.05, with the spearmen's correlation 0.619, the strength of the correlation index. The role of mothers in kindergarten is almost half that of the moderate mother. The development of preschool children in kindergarten is almost entirely normal and there is a relationship between the role of the mother and the development of preschoolers in early childhood education.

Treatment of Pediatric Pemphigus Foliaceus.

Pemphigus foliaceus (PF) is an autoimmune blistering disease limited to the superficial skin without mucosal involvement. It is clinically, histologically, and immunopathologically distinct from pemphigus vulgaris (PV). As data on pediatric PF is often merged with data on both pediatric and adult PV patients, isolating clinical outcomes in pediatric PF is not always possible. Therefore, the authors of this review analyzed clinical outcomes following therapy in pediatric PF patients only. A search of databases resulted in 33 pediatric patients with PF. In total, 19 (57.6%) patients were treated with conventional immunosuppressive therapies (CISTs), which consisted of systemic corticosteroids and multiple immunosuppressive agents (ISAs). Further, 14 (42.4%) patients were treated with biologic agents, predominantly rituximab (RTX). The mean age of those treated with biologics was 12.8 years (range = 0.88-18 years) compared to 8.9 years (range = 0.92-15 years) of those treated with CIST (p = 0.01). Treatment with biologics was initiated significantly longer after the diagnosis of PF when compared to patients treated with CIST (p = 0.003). RTX was used in all patients who received biologic therapy. Two (6%) patients also received intravenous immunoglobulin. When clinical outcomes were compared between CIST and biologic therapy, rates of clinical remission, partial remission, and relapse, were not statistically significantly different between groups. When RTX was used, rates of relapse and adverse events were higher in those treated with the lymphoma protocol (375 mg/m2once weekly for four weeks) compared to those treated with the rheumatoid arthritis protocol (two doses of 1,000 mg two weeks apart) (p < 0.0001). The incidence of adverse events was statistically significantly higher in patients treated with CIST when compared to RTX (p = 0.003). These included both physical and psychological changes. The infection rate after treatment with RTX was 7.1%. These outcomes occurred during a follow-up of 12.5 months (range = 1-36 months) in the CIST group and 20.5 months (range = 6-67 months) in the biologic therapy group. The difference in the follow-up period was not statistically significant. The literature suggests that biologics are superior to CIST in treating pemphigus patients.The results of this review suggest similar responses to therapy in pediatric PF patients treated with biologics compared to CIST. This may have been due to a limited duration of follow-up and a lack of detailed treatment outcomes in pediatric PF patients. The data in this review strongly suggests that specific treatment protocols need to be developed and implemented for pediatric PF patients. These patients are at a critical phase in life where PF therapy can influence or affect physical growth, hormonal changes, psychosocial development, and essential education.

Clinical and Laboratory Findings on Glycogen Storage Disease Type V: Results from a Retrospective Observational Study in a Tertiary Hospital.

Introduction - Glycogen storage disease type V (GSDV, MIM #232600) is an autosomal recessive metabolic myopathy caused by pathogenic variants in the PYGM gene. The characteristic symptoms of exercise intolerance, myalgia, and cramps, which improve after a few minutes of rest, are frequently unrecognized in affected children. When there is clinical suspicion, the initial approach with a forearm exercise test has diagnostic value by detecting low post-exercise plasma lactate-to-ammonia ratio values. The diagnostic algorithm is followed by genetic testing if the results suggest myophosphorylase deficiency. Methods - This was a retrospective observational study conducted based on reviewing medical records of patients with GSDV in a tertiary hospital. We assessed demographic variables, including the timing of onset and diagnosis, relevant clinical characteristics, and whether genetic testing was performed, including its results. Results/Case Report - Our goal was to review the GSDV cases in our center to assess our cohort's diagnostic timing and clinical and genetic characteristics. We identified 28 patients from 24 families, three with consanguinity. The mean age at the time of the study was 43 years. While most (26/28; 93%) recalled their first symptoms in childhood/adolescence, only 25% (7/28) were diagnosed then. All patients had exercise intolerance and CK elevation, while about half reported the second wind phenomenon. Genetic testing was performed in 22 patients, revealing biallelic PYGM variants (9 homozygous, 13 compound heterozygous) as the most common (p.R50*). Conclusion - GSDV is rare and presents in the pediatric age, with subtle manifestations often underestimated for decades. A late diagnosis may negatively impact the psychosocial development of affected children. It is essential to recognize some unique features that facilitate diagnosis: history of exercise intolerance, the second wind sign, and high resting serum CK levels. Identifying the disease-causing variants in PYGM is currently the gold standard for diagnosis as it is less invasive than performing a muscle biopsy, and may promptly diagnose the condition and avoid wrongful labelling of patients.

An Introduction and Brief Overview of Psychoanalysis.

The field of psychology has been shaped by the views and perspectives of Sigmund Freud and his former students: Carl Jung, Alfred Adler, Erik Erikson, and Karen Horney. These psychologists and their respective schools of thought provide distinct views on psychology and influences on personality and psychosocial development. The foundation for psychoanalysis was laid by Freud, his work on the unconscious mind, and his emphasis on early childhood experiences. His students also made substantial contributions that expanded, sharpened, and challenged his theories. This review will begin by highlighting the work of Sigmund Freud; it will then compare his theories with the theories of his students. This review will introduce and bring attention to the most important figures of psychoanalysis and give a brief overview of their theories.

S12-4 Feasibility evaluation of the Move Well, Feel Good movement behaviours intervention

Abstract Purpose Improving children’s motor competence through school-based physical activity interventions may be a mechanism for promoting positive mental health through psychosocial factors. Move Well, Feel Good (MWFG) is a such an intervention that was co-designed with children, class teachers, physical education (PE) teachers, and school leaders. This presentation describes the feasibility evaluation of MWFG. Methods Five primary schools were recruited from a low socioeconomic status community in northwest England. A 10-week intervention was co-designed which aimed to enhance children’s mental health through motor competence and psychosocial development. The core delivery of the programme involved one PE lesson per week devoted to development of locomotor, object control, and stability skills. This was supplemented by optional recess and home activities, and by non-PE curricular activities. Teachers were asked to record details of each MWFG session taught, and feasibility was evaluated against pre-defined criteria using surveys, interviews (teachers), and participatory focus groups (children). Pre- and post-intervention assessments of motor competence, mental health, wellbeing, psychosocial factors, and 24-hour movement behaviours were also completed. Results The 5 schools represented 83% of the target number of schools and 108 children consented (43% of target). PE and class teachers were recruited in all schools (100% of target). Intervention dose was reflected by 76% of scheduled PE lessons being delivered. Adherence was strong with &amp;gt;85% of children attending ≥75% of lessons. Positive indicators of acceptability were provided by 86% of children, 83% of PE teachers, and 90% of class teachers. Teachers commented on the children’s positive engagement irrespective of ability, the quality of resources provided, and the challenges of competing demands for curriculum time and spaces to deliver MWFG. The data collection methods were deemed acceptable by 91% of children and 80% of class teachers, and children spoke positively about participating in the data collection. Secondary outcome data collection was completed by 87%-100% of children, with a 0%-6% attrition rate at post-intervention. Descriptive analysis revealed favourable changes in motor competence and mental health. Conclusions MWFG was deemed to be feasible to develop further into a pilot trial, with improved school and child recruitment strategies warranted.

S12-1 School-based interventions to promote physical activity amongst children and adolescents

Abstract Background Regular physical activity (PA) is associated with many benefits for physiological and mental wellbeing in children and adolescents. Despite this, many children and adolescents are failing to meet current PA guidelines. Given the age-related declines in PA as children move into adolescence, and then adulthood, the development of interventions to promote PA in this population is important. Schools have been identified as a key setting for the promotion of health-related behaviours, and young people spend a significant proportion of their waking day within the school setting. Aim This symposium will engage researchers, practitioners, health care professionals and policy makers to discuss novel school-based interventions. The objectives of this symposium are to: (1) Disseminate the findings of school-based interventions across a number of countries (France, Ireland, United Kingdom, Spain); (2) Highlight cross-cultural challenges in the development and evaluation of school-based interventions, and (3) Outline how co-design and Patient and Public Involvement (PPI) have been utilised in the development of school-based interventions. Symposia presentations 1. The effectiveness of a peer-led school-based walking intervention on adolescent girls’ physical activity: the Walking In ScHools (WISH) study. This presentation will highlight findings from the first fully powered trial to investigate the effectiveness of a peer-led brisk walking intervention in adolescent girls, including primary and secondary outcome data, and process evaluation measures. 2. School-based physical activity promotion in a cross-cultural context: interventions from France and Spain. This presentation will highlight key learnings on how best to connect cross-cultural educational contexts for the promotion of physical activity and discuss the development of a cross-cultural intervention guide. 3. Co-production of the Move Well, Feel Good movement behaviours intervention. This presentation will describe the feasibility evaluation of the Move Well, Feel Good intervention. The Move Well, Feel Good intervention was developed using a co-design approach, and aims to enhance children’s mental health through motor competence and psychosocial development. 4. Physical activity trends among Second-level Active School Flag programme 2019-2021. This presentation will evaluate the impact of the Active School Flag programme and outline changes in physical activity levels over a three-year period.

The incremental association of implementation leadership and school personnel burnout beyond transformational leadership.

Successful implementation of school-wide interventions (i.e., delivered to all students by a wide array of school personnel) is key to promoting students' academic achievement and psychosocial development. Yet, the implementation of school-wide interventions is complex and can be psychologically taxing for implementing personnel. If evidence-based practice and program (EBP) implementation goes unsupported, implementation challenges might result in chronic stress among school personnel that leads to burnout. While generally effective leadership tends to decrease educator burnout, implementation-specific leadership may also decrease burnout through its strategic supports for EBP implementation. A series of linear regression and path models were used to examine the concurrent association between transformational (e.g., general) and implementation (e.g., strategic) leadership and burnout and its component parts (i.e., emotional exhaustion, depersonalization, personal accomplishment). In a sample of 338 school personnel, we found transformational and implementation leadership were each significantly associated with decreased burnout. However, transformational leadership was not significantly associated with any of the three burnout components, whereas implementation leadership was significantly associated with increased personal accomplishment. These results suggest both general and strategic forms of leadership are key supports for school personnel burnout and as such, leaders may benefit from training to improve each. Additional implications for schools and future directions to understand how best to support school personnel are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

A Study on the Assessment of Body Awareness Ability in Normal Children: A Pilot Study

Body awareness influences psychosocial development, and psychosocial factors are important in children’s developmental processes. This study assessed the potential impact of body awareness in healthy children. Children, their guardians, and assessors were asked to complete a questionnaire consisting of items on body awareness. The questionnaire included items on body awareness, including body and posture awareness, body sensitivity, body anxiety, and bodily feelings. The responses of the children, their guardians, and the assessors were analyzed. There was a difference in body awareness between the child and guardian but there was no statistical difference. There was a difference in response to body awareness between the child and assessors, but there was no statistical difference. This study presents evidence of body awareness in normal children. Future research using a group design should be conducted to confirm and generalize the results of this study.

Features of social development and emotional well-being among preschool children conceived with assisted reproductive technologies

Introduction. An important aspect of modern preschool education is the social development and emotional well-being of children. Regarding children born as a result of ART, there is a lack and inconsistency of data on psychosocial development and well-being. The research objective is to identify the features of social development and emotional well-being in children conceived with ART, in comparison with children born from natural pregnancy (during preschool childhood). Materials and methods. The data of a Prospective Longitudinal Interdisciplinary Study (PLIS) of Child Development after the child reaches the age of 4 years were used. The sample consisted of 90 children born with ART, and 130 children born from natural pregnancy (NP). The scale "Prosocial behavior" from test "Behavior of your child" (BEH), the scale "Communicative problems" from the Checklist for Autism in Toddlers methodology; the scales "Positive attitude to others", "Problems of behavior in society" and "Emotional well-being" from the test "Your child is at home" were used. Methods of data analysis: U-Mann-Whitney test; correlation analysis (r-Spearman), etc. Results. The majority of ART and NP children are characterized by pronounced prosocial behavior, positive attitude towards others, absence of demonstrated behavior problems in society and problems in communication with other people, emotional well-being. Nevertheless, problems of behavior in society prevail (U=4153.5; p=0.05) in ART children. There were no differences between boys and girls (p&gt;0.05). Regardless of the type of conception, two significantly different (p≤0.05) cluster groups were identified: (1) with more pronounced prosocial behavior, positive attitude to others and emotional well-being, less pronounced behavior problems in society, (2) with less pronounced prosocial behavior and positive attitude to others, with emotional distress, more pronounced problems of behavior in society. In children with ART, cluster groups differed (p≤0.05) in the severity of communication problems. In both groups, indicators of prosocial behavior, positive attitude to others, problems of behavior in society and emotional well-being are interrelated (p≤0.05). In the NP group (unlike ART), communication problems are associated with all indicators, except for a positive attitude towards others. Conclusion. The features of social development and emotional well-being of children conceived with ART in comparison with children with NP (during preschool childhood) are revealed, individual variants and possible trajectories of children's development are shown, which will allow to more accurately determine the targets of psychological and pedagogical impact and make assistance to children and families who have used ART more effective, differentiated and purposeful.

Cognitive scripts and narrative identity are shaped by structures of power

Constructing a narrative identity involves developing an understanding of oneself as integrated through time and across contexts, a task critical to psychosocial development and functioning. However, research has primarily focused on the individual in isolation or in highly localized contexts. This is problematic because narrative identity is profoundly shaped by structures of power; thus, we cannot understand how individuals understand themselves through time, across contexts, and as a member of a particular community without attention to the structure of society. We propose a structural-psychological framework for the study of autobiographical memory, narrative, and context that examines how structures of power are maintained, and potentially changed, through the narration of autobiographical events, as guided by cognitive scripts, or master narratives.

Dysphonia Leading to a Delay in Psychosocial Development.

Dysphonia Leading to a Delay in Psychosocial Development.

Examination of Attitudes towards Sport and Life Satisfaction of University Students Studying Sport Education

The aim of this study is to examine the attitudes towards sports and life satisfaction of university students who study sports education. In the study, questionnaire and scale forms consisting of three parts were used as data collection tools. In the first part, "Personal Information Form" determined by the researchers, in the second part "Life Satisfaction Scale" and in the third part "Attitude towards Sport Scale for University Students" were used. The population of the study consisted of 397 senior year students studying at Ondokuz Mayis University Faculty of Sport Sciences. The sample of the study consisted of 244 students, 184 males and 60 females. As a result of the statistical analyses, it was seen that there was no significant difference between attitude towards sport and life satisfaction levels according to age variable (p0.05). It was concluded that there was a significant difference in the physical development sub-dimension in the gender variable, in the total score of the life satisfaction scale in the nationality variable, in the total scores of the attitude towards sport scale and life satisfaction scale in the active sportsmanship variable, in the total scores of the attitude towards sport scale and life satisfaction scale and in the psychosocial development and mental development sub-dimensions, and in the total score of the attitude towards sport scale and psychosocial development sub-dimension according to income status (p0.05). It can be said that demographic variables have an effect on attitude towards sport and life satisfaction

THE READING EXPERIENCE OF CHILDREN AND ADOLESCENTS LEFT WITHOUT PARENTAL CARE

Reading fiction is considered as a tool to support the psychosocial development of children left without parental care. The paper describes the results of the study aimed to identify the semantic characteristics of the reading experience of children and adolescents left without parental care. The main characteristics of the reading experience and their connection with personal characteristics of the students are analysed. It is shown that children and adolescents left without parental care are characterised by greater emotional stability and personal maturity when they have more versatile and rich reading experience.

Psychosocial Development of Children in Conflict with the Law Under Detention in the Bicol Region, Philippines

A child's personality may be impacted by various factors such as the marital status of parents, interpersonal problems within the marriage, a broken household, and solo parenting. Therefore, children with mental illness can experience severe issues leading to illegal troubles. Hence, this study examines the psycho-social factors contributing to children in conflict with the law in the Bicol Region, Philippines. For this purpose, data from 67 respondents was collected on a volunteer basis through interviews from different care institutions that handle children in conflict with the law for welfare and development. Results of the study revealed that lack of quality time with parents, marital status, parents' poor working status, and lack of participation in cultural activities and community services were significant in influencing a child's behaviour to violence. The study also provides possible proactive measures to help parents and authorities rebuild the lives of children in conflict with the law and become valuable members of society.