Changing God-concepts in childhood and adolescence: Empirical results, methodological problems (Part I)

1996 ◽  
Author(s):  
Kalevi Tamminen
Keyword(s):  
Childhood And Adolescence ◽  
Empirical Results ◽  
God Concepts ◽  
Methodological Problems

Religion in Childhood and Adolescence: How should it be studied? A Critical Review of Problems and Challenges in Methodology and Research

2014 ◽  
Vol 27 (1) ◽  
pp. 17-35 ◽  
Author(s):  
Friedrich Schweitzer
Keyword(s):  
Empirical Research ◽  
Critical Review ◽  
Final Section ◽  
Main Topic ◽  
Future Research ◽  
Childhood And Adolescence ◽  
Methodological Problems ◽  
Interpretive Frameworks

This article discusses the question of how religion in childhood and adolescence should be studied. More exactly, the focus is on problems of methodology and research which are discussed in relationship to religion in childhood and adolescence. It does not present a handbook type of overview, however, but is focused on problems and challenges for future research. Four questions are addressed specifically: How can empirical research do justice to the special nature of religion in childhood and adolescence? What are the implications of viewing religion within non-religious interpretive frameworks? What methodological problems do we have to face concerning religion in childhood and adolescence? What interdisciplinary challenges can be identified in this context? The final section relates these questions to the main topic of the present publication by stating a number or criteria, i.e., criteria related to the concept of religion to be used in research across different approaches and disciplines.

Developmental Prevention of Prejudice: Conceptual Issues, Evidence-Based Designing, and Outcome Results

2021 ◽  
pp. 108926802110563
Author(s):  
Andreas Beelmann ◽  
Sebastian Lutterbach
Keyword(s):  
Young People ◽  
Future Research ◽  
Childhood And Adolescence ◽  
Evidence Based ◽  
Intergroup Attitudes ◽  
Research And Practice ◽  
Empirical Results ◽  
Intervention Content ◽  
And Behavior ◽  
Attitudes And Behavior

This article reviews conceptual and empirical issues on the developmental prevention of prejudice in childhood and adolescence. Developmental prejudice prevention is defined as interventions that intentionally change and promote intergroup attitudes and behavior by systematically recognizing theories and empirical results on the development of prejudice in young people. After presenting a general conception of designing evidence-based interventions, we will discuss the application of this model in the field of developmental prejudice prevention. This includes the legitimation, a developmental concept of change, and the derivation of intervention content and implementation. Finally, we summarized recent evaluations results by reviewing meta-analytical evidence of programs and discuss important issues of future research and practice.

Aims and Methodological Problems in Multimodal Treatment Studies

1993 ◽  
Vol 38 (6) ◽  
pp. 458-464 ◽  
Author(s):  
Lily Hechtman
Keyword(s):  
Psychiatric Disorders ◽  
Attention Deficit ◽  
Multimodal Treatment ◽  
Childhood And Adolescence ◽  
Treatment Approaches ◽  
Attention Deficit Hyperactive Disorder ◽  
Comparison Groups ◽  
Methodological Problems

The paper outlines the growing acceptance and use of multimodal treatment approaches to treat a variety of psychiatric disorders in childhood and adolescence. It then explores some of the problems of multimodal treatment studies. Problems in assessing outcome of efficacy of the interventions, particularly as they pertain to specific interventions and particular areas of functioning are discussed as well as the issues of appropriate control and comparison groups. The problems with regard to appropriate control and comparison groups are explored with respect to diagnosis and interventions. Finally, an ongoing multimodal treatment study of children with attention deficit hyperactive disorder is used to illustrate how some of the problems described can be solved.

Social Communication Intervention for an Adult with Asperger Syndrome: Experiences, Perspectives, and Challenges

2014 ◽  
Vol 21 (1) ◽  
pp. 29-37
Author(s):  
Siva priya Santhanam
Keyword(s):  
Asperger Syndrome ◽  
Social Communication ◽  
Autism Spectrum ◽  
Childhood And Adolescence ◽  
Work Settings ◽  
Social Abilities ◽  
Old Adult ◽  
Social Communication Intervention ◽  
Highly Able ◽  
Organizational Needs

Adults on the autism spectrum, despite having received intervention throughout their childhood and adolescence, continue to experience challenges with everyday social interactions, forming and maintaining relationships, and social abilities needed in work settings. This article presents a case example of a 22-year-old adult with Asperger syndrome, and highlights the issues in providing intervention for highly able young adults on the autism spectrum. A unique feature of this report is the inclusion of the client's own insights into his experiences, perspectives, and challenges with the intervention. The approaches used to address his social communication and organizational needs are outlined, and clinical implications discussed.

Predictors of Problematic Video Game Usage in Childhood and Adolescence

2013 ◽  
Vol 59 (3) ◽  
pp. 153-164 ◽  
Author(s):  
Thomas Mößle ◽  
Florian Rehbein
Keyword(s):  
Social Environment ◽  
School Children ◽  
Video Game ◽  
Video Gaming ◽  
Control Group ◽  
Childhood And Adolescence ◽  
Longitudinal Control ◽  
Peer Problems ◽  
Media Usage ◽  
Usage Patterns

Aim: The aim of this article is to work out the differential significance of risk factors of media usage, personality and social environment in order to explain problematic video game usage in childhood and adolescence. Method: Data are drawn from the Berlin Longitudinal Study Media, a four-year longitudinal control group study with 1 207 school children. Data from 739 school children who participated at 5th and 6th grade were available for analysis. Result: To explain the development of problematic video game usage, all three areas, i. e. specific media usage patterns, certain aspects of personality and certain factors pertaining to social environment, must be taken into consideration. Video game genre, video gaming in reaction to failure in the real world (media usage), the children’s/adolescents’ academic self-concept (personality), peer problems and parental care (social environment) are of particular significance. Conclusion: The results of the study emphasize that in future – and above all also longitudinal – studies different factors regarding social environment must also be taken into account with the recorded variables of media usage and personality in order to be able to explain the construct of problematic video game usage. Furthermore, this will open up possibilities for prevention.

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