In the Convergence of Ethnicity and Immigration: The Status and Socio-ecological Predictors of the Self-Concept of Recent Chinese Immigrant School-Age Children in Canada

2013 ◽  
Vol 24 (1) ◽  
pp. 1-11 ◽  
Author(s):  
Lily Dyson
Keyword(s):  
The Self ◽  
Self Concept ◽  
School Age Children ◽  
School Age ◽  
Chinese Immigrant ◽  
Ecological Predictors ◽  
The Status

“Mostly Me”: A Treatment Approach for Emotionally Disturbad Children

1987 ◽  
Vol 54 (2) ◽  
pp. 59-64 ◽  
Author(s):  
Liana Fraenkel ◽  
Beverlea Tallant
Keyword(s):  
Emotionally Disturbed ◽  
Treatment Approach ◽  
Occupational Therapists ◽  
Verbal Communication ◽  
Occupational Therapist ◽  
Self Concept ◽  
School Age Children ◽  
Disturbed Child ◽  
School Age ◽  
Projective Techniques

Projective techniques are used extensively by occupational therapists for both evaluation and treatment. This modality is especially valuable in treating children with limited abilities in verbal communication. Emotionally disturbed children often experience difficulties in verbally expressing their thoughts and feelings. “Mostly me” is a collection of stencils designed to foster the development of a positive self-concept in healthy school age children. In the authors' opinion, these stencils can be used as a stimulus with the emotionally disturbed child to elicit the expression of disturbing feelings and conflicts. Projective media, such as “Mostly me”, constitutes a valuable tool for the occupational therapist in the treatment of the emotionally disturbed child.

Special Education Placement and the Self-Concepts of Elementary-School age Children

1980 ◽  
Vol 3 (3) ◽  
pp. 30-35 ◽  
Author(s):  
Beth E. Yauman
Keyword(s):  
Special Education ◽  
Reading Achievement ◽  
Pairwise Comparison ◽  
The Self ◽  
Self Concept ◽  
School Age Children ◽  
Control Group ◽  
Special Education Placement ◽  
Significant Difference ◽  
Education Participation

This study investigated the relationship between degree or extent of special education participation and measured self-concept. Subjects were 45 third-grade male students of average or above intelligence who were divided into three groups: 1) students in self-contained LD classes, 2) students provided individual tutoring, and 3) a control group of students from regular classes. Since achievement has consistently been found to correlate with scores on self-concept measures, a reading achievement score was obtained for each subject in order to examine the differences in self-concept while statistically controlling for achievement. The results indicated a significant difference among the three groups on both reading achievement and self-concept measures. With the effect of reading achievement covaried out, no significant difference remained among the three groups on measured self-concept. Rank ordering and statistical pairwise comparison of self-concept scores indicated poorer self-concepts for the tutored group despite higher achievement levels than the self-contained group.

EFFECT OF HEALTH PROMOTION EDUCATION ON PRESENCE OF POSITIVE HEALTH BEHAVIORS, LEVEL OF ANXIETY AND SELF-CONCEPT

2008 ◽  
Vol 36 (5) ◽  
pp. 681-690 ◽  
Author(s):  
Murat Bektas ◽  
Candan Ozturk
Keyword(s):  
Health Promotion ◽  
Health Behaviors ◽  
Trait Anxiety ◽  
Self Concept ◽  
School Age Children ◽  
School Age ◽  
State Trait Anxiety Inventory ◽  
Positive Health ◽  
Healthy Behaviors ◽  
Primary School Age

This experimental study was aimed at examining the effect of health promotion education on the presence of healthy behaviors, self-concept and level of anxiety in primary-school-age children. A total of 120 students were given one lesson a week for 10 weeks. Data collection tools used in the study were the Positive Health Behaviors Scale (Hester, 1984), the Piers-Harris Children's Self-Concept Scale (Piers & Harris, 1969), and the State-Trait Anxiety Inventory (Spielberger, 1973). The health promotion education given to the children was found to have a significant effect on their healthy behaviors and state-trait anxiety level but not on their self-concept.

Les représentations multidimensionnelles du masculin et du féminin véhiculées par la presse enfantine francophone 1Mes remerciements vont aux deux experts anonymes qui ont fait des commentaires très constructifs sur des versions antérieures de ce manuscrit.

2002 ◽  
Vol 61 (2) ◽  
pp. 85-103 ◽  
Author(s):  
Anne Dafflon Novelle
Keyword(s):  
Gender Identity ◽  
Gender Stereotypes ◽  
Self Esteem ◽  
The Self ◽  
French Language ◽  
School Age Children ◽  
Professional Roles ◽  
School Age ◽  
Future Aspirations ◽  
Language Literature

Multidimensional representations of gender in French language publications for children. Gender stereotypes in French language literature for children have not been extensively studied. This study analyses stories with household heroes, in French language publications aimed at pre-school age children. The aim is to evaluate multidimensional representations of gender in these publications. Results reveal major quantitative and qualitative asymmetries in the representations of the two sexes, often to the detriment of the female. Males outnumber females, who more often play secondary roles as compared to males who are more often depicted in the central role; girls are less frequently represented in the illustrations accompanying these stories than boys. Females are depicted in a more stereotyped manner, and are more confined to domestic and in private locations. Additionally, women play a smaller variety of professional roles than men. The asymmetries highlighted in this study are discussed in terms of the influence that may be exercised over children’s construction of their gender identity, and influence particularly on the self-esteem and future aspirations of girls.

scholarly journals PATTERNING TYPES OF AGGRESSIVE BEHAVIOUR OF PRIMARY SCHOOL CHILDREN WITH SPEECH DISORDERS / PRADINIŲ KLASIŲ MOKINIŲ, TURINČIŲ KALBĖJIMO SUTRIKIMŲ, AGRESYVAUS ELGESIO TIPAI

2020 ◽  
Vol 2 (40) ◽  
pp. 201
Author(s):  
Olena Bielova Bielova
Keyword(s):  
Physical Aggression ◽  
Aggressive Behaviour ◽  
Speech Disorders ◽  
The Self ◽  
Primary School Children ◽  
School Age Children ◽  
School Age ◽  
Scientific Methods ◽  
Behavioural Type ◽  
The Relationship

<p>In order to understand the relationship between speech disorders and aggressive behaviour, the dependence of aggressive behaviour in young school-age children on their speech disorders was studied experimentally. The study had 286 children (6 to 10 years old), 57% of them with typical psychophysical development and 43% with speech disorders in Ukrainian schools. According to the results of the summary of the scientific methods, there have been discoveries of three types of aggression and six subtypes of aggression and also their features: the self-regulating type of aggression incorporates the controlled and the competitive subtypes; covert type – defensive and depressive; behavioural type – demonstrative and physical. The findings indicate that the more complex the speech disorder is, the greater the manifestation of depressive, demonstrative and physical aggression is. The more complex the state of aggression is, the harder it is to realize it. A child cannot always overcome such states on his/her own; therefore, he/she needs co-education, adult assistance.</p><p>Norint suprasti ryšį tarp kalbos sutrikimų ir agresyvaus elgesio, buvo eksperimentiškai tiriama jaunesniojo mokyklinio amžiaus vaikų agresyvaus elgesio priklausomybė nuo jų kalbos sutrikimų. Tyrime dalyvavo 286 Ukrainos mokyklų mokiniai (nuo 6 iki 10 metų), iš jų 57% –  tipiškos psichofizinės raidos ir 43% – turintys kalbos sutrikimų. Remiantis mokslinių metodų santraukos rezultatais, buvo nustatyti trys agresijos tipai ir šeši agresijos potipiai, taip pat jų ypatybės: savireguliacinis agresijos tipas apima kontroliuojamą ir konkurencinį agresijos potipius; paslėptas tipas – gynybinį ir depresinį; elgesio tipas – demonstratyvųjį ir fizinį. Išvados rodo, kad kuo sudėtingesnis yra kalbos sutrikimas, tuo labiau pasireiškia depresinė, demonstratyvi ir fizinė agresija. Kuo sudėtingesnė agresijos būsena, tuo sunkiau ją suvokti. Vaikas ne visada pats gali įveikti tokias būsenas; todėl jam reikalingas mokymasis kartu, suaugusiųjų pagalba.</p><p> </p><p> </p>

scholarly journals Relationship of Self Control with Nomophobia in School-Age Children in 1st Nguling Public Elementary School Pasuruan Regency

2021 ◽  
Vol 1 (2) ◽  
pp. 159-163
Author(s):  
Putri Ayunda Retno Arini ◽  
Lantin Sulistyorini ◽  
Peni Perdani Juliningrum
Keyword(s):  
Sampling Technique ◽  
The Self ◽  
Self Control ◽  
School Age Children ◽  
School Age ◽  
Inclusion Criteria ◽  
Chi Square ◽  
Cross Sectional ◽  
Significance Level ◽  
Relationship Of

Self-control is an internal resource used to regulate individual behavior. Therefore, school-age children with a lack of self-control potentially experience a tendency to become dependent on smartphones, which makes them feel anxious when they are away from their smartphones (Nomophobia). This study aimed to analyze the correlation between self-control and Nomophobia on school-age children at SDN Nguling 1 Pasuruan Regency. Furthermore, this study used a descriptive analitic research design with a cross-sectional approach conducted on seventy-seven samples under the inclusion criteria with a random sampling technique. The questionnaires used in this research were the Self-Control questionnaire and Nomophobia questionnaire. The self-control and Nomophobia correlation analysis used a Chi Square statistic test, with a significance level of 0.05. The result showed that 33.8% (twenty-six respondents) had good self-control and 66.2% (fifty-one respondents) had poor self-control. Fifty-two respondents (67.5%) experienced Nomophobia, while twenty-five respondents (32.5%) did not experience Nomophobia. There was a significant correlation between self-control and Nomophobia (p = 0.023 and OR = 0.319).

Sign in / Sign up

Export Citation Format

Share Document