Investigating the Development of Individuals with Mental and Physical Problems Receiving Water Therapy in a Special Education and Rehabilitation Center

Investigation of the physical and psychological development challenged individuals receiving water therapy in a private education rehabilitation center. The aim of this study is to investigate the physical and psychological development challenged individuals receiving water therapy in a private education rehabilitation center.5 children with mentally and physically problems who took water therapy in the Special Education Rehabilitation Center participated in the study. Children aged between 3-8. Children who have mentally problematic, who have participated in the research, have severe, moderate and mild mental problems and who have problems physically also have placenta, quatri plaque, spina bifida etc. children with orthopedic insufficiency.Special mobility training program was prepared for the children to be able to make joint problems for children with mental problems and physical problems. While the program was being prepared, support was received from special educator, water therapist and repertoire people.The study was administered 4 months, 2 days a week and 60-90 minutes. At the beginning of the research, the children who had mental problems were afraid of entering the water, they did not comply with the commands, they did not want to be separated from the mother and father.At the end of the research process, children with mental problems enter the water comfortably and even hurry to enter, they are not afraid of water, they are more adaptable to the commands, they continue to work separately from their parents, they are more willing to enter the water in children who have problems with orthopedic problems. It was observed that most of the children who wanted to move in the water, they were mostly able to perform the movements, and the majority of the children (90%) who had walking pants had walking exercises.

Educational psychology, an outline of the major trends in its development

A characteristic peculiar ta the 20th century has been the emphasis placed upon psychology. Significant recent advances in the physical sciences have been mainly <div>applications of past experience and methods of research in the particular field. The psychological implications of the recent advances in physical sciences for human welfare, human nature and human experience that have manifested themselves in our time, are new. Interest in these implications pervades all institutions, industrial, educational, medical, economical, among them, and introduces an increasing accuracy into our insights of human behaviour. So new is the psychological development that complete ordering of the boundaries of the branches and aspects of psychological data has yet to be achieved. A variety of areas is being developed, with constant readjustment of relations between developed areas, and as it continues, the scientifically verifiable background knowledge of education accumulates.</div>

Educational psychology, an outline of the major trends in its development

A characteristic peculiar ta the 20th century has been the emphasis placed upon psychology. Significant recent advances in the physical sciences have been mainly <div>applications of past experience and methods of research in the particular field. The psychological implications of the recent advances in physical sciences for human welfare, human nature and human experience that have manifested themselves in our time, are new. Interest in these implications pervades all institutions, industrial, educational, medical, economical, among them, and introduces an increasing accuracy into our insights of human behaviour. So new is the psychological development that complete ordering of the boundaries of the branches and aspects of psychological data has yet to be achieved. A variety of areas is being developed, with constant readjustment of relations between developed areas, and as it continues, the scientifically verifiable background knowledge of education accumulates.</div>

Trauma in Rapes and Assaults

Psychological trauma primarily affects children and adolescents; it mostly results from physical and sexual maltreatment. In the Medico-Judicial Unit Center for Sexual Violence Victims in Tours, France, which I joined in 1992 for research and to give treatment, underage patients represented about three-quarters of patients. At the same time, a national survey was conducted in collaboration with Marie Choquet’s “Adolescent Health” group (INSERM), which targeted several thousand adolescents representing the general population. It revealed that almost one out of five adolescents had experienced physical or sexual assault, and that although the number of sexual assaults probably does not exceed that of physical assaults, most of the time their psychological consequences do considerably exceed those of physical assaults. Several symptoms appear after experiencing rapes or assaults. They have a distinct semiology and independent evolutions. We isolated three of them: dissociative and phobic traumatic syndrome, re-experiencing traumatic syndrome, and borderline-like traumatic syndrome. They are generally triggered all at the same time or in close succession. Re-experiencing traumatic syndrome is profound, but the other two are often more worrying, particularly in relation to children and adolescents, because they generate disorders in their psychological development.

EARLY WEANING AND THE INFLUENCE ON THE APPEARANCE OF HARMFUL ORAL HABITS:

Breastfeeding is essential for the child’s physical and psychological development, contributing to the mother-child relationship, reducing the risks of infections and malnutrition. The present work aims to verify the relationship between early weaning and the appearance of harmful oral habits, through a review of narrative literature, a search was performed in the Bireme, VHL, Pubmed/MEDILINE data bases and virtual library platform my library, in the Portuguese and English languages of the last 16 years. Therefore, it is observerd that there is a direct interconnection between these two aspects, which highlights the importance of health actions aimed at pregnant women and women who have recently given birth.

Generasi Alpha: Dampak Penggunaan Gawai Selama Masa Pandemi Covid-19

Gadgets have become an important necessity in the digital age. This phenomenon not only occurs among adults but also in children. The youngest generation today is known as Gen A or Alpha generation. experts predict this generation is most familiar with technology, especially during the Covid-19 pandemic so it needs guidance from older people because children will not gain social-emotional abilities if only interact with the device. The purpose of this study is to explain the influence of devices used in the lives of the Alpha generation during the Covid-19 pandemic. Research methods use qualitative methods, with descriptive approaches and data collection methods of research libraries. Research shows that the challenges of educating children are becoming increasingly complicated, especially during the Covid-19 pandemic. 29% AUD in 2020 in Indonesia using gadgets. This is due to changes in learning methods that occur during pandemics, as well as parents who let children play with gadgets without proper control, then they experience addiction, thus affecting motor, cognitive, and psychological development, as well as creativity. Screen time excessive risk experiencing speech delay, disturbance, weakness social skill and even brain damage. On the other hand, gadgets have a positive impact such as adding science and entertainment. Parents play an important role in controlling children in the use of gadgets so that they avoid addiction to give birth to the golden generation in the future.

Agen Penggerak Permainan Tradisional: Solusi mengurangi Kecanduan Gadget Pada Anak

The use of gadgets can cause addiction and have a negative impact on the health and psychological development of children. The solution to overcome this problem was through outdoor learning based on local wisdom of traditional games. This activity aims to form an agent for driving traditional games to reduce the use of gadgets for children in the District of Pelayangan. The method of implementing activities was in the form of socialization, training and assistance to prospective agents who drive traditional games. The targets of the activities were students at SDN 04 / IV and SDN 10 / IV Jambi City. The activity was carried out in July-September 2020. The evaluation was carried out by giving questionnaires to participants to determine the success of the activity. The results of this activity indicated that students at SDN 04 / IV and SDN 10 / IV Jambi City preferred traditional games. Based on the results of the questionnaire, data on the frequency of using gadgets decreased from an average of 25 hours/week to 17 hours/week. Through traditional games, students interact more frequently with peers. This activity also increases knowledge about traditional games. This traditional game also trains students' social skills and character such as cooperation, hard work, honesty, sportsmanship, obeying rules, dexterity, accepting defeat, and responsibility.

Autonomy-related Parenting Profiles and their Effects on Adolescents’ Academic and Psychological Development: A Longitudinal Person-oriented Analysis

The important role of parenting is widely acknowledged, but as most studies have understood and examined it as a stable attribute (e.g., parenting style), the stability of and changes in parenting are less well understood. Using longitudinal person-oriented approaches (i.e., latent profile analyses and latent transition analyses), this study aimed to examine the stability of and changes in autonomy-related parenting profiles and their effects on adolescents’ academic and psychological development. Four autonomy-related dimensions (i.e., autonomy support, warmth, psychological control, conditional regard) were chosen to identify parenting profiles on the basis of Self-Determination Theory. Using five-year longitudinal data from 789 German secondary school students (50.06% female, Mage at T1 = 10.82 years, age span = 10–17), four autonomy-related parenting profiles were found: Supportive (~17%), Controlling (~31%), Unsupportive-Uncontrolling (~17%), and Limited Supportive (~35%). The results suggest that the Supportive profile contributes to adolescents’ positive academic and psychological development, whereas the Controlling profile, which thwarts autonomy development, exacerbates the development of psychopathology, and impairs academic achievement. More importantly, the Limited Supportive profile is as maladaptive as the Unsupportive-Uncontrolling profile. Regarding parenting profiles’ stability and changes, the results showed that about half of each profile stayed in the same group. Overall, it could be observed that parents became more supportive and less controlling over time. However, the findings also indicate that parenting profiles are less stable than expected and can still change during early-to-mid adolescence.