Self-Regulation, Engagement, and Developmental Functioning in Preschool-Aged Children

2018 ◽  
Vol 41 (2) ◽  
pp. 105-124 ◽  
Author(s):  
Vera Coelho ◽  
Joana Cadima ◽  
Ana Isabel Pinto ◽  
Cristiana Guimarães
Keyword(s):  
At Risk ◽  
Children With Disabilities ◽  
Self Regulation ◽  
Short Version ◽  
Moderation Effect ◽  
Inclusive Preschool ◽  
The Matrix ◽  
Developmental Functioning ◽  
And Control ◽  
Child Observation

Self-regulation can be relevant for engagement, as children need to be able to modulate behaviors and control attention to be engaged. Although previous studies focus on the relation between self-regulation and engagement, little is known about this subject in children with disabilities or at risk. This study analyzes relations between self-regulation and engagement in inclusive preschool settings, considering children’s developmental functioning (DF). The main goal is to examine whether DF moderates the relation between self-regulation and engagement. Participants include three groups of children: with disabilities ( n = 54), at risk ( n = 78), and typically developing ( n = 115). DF was assessed with a short version of the Matrix for Assessment of Activities and Participation; self-regulation with Head-Toes-Knees-Shoulders; and engagement with Child Observation in Preschool. Results indicated that higher levels of self-regulation were related to higher levels of engagement. A moderation effect between self-regulation and DF was also found: in the group of children with disabilities, the influence of self-regulation on engagement was larger. This highlights the relevance of promoting self-regulation, particularly in children with lower DF.

Chutes, Not Ladders

2018 ◽  
Vol 11 (2) ◽  
pp. 114-130
Author(s):  
Pavithra Nagarajan
Keyword(s):  
School Success ◽  
Cultural Practices ◽  
Self Regulation ◽  
Research Data ◽  
Self Awareness ◽  
Self Reflection ◽  
Single Sex ◽  
Black Bodies ◽  
Boys Of Color ◽  
And Control

This article explores how a single-sex school for boys of color intentionally and unintentionally (re)defines masculinity through rules and rituals. The school’s mission posits that boys become men through developing three skills: selfregulation, self-awareness, and self-reflection. Drawing from qualitative research data, I examine how disciplinary practices prioritize boys’ ability to control their bodies and image, or “self-regulate.” When boys fail to self-regulate, they enter the punitive system. School staff describe self-regulation as integral to out-of-school success, but these practices may inadvertently reproduce negative labeling and control of black bodies. This article argues for school cultural practices that affirm, rather than deny, the benefits of boyhood.

Protecting Against Delinquency in Early Adolescence With Nonverbal Intelligence and Neighborhood Social Capital

2021 ◽  
pp. 027243162110203
Author(s):  
Glenn D. Walters
Keyword(s):  
At Risk ◽  
Social Capital ◽  
Protective Factors ◽  
Conduct Problems ◽  
Nonverbal Intelligence ◽  
Neighborhood Social Capital ◽  
At Risk Children ◽  
The Matrix ◽  
Childhood Conduct Problems ◽  
Matrix Reasoning

The goal of this study was to test nonverbal intelligence and neighborhood social capital as protective factors against future delinquency in early adolescent youth placed at risk by virtue of their involvement in childhood conduct problems. Analyzing longitudinal data from 3,028 youth (1,565 boys, 1,463 girls) in one cohort of the Longitudinal Study of Australian Children (LSAC) and 3,682 youth (1,896 boys, 1,786 girls) in a second cohort of the LSAC, nonverbal intelligence, as measured by the Matrix Reasoning subscale of the WISC-IV, displayed a consistent moderating effect on the conduct problems–future delinquency relationship. According to these results, conduct problems were slightly but significantly less likely to lead to delinquency when nonverbal intelligence was high than when it was low or moderate. By shielding at-risk children from future delinquency, protective factors like high nonverbal intelligence may provide a means by which delinquency can be prevented or reduced.

Family and Peer Correlates of Behavioral Self-Regulation in Boys at Risk for Substance Abuse

1999 ◽  
Vol 25 (2) ◽  
pp. 219-237 ◽  
Author(s):  
Michael Dawes ◽  
Duncan Clark ◽  
Howard Moss ◽  
Levent Kirisci ◽  
Ralph Tarter
Keyword(s):  
At Risk ◽  
Substance Abuse ◽  
Self Regulation

scholarly journals Epidemiological aspects of human and canine visceral leishmaniasis in Montes Claros, State of Minas Gerais, Brazil, between 2007 and 2009

2011 ◽  
Vol 44 (5) ◽  
pp. 561-566 ◽  
Author(s):  
Patrícia Fernandes do Prado ◽  
Marília Fonseca Rocha ◽  
Joel Fontes de Sousa ◽  
Dênio Iuri Caldeira ◽  
Gustavo Fontes Paz ◽  
...  
Keyword(s):  
At Risk ◽  
Visceral Leishmaniasis ◽  
Minas Gerais ◽  
Age Group ◽  
Canine Visceral Leishmaniasis ◽  
Disease Notification ◽  
Epidemiological Features ◽  
Male Patients ◽  
And Control ◽  
The City

INTRODUCTION: Visceral leishmaniasis (VL) is an expanding zoonosis in Brazil and is becoming urbanized in several Brazilian regions. This study aims to describe the epidemiological features of human and canine VL in the municipality of Montes Claros, State of Minas Gerais, by focusing on their spatial distribution. METHODS: Data concerning human cases and reactive dogs for VL from 2007 to 2009 were obtained from the Information System for Disease Notification (SINAN) and from reports of the local Centro de Controle de Zoonoses (CCZ), respectively. The addresses of human and canine cases have been georeferenced and localized in thematic maps, allowing their spatial visualization as well as the identification of areas at risk of VL transmission. RESULTS: Ninety-five cases of human VL were reported in the period. The 0-9-year-old age group (48.4%) was the most affected, within which the majority consisted of male patients (64%). Of the samples collected for the canine serological survey, 2,919 (6.3%) were reactive to VL. The spatial localization of these cases shows that the disease was scattered in the urban area of the municipality. Areas showing a higher dissemination risk were concentrated in the central, northwestern, and southern regions of the city. CONCLUSIONS: Identifying the areas most at risk in urban Montes Claros may help guide actions toward local epidemiological vigilance and control.

A qualitative study of parents’ and facilitators’ experiences of Group Stepping Stones Triple P for parents of children with disabilities

2018 ◽  
Vol 24 (4) ◽  
pp. 694-711
Author(s):  
Ailbhe Ruane ◽  
Alan Carr ◽  
Valerie Moffat
Keyword(s):  
Qualitative Study ◽  
Children With Disabilities ◽  
Controlled Trial ◽  
Self Regulation ◽  
Structured Interview ◽  
Attrition Rate ◽  
Triple P ◽  
Stepping Stones ◽  
Vulnerable Families ◽  
Stepping Stones Triple P

In this qualitative study, we evaluated parents’ and facilitators’ experiences of the Group Stepping Stones Triple P (GSSTP) programme for parents of children with disabilities. The study was embedded in a randomized controlled trial (RCT) of GSSTP and carried out in the Irish public health service. Eight parents and three psychologists participated in the study. We used a semi-structured interview schedule to collect data and conducted a thematic content analysis of interview transcripts to identify particularly useful and less helpful aspects of the programme and ways that its future delivery may be improved. We conducted separate analyses on parent and psychologist data. The main findings were that parents considered the GSSTP to have helped them develop better self-regulation and behaviour management skills, which contributed to improved family relations. Negative aspects of the programme included the use of dated videos, the volume of programme content, the attrition rate and the shortcomings of the programme in meeting the complex needs of vulnerable families. Improvement suggestions included increasing flexibility of manualised content, providing follow-up support to vulnerable parents, incentivizing parents to attend and updating videos.

scholarly journals Gremmeniella abietina (Lagerb.) Morelet: Distribution in Serbia and Montenegro, significance and control

2008 ◽  
pp. 107-116 ◽  
Author(s):  
Dragan Karadzic ◽  
Slobodan Milanovic
Keyword(s):  
At Risk ◽  
Scots Pine ◽  
Pathogenic Fungi ◽  
Infection Process ◽  
Serbia And Montenegro ◽  
Copper Fungicides ◽  
Mountainous Regions ◽  
Dead Trees ◽  
Conifer Plantations ◽  
And Control

Fungus G. abietina is one of the most dangerous pathogenic fungi occurring in conifer plantations and Pinus species are especially at risk. Among pines, the most susceptible species is Austrian pine, and particularly endangered plantations are between 8 and 25 years of age. This fungus was found in Serbia and Montenegro on Austrian pine, Scots pine and spruce, but it was only in mountainous regions (Kopaonik, Vlasina, Goc, Durmitor). G. abietina forms both stages (anamorph and teleomorph) in its development. The imperfect form is far more significant for the infection process, i.e. the pycnidial stage and generally all infections are caused by conidia (pycnospores). Apothecia will be formed on the bark only two years after tree dying. In the severely infected plantations, all dead trees should be felled and removed, and the remaining trees should be treated with copper fungicides.

scholarly journals Verifying the validity of the whole person model of mental health education activities in colleges based on differential equation

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Sha Liu ◽  
Khaled H. Alyoubi ◽  
Mohamed Mahgoub
Keyword(s):  
Mental Health ◽  
Differential Equation ◽  
Health Education ◽  
Student Development ◽  
Self Regulation ◽  
Service Orientation ◽  
Mental Health Education ◽  
Student Service ◽  
Interpersonal Understanding ◽  
And Control

Abstract Based on the differential equation verification method, this study explores the characteristic model of mental health education activities for all employees and provides further research basis for constructing the competency characteristics for all employees in mental health education colleges. The results show that (1) the competence characteristics of all psychological teachers in mental health education colleges include interpersonal understanding and communication, respect for students, student service orientation, self-regulation and control, self-confidence, desire for achievement, influence, promotion of student development, organisation and coordination, 12 characteristics of professional knowledge skills, analytical thinking and reflective ability, (2) these 12 characteristics can be summarised into 4 dimensions: help and service, personal effectiveness, management skills and cognitive dimensions and (3) 12 characteristics of the model. The top 5 in the ranking are interpersonal understanding and communication, self-regulation and control, respect for students, student service orientation and promotion of student development.

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