Role In Psychological Development Research Articles

Happy Moments between Children and Their Parents: A Multi-method and Multi-informant Perspective

Research interest in children’s happiness has increasingly grown in recent years. Studies of children’s happiness have shown that happiness promotes greater social and emotional well-being during childhood. The present study explores the different perspectives of children and their parents on happy moments spent together, examining potential discrepancies in points of view. Semi-structured interviews were conducted with 154 children (6–13 years old: Mage=8.72, SD = 2.00; 57% girls), their mothers (Mage=42.30, SD = 4.50), and their fathers (Mage=45.47, SD = 5.42). Children were asked to indicate their level of happiness using a single item and to recount their happy moments spent with their fathers and mothers. Parents were asked to evaluate their children’s happiness and to identify what they thought was the happiest moment their children had experienced with them. The data was analyzed using Thematic Analysis. Six main themes related to children’s happy moments emerged from the transcripts: (1) Activities outside the home; (2) Shared activities between parents and children; (3) Happy moments of play between parents and children; (4) Parent-child moments of affection; (5) Relevance of material gifts; (6) Non-specified happy moments. Emotional interactions characterized the happiest moments reported with mothers, while those with fathers were more frequently playful and fun situations. Results showed that parents and children disagree on children’s happiness levels and tend to identify different episodes as the happiest moments spent together. The study examined parent-child interactions in the context of family happiness, considering the protective role of a child’s happiness against negative psychological symptoms. It aimed to identify components of happier moments as potential indicators of family well-being, given the family’s role in psychological development.

Executive functioning in adolescents and adults with Silver-Russell syndrome.

Silver-Russell syndrome (SRS) is a rare imprinting disorder characterized by prenatal and postnatal growth retardation. The two principal causes of SRS are loss of methylation on chromosome 11p15 (11p15 LOM) and maternal uniparental disomy of chromosome 7 (UPD(7)mat). Knowledge of the neuropsychological profile of SRS remains sparse and incomplete even if several difficulties related to attention and learning have been reported both in the literature and by patients with SRS. These difficulties could be the result of troubles in different cognitive domains, but also of executive dysfunction. Nevertheless, executive functioning has never been investigated, even though executive functions play an essential role in psychological development, and are extensively involved in daily life. The present study explored the executive functioning of individuals with SRS due to UPD(7)mat or 11p15 LOM. A battery of executive tasks assessing cognitive flexibility, inhibitory control, and working memory, together with a task assessing sustained attention, was administered to 19 individuals with SRS (13-39 years) and 19 healthy controls. The Behavior Rating Inventory of Executive Function was also completed by the participants' families. The results showed that participants with SRS had similar performance (z-scores) to our controls, in a context of normal intellectual efficiency. Group comparisons with Bayesian statistics showed a single difference between the 11p15 LOM and control groups: the completion time for part A of the Trail Making Test appeared to be longer in the 11p15 LOM group than in the control group. However, at the clinical level, several participants with SRS had clinically significant scores on various measures of EFs. Thus, the cognitive phenotype of SRS did not appear to be characterized by executive dysfunction, but individuals with SRS could be at high risk of developing executive dysfunction or attention-deficit/hyperactivity disorder. These results provide new insights into the neuropsychological profile of individuals with SRS.

The superiority of high level of father presence on empathy and sympathy in early adolescents in south-eastern China: A person-centered perspective

Father presence plays a vital role in psychological development of adolescents in various ways. In the current study, to investigate the effect of father presence on empathy and sympathy, the questionnaires were administered to 3197 primary and middle school students (Mage = 13.28, SD = 1.48). We used Mplus 7.4 to conduct latent profile analysis to identify potential profiles of father presence among boys and girls. In addition, ANOVAs were conducted to reveal the differences among profiles on empathy and sympathy. Results showed that both male and female groups had four potential profiles (Low, Moderate, High father presence and Balanced type), and these profiles shared a similar pattern and characteristics among different genders. Moreover, “High father presence” showed a particular advantage in cognitive empathy, affective empathy, and sympathy over the moderate and low counterparts. The “Balanced type” showed the most significant advantage in affective empathy, which brings enlightenment to improving the consistency among various father presence factors.

Professional Training of Future Teachers for the Development of Speech Activity of Younger Schoolchildren

Objective: The purpose of the experiment was to determine the level of knowledge of future primary school teachers about dialogical speech in the lessons of a discipline “Self-knowledge” (content component), their ability to apply this knowledge in the process of developing the dialogical speech of primary school students with mental disorders (operational component) and the comprehensive using of knowledge about dialogical speech in the process of educational activity (motivational component). Background: Professional training of future teachers of primary schools is currently one of the pressing problems in modern Kazakhstan. One such way is the introduction of a practice-oriented competence of the future primary school teacher. This involves the formation of professional competence of a primary school teacher, his ability to solve typical professional problems on the basis of acquired knowledge and experience. Method: For determining the preparation of future primary school teachers for work on the development of dialogical speech of primary school students a pedagogical experiment consisting of ascertaining and formative stages was conducted. Results: Scientific research on the methodology of speech development is aimed at finding methods, techniques, and forms of training that increase the effectiveness of such important components of the learning content as language and speech competence, which are part of the communicative competence of pupils. In scientific pedagogy and psychology, the purpose of education and training is to develop a child's personality. The development of personality is considered as a long process of acquiring the culture of the people. Speech culture is an integral part of the general culture, so speech development is the most important task of forming the personality of a preschool and primary school pupil. The key role in psychological development is played by external, oral, monological, dialogical, and written speech. Conclusion: Interrelation of the investigated components can serve as a description of the level of preparedness of future primary school teachers.

The role of semiotic regulators in the construction and execution of an argumentative instructional design

This article investigates how the semiotic tools socially shared have a role in psychological development of students enrolled in argumentative classes. The process of internalization is understood as a form of semiotic regulation, socially shared, that benefits the organization and structuring of higher mental functions. We use an argumentative instructional design inspired by the adaptation made by Leitao (2012) to the Critical Debate Model / MDC (Fuentes, 2011) to create an environment of systematic argumentation as a mediation resource for the development of reflective thinking of students. In each cycle (5 debates), the students (38) are divided into three groups, who rotate to assume the roles of protagonists, antagonistics and judges/researchers – in every cycle there are activities to teach how to argue and argue to learn school content. Hence, they are systematically stimulated to exchange points of view rationally, evaluate arguments, question positions, produce arguments and anticipate counter-arguments. The workshop where teachers stimulated the teaching of argumentation for the purpose of developing argumentative competencies were qualitatively analyzed. The semiotic-discursive analysis of 12 cases (one of the three groups) indicates that there are three levels of regulatory agents: 1) the design, 2) the instruction of the teachers, 3) the reaction (understanding) of the students. And the regulators are divided into the dimensions of knowledge construction and pragmatic / rhetoric of the argument organized in: 1) macroregulators, which say of the general regulators present in the design and instruction and 2) local regulators, who say respect of the updated use of general regulators internally by students. Finally, it is proposed to think about the role of constructing argumentative class designs that take into account the complexity of semiotic dynamics in educational contexts.

Aggression as a violation of dialogic interaction in adolescence

The article is dedicated to the research of the aggression as a violation of dialogic interaction in adolescence. It should be noted that aggression is considered as one of the ways to fill in the need for communication. The research results received witness the fact that aggressive behavior is the reason for interpersonal communication process complicacy. As a rule, children of the same age evade communication with their aggressive contemporaries, but adults blame them for conduct of the kind, intensifying aggression manifestation in their behavior. Interpersonal character talent plays a fundamental role in psychological development of an individual, in the process of his socialization and obtaining the necessary forms of social behavior by him. Interpersonal communication is not only the juvenile personality formation condition, but a fundamental sphere of his self-realization. At the very age it is more conscious and purposeful, obtaining subjective importance, and is noted for its selectivity, durability and moral explanation. Communicative ability not properly developed in the definite periods of time becomes evident in the next periods of a person’s lifetime and in his communicative activity, unable to be flexible to combine his activity with the activity of other people. The communication problem in adolescence has an important part as communication is the main activity of this age period and is considered to be fundamental in adolescent personality socialization. It is proved juvenile communicative ability formation to support the aggressive behavior level decrease. Communication ability process formation in adolescence requires the investigation of such aspects as a personal motivation, cognition, willing and conduct aspects. A conduct therapy, as one of the most effective juvenile behavior breaking correction method, can serve as the basis for communication training and an effective means of the communication ability formation.

Нетрадиционные техники рисования как средство развития творческого воображения детей старшего дошкольного возраста

this article is devoted to necessity of using non-traditional art techniques for the purpose of creative imagination development of elder preschoolers. The work also suggests some techniques of non-traditional drawing, their role in psychological development of children and the results of the program implementation, which is aimed to the creative imagination development of preschoolers through the creative drawing and a non-traditional drawing technique.

Psychological well-being among social network users of King Saud University students

IntroductionSocial networks allow individuals to express themselves, and establish or maintain connections with others. Using social networks like Facebook may be associated with a sense of self-worth and may play an important role in psychological development of university students who are in emerging adulthood phase.Objective(1)Assess the psychological well-being of Saudi university students using social networks (Facebook).(2)Explore whether the relationship between Facebook use and bridging social capital is different for individuals with varying degrees of self-esteem and satisfaction with life.AimTo study the psychological well-being of Saudi university students using social networks (Facebook).MethodAn electronic survey was published in the community site for all students of King Saud University. in addition to the demographic information, the survey evaluates Facebook use intensity, bridging social capital and psychological well-being: self-esteem and satisfaction with life.ResultsA total of 1005 students completed the survey, of which 50.5% were female. Majority of them were members in Facebook (92.1%).ConclusionsResults showed no significant correlation between the use of Facebook and psychological well-being. It could be due to the fundamental difference between Arabs and other cultures or due to the use of other social networks. There was a positive relationship between bridging social capital and psychological well-being with being in preparatory year, which is most likely because advanced years has more workload preventing students from participating in King Saud University community. A longitudinal study over a series of years and addressing other popular social networks would be the next step.Disclosure of interestThe authors have not supplied their declaration of competing interest.

What Is Cultural Psychoanalysis? Psychoanalytic Anthropology and the Interpersonal Tradition

In light of the recent emphasis on social and cultural factors in psychoanalytic theory and practice, this article will elaborate earlier attempts to bridge psychoanalysis and the study of culture. I begin by considering the disciplinary tension between the fields of psychoanalysis and anthropology and the emergence of a “psychoanalytic anthropology,” which began in the 1920s and lasted through the 1950s. I then turn to the works of Harry Stack Sullivan and Erich Fromm, who developed an approach known as “cultural psychoanalysis.” I suggest that Sullivan and Fromm anticipate today's sociocultural turn in psychoanalysis and that their work on culture and its role in psychological development and experience continues to be relevant. Rather than embracing a social or cultural determinism, Sullivan and Fromm focus on the interaction between culture and the person, thus creating an “integrationist” approach. Sullivan and Fromm develop a broad conception of culture that encompasses a critique of social and cultural norms and values. I suggest that this is particularly valuable because much current discussion of culture focuses chiefly on diversity and difference, thus overlooking the implicit social and cultural values at work in all human experience. I build on Sullivan and Fromm's insights to illustrate the significance of early interpersonal psychoanalysis for the sociocultural turn in contemporary psychoanalytic theory and practice.

A Definitive Volume on Temperament

A Definitive Volume on Temperament

As relações entre afetividade e inteligência no desenvolvimento psicológico

Este texto apresenta considerações sobre as relações entre afetividade e inteligência no desenvolvimento psicológico, a partir de quatro modelos teóricos: as perspectivas psicogenéticas de Piaget, Wallon, Vygotsky e concepções extraídas da teoria psicanalítica de Freud. O objetivo é apontar as ênfases de cada abordagem para os aspectos afetivos e cognitivos e seu papel no desenvolvimento psicológico. Como conclusão, pode-se dizer que os modelos, interessados pela gênese da construção do conhecimento ou pela constituição do psiquismo, apresentam diferentes tipos de relação entre afetividade e inteligência. Uns propõem relações de alternância (Wallon); complementaridade de um em relação ao outro (Vygotsky) ou correspondência (Piaget) entre afetividade e inteligência, enquanto outro enfatiza aspectos pulsionais que interferem no funcionamento psicológico afetivo e cognitivo (Freud).

The Primacy of Early Experience: A Critique, an Alternative, and Some Clinical Implications

The author critically examines the concept that early childhood experience plays a centrally important role in psychological development. This principle is contradicted by a wide range of evidence, most particularly that the cumulative effect of adverse experiences is more important than timing, and that children are resilient to a wide range of adverse events. An alternative model is offered, rooted in the interactions between temperament and childhood experiences. Some clinical implications of the model are also explored.