The relationship between emotional-state language and emotion understanding: A study with school-age children

Introduction: anxiety is a condition that will be experienced by children who experience hospitalization and must get attention and management. Anxiety during hospitalization that is not properly addressed will hinder treatment and affect child development. The purpose of the study: to determine the relationship between therapeutic communication nurses and the anxiety of preschool children due to hospitalizationMethod: The study design used descriptive correlation with a cross-sectional approach. The number of samples is 31 with purposive sampling. Collecting research data using a questionnaire.Results: The results showed a majority of therapeutic communication was 61.3%, anxiety in children due to hospitalization of 100% with severe anxiety was 58.1%, there was a relationship between therapeutic communication and children's anxiety (p = 0.001). Suggestions need to be carried out further research on the factors that influence the low therapeutic communication in nurses.Discussion: The results of the statistical analysis using the Spearman's Rho test got p value 0.001 (p <0.05) the relationship between therapeutic communication and the anxiety of pre-school age children who experienced hospitalization, therapeutic communication can be used as an action to prevent anxiety due to hospitalization in pre-school age children.Suggestion: need to do further research on the factors that influence the low therapeutic communication in nurses Keywords: therapeutic communication, anxiety, hospitalization.

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The mediating role of school belonging in the relationship between socioemotional well-being and loneliness in primary school age children

Australian Journal of Psychology ◽

10.1080/00049530.2021.1882270 ◽

2021 ◽

Vol 73 (1) ◽

pp. 24-34 ◽

Cited By ~ 1

Author(s):

Olympia Palikara ◽

Susana Castro-Kemp ◽

Carolina Gaona ◽

Vasiliki Eirinaki

Keyword(s):

Primary School ◽

Well Being ◽

School Belonging ◽

School Age Children ◽

School Age ◽

Mediating Role ◽

Primary School Age ◽

The Relationship

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The Relation between Physiological Parameters and Colour Modifications in Text Background and Overlay during Reading in Children with and without Dyslexia

Brain Sciences ◽

10.3390/brainsci11050539 ◽

2021 ◽

Vol 11 (5) ◽

pp. 539

Author(s):

Tamara Jakovljević ◽

Milica M. Janković ◽

Andrej M. Savić ◽

Ivan Soldatović ◽

Gordana Čolić ◽

...

Keyword(s):

Fixation Duration ◽

Physiological Parameters ◽

School Age Children ◽

Control Group ◽

School Age ◽

Time Duration ◽

The Relationship ◽

White Colour ◽

Saccade Duration ◽

40 Hz

Reading is one of the essential processes during the maturation of an individual. It is estimated that 5–10% of school-age children are affected by dyslexia, the reading disorder characterised by difficulties in the accuracy or fluency of word recognition. There are many studies which have reported that coloured overlays and background could improve the reading process, especially in children with reading disorders. As dyslexia has neurobiological origins, the aim of the present research was to understand the relationship between physiological parameters and colour modifications in the text and background during reading in children with and without dyslexia. We have measured differences in electroencephalography (EEG), heart rate variability (HRV), electrodermal activities (EDA) and eye movements of the 36 school-age (from 8 to 12 years old) children (18 with dyslexia and 18 of control group) during the reading task in 13 combinations of background and overlay colours. Our findings showed that the dyslexic children have longer reading duration, fixation count, fixation duration average, fixation duration total, and longer saccade count, saccade duration total, and saccade duration average while reading on white and coloured background/overlay. It was found that the turquoise background, turquoise overlay, and yellow background colours are beneficial for dyslexic readers, as they achieved the shortest time duration of the reading tasks when these colours were used. Additionally, dyslexic children have higher values of beta (15–40 Hz) and the broadband EEG (0.5–40 Hz) power while reading in one particular colour (purple), as well as increasing theta range power while reading with the purple overlay. We have observed no significant differences between HRV parameters on white colour, except for single colours (purple, turquoise overlay, and yellow overlay) where the control group showed higher values for mean HR, while dyslexic children scored higher with mean RR. Regarding EDA measure, we found systematically lower values in children with dyslexia in comparison to the control group. Based on the present results, we can conclude that both pastel and intense background/overlays are beneficial for reading of both groups and all sensor modalities could be used to better understand the neurophysiological origins in dyslexic children.

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Relationship between False Belief, Mental State Language, Metalinguistic Awareness and Social Abilities in School-age Children

Procedia - Social and Behavioral Sciences ◽

10.1016/j.sbspro.2013.12.713 ◽

2014 ◽

Vol 114 ◽

pp. 365-371 ◽

Cited By ~ 5

Author(s):

Emiddia Longobardi ◽

Pietro Spataro ◽

Marialuisa Renna

Keyword(s):

Mental State ◽

False Belief ◽

School Age Children ◽

Metalinguistic Awareness ◽

School Age ◽

Social Abilities ◽

Mental State Language ◽

State Language

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ASSESSMENT OF THE RELATIONSHIP OF MENTAL ABILITIES AND FINE MOTOR SKILLS WITH ORAL HYGIENE IN SCHOOL-AGE CHILDREN

Journal of Volgograd State Medical University ◽

10.19163/1994-9480-2021-3(79)-68-72 ◽

2021 ◽

Vol 79 (3) ◽

pp. 68-72

Author(s):

V.E. Tikhonov ◽

◽

A.G. Faustova ◽

S.I. Kalinovsky ◽

E.N. Mitina ◽

...

Keyword(s):

Motor Skills ◽

Oral Hygiene ◽

School Age Children ◽

Fine Motor ◽

School Age ◽

Fine Motor Skills ◽

Mental Abilities ◽

Relationship Of ◽

The Relationship

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Mental State Language Use in Children with Down Syndrome and the Role of Caregivers

Seminars in Speech and Language ◽

10.1055/s-0041-1730990 ◽

2021 ◽

Vol 42 (04) ◽

pp. 318-329

Author(s):

Marie Moore Channell ◽

Rebekah Bosley

Keyword(s):

Down Syndrome ◽

Language Development ◽

Mental State ◽

Social Communication ◽

School Age Children ◽

School Age ◽

Children With Down Syndrome ◽

Mental State Language ◽

State Language

AbstractChildren with Down syndrome (DS) have both strengths and difficulties in speech, language, and social communication. Mental state language—the ability to discuss others' perspectives such as their thoughts, feelings, and intentions—represents a foundational social communicative skill that is delayed in many children with DS, even into the school-age years. The purpose of this article is to review the evidence base on mental state language development in school-age children with DS, focusing in particular on assessment and intervention. We discuss assessment procedures that are both age appropriate and developmentally appropriate for this population. We also present preliminary data highlighting the role of caregivers in supporting mental state language development in school-age children with DS through shared storytelling. We propose that interventions aimed at supporting mental state language development in DS should include a focus on caregiver–child shared storybook reading, even in the school-age years. Therefore, we discuss key considerations for clinicians when teaching caregivers strategies for supporting mental state language and social communication in children with DS.

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Systems-Based Approaches to Speech-Language Pathology Service Delivery for School Age Children

Advances in Linguistics and Communication Studies - Cases on Communication Disorders in Culturally Diverse Populations ◽

10.4018/978-1-7998-2261-5.ch006 ◽

2020 ◽

pp. 113-136

Author(s):

RaMonda Horton

Keyword(s):

Service Delivery ◽

School Age Children ◽

School Age ◽

Speech Language Pathology ◽

School Based ◽

Language Pathology ◽

Culture Environment ◽

Culture And Development ◽

The Relationship

This chapter will provide readers with an overview of how a systems-based approach can be used to understand the relationship between culture, environment, language, and disability. It will identify a useful model of ecology, culture, and development that can and should be considered in conjunction with the WHO-ICF framework to guide service delivery in school-based settings. This chapter will also provide an overview of systems-based approaches that can be used when working with children from traditionally marginalized backgrounds. Finally, a case study example will be used to provide guidance on the application of systems-based approaches to service delivery for children in school-based settings.

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A healthy body and a healthy mind: the relationship between ill-health and cognitive function in school-age children

Journal of Biosocial Science ◽

10.1017/s0021932000022525 ◽

1996 ◽

Vol 28 (4) ◽

pp. 452-462 ◽

Cited By ~ 4

Author(s):

C. Nokes

Keyword(s):

Child Development ◽

World Bank ◽

School Age Children ◽

School Age ◽

Infant Survival ◽

The World Bank ◽

Set Up ◽

The Relationship ◽

Health Programmes

Health of school age children and the Partnership for Child DevelopmentUntil recently, health programmes in developing countries have focused on infant survival and on the health of adolescents and, consequently, the health concerns of children of school age, falling between the ages of infancy and adolescence, have been neglected. The World Bank Development Report of 1993, stated a need to move beyond the focus on survival and to capture the concept that community health depends on the quality of life and opportunities for development. In response, the Partnership for Child Development was set up in 1992 to address the problem of ill-health among school-age children in the developing world.

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