scholarly journals The relationship between sibling bullying experience on internalizing problems: The Mediating effect of peer bullying experience moderated by friendship quality in a sample of elementary school children

2017 ◽  
Vol 18 (2) ◽  
pp. 271-296
Author(s):  
김진구 ◽  
김은하
Keyword(s):  
Elementary School ◽  
School Children ◽  
Internalizing Problems ◽  
Elementary School Children ◽  
Friendship Quality ◽  
Mediating Effect ◽  
Peer Bullying ◽  
The Relationship

The Relationship Between Articulatory Deficits and Syntax in Speech Defective Children

1969 ◽  
Vol 12 (2) ◽  
pp. 319-325 ◽  
Author(s):  
Thomas H. Shriner ◽  
Mary Sayre Holloway ◽  
Raymond G. Daniloff
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Control Group ◽  
Normal Children ◽  
The Relationship ◽  
Experimental Group

The relationship between articulatory deficits and the development of syntax in children with severe articulation problems was investigated. Subjects in the experimental group were 30 normal elementary school children, enrolled in grades one through three, who had severe problems with articulation. Thirty normal children, free from any articulation errors, served as a control group. Children with defective articulation performed significantly less well in the areas of grammatical usage, and used shorter sentences. The relationship between phonological and syntactical errors is discussed, with implications for therapy.

scholarly journals THE RELATIONSHIP BETWEEN AUDITORY REACTION TIME AND BODY BALANCE IN ELEMENTARY SCHOOL CHILDREN AT BAHA VILLAGE

2019 ◽  
Vol 7 (3) ◽  
pp. 5
Author(s):  
Putu Rian Pradhiva ◽  
Ari Wibawa ◽  
Ni Wayan Tianing
Keyword(s):  
Elementary School ◽  
Reaction Time ◽  
School Children ◽  
Elementary School Children ◽  
Pearson Correlation ◽  
Body Balance ◽  
Increased Risk ◽  
Data Output ◽  
Auditory Reaction Time ◽  
The Relationship

Balance in children is one of the most important things to notice during its development. Increased risk of loss ofbalance is often associated with a slow reaction time. The purpose of this study was to determine the relationshipbetween auditory reaction time and body balance in students at Elementary School in Baha village. This research wasconducted in March 2018 with cross sectional analytic study design. Samples were taken by simple random samplingmethod with 96 samples. The sample age range is 8 - 10 years. The independent variable is auditory reaction timemeasured using computerized reaction time test software. Dependent variable is body balance measured usingPediatric Balance Scale. The relationship between two variables was analyze using Pearson Correlation test. There isa significant correlation between auditory reaction time to body balance, based on data output from analysis withsignificance <? (p = 0,006). Furthermore, based on data output known Correlation Coefficient of -0.228 which meansthe existence of negative and linear relationship. There was a significant relationship between auditory reaction timeand body balance in elementary school children in Baha Village.Keywords: Reaction Time, Auditory, Balance, Children

scholarly journals Evaluating the effectiveness of a transdiagnostic universal prevention program for both internalizing and externalizing problems in children: Two feasibility studies

2021 ◽  
Author(s):  
Kohei Kishida ◽  
Noriko Hida ◽  
Shin-ichi Ishikawa
Keyword(s):  
Elementary School ◽  
School Children ◽  
Internalizing Problems ◽  
Prevention Program ◽  
Externalizing Problems ◽  
Elementary School Children ◽  
Feasibility Studies ◽  
Internalizing And Externalizing Problems ◽  
Internalizing And Externalizing ◽  
Site Training

Abstract Background The present study examined the effectiveness of the Universal Unified Prevention Program for Diverse Disorders (Up2-D2) for internalizing and externalizing problems for children aged 9−11 years. Methods We used two feasibility studies. The Up2-D2 entailed 12 sessions delivered by teachers; each session was developed based on cognitive-behavioral and positive psychological interventions. In Studies 1 and 2, 58 elementary school children aged 9−11 and 73 elementary school children aged 10−11 attended the Up2-D2. The teachers in Study 1 received 1.5 hours of on-site teacher training for learning rationales for interventions, how to run the program, and received ongoing supervision by professionals with mental health expertise. In contrast, the teachers in Study 2 were given self-learning DVD materials in place of on-site training and ongoing supervision. Results Mixed models revealed that general difficulties, which is total score of both internalizing and externalizing problems, decreased in Study 1 but not in Study 2. Additional analyses for children with subclinical general difficulties revealed that general difficulties, internalizing problems, and externalizing problems decreased in Study 1, whereas in Study 2, general difficulties and internalizing problems decreased, except for externalizing problems. Conclusions These results suggest that on-site teacher training and ongoing supervision are imperative for improving general difficulties in children at a universal level. In addition, universal preventive interventions by classroom teachers without on-site training and continuous supervision might be efficacious for reducing general difficulties and internalizing problems for children with subclinical difficulties.

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