Psychosomatic symptoms in preschool children and how to treat them (Preprint)

2021 ◽  
Author(s):  
Natalya Voronova ◽  
Sergey Pershikov ◽  
Evgeniya Garina ◽  
Nikolay Pronkin
Keyword(s):  
Preschool Children ◽  
Education Program ◽  
Preschool Teachers ◽  
Emotional Problems ◽  
Fold Increase ◽  
Well Being ◽  
Treatment Method ◽  
Control Group ◽  
Psychosomatic Symptoms ◽  
The World

BACKGROUND Recent years saw an increase in children with emotional problems. There are many socioeconomic, political, and other processes going on in the world right now, which change how we live and what is surrounding us OBJECTIVE Recent years saw an increase in children with emotional problems. There are many socioeconomic, political, and other processes going on in the world right now, which change how we live and what is surrounding us. These changes may negatively affect the health of children, both somatic and mental sides. The current study aims to determine the structure of psychosomatic symptoms in preschool children and develop an effective treatment method for preschool teachers to deploy. METHODS A total of 259 children aged 4 to 5 years from Moscow preschools were divided into two groups: children (n = 92) exposed to a standard education program and children (n = 167) enrolled in the proposed education program for psychosomatic enhancement. The experiment lasted 6 months. RESULTS Using the proposed education program led to substantial improvements in the following KiddyKINDL subscales from baseline: Physical Well-being (1.19-fold increase, p <0.05), Emotional Well-being (1.24-fold increase, p <0.05), Self-esteem (1.21-fold increase, p <0.05), Family (1.17-fold increase, p <0.05), and Kiddy Parents (1.2-fold increase, p <0.05). The control group demonstrated slight but not significant improvements (p> 0.05). CONCLUSIONS Therefore, the preschool teachers can use the proposed education program to enhance the psychosomatic health of preschool-aged children.

scholarly journals Analyzing the Embedded Learning-Based Movement Education Program’s Effects on Preschool Children’s Visual-Motor Coordination and Self-Regulation

2019 ◽  
Vol 8 (5) ◽  
pp. 193
Author(s):  
Fatma Ozkur ◽  
Gokhan Duman
Keyword(s):  
Preschool Children ◽  
Social Relations ◽  
Education Program ◽  
Motor Coordination ◽  
Self Regulation ◽  
Preschool Education ◽  
Control Group ◽  
Movement Education ◽  
Visual Motor Coordination ◽  
Visual Motor

Preschool children&rsquo;s visual-motor coordination skills are very valuable for their academic and social learnings. Using these skills, children have a broad movement repertoire, display better academic skills, participate in classroom activities and social relations, and develop self-regulation. Self-regulation is required for children to set their goals, purposeful planning, monitoring, and adapting. Children are natural players and they enjoy to move and play. Early childhood programs should consider supporting the visual-motor coordination in joint play situations to enhance children&rsquo;s behaviors. This study used movement activities designed with embedded learning instruction to create cooperative play and increased group interactions among children. The purpose of this research was to analyze the embedded learning-based movement education program&rsquo;s effects on preschool children&rsquo;s visual-motor coordination and self-regulation development. For this purpose, an experimental research design with pretest-posttest, control group constructed. Control group children followed their traditional (MoNE, 2013) preschool education program while the experiment group pursued embedded learning-based movement education. Results indicated that both groups of children had significantly better (p.&le;.0.05) visual-motor coordination and self-regulation skills. The difference was greater in experience group of children and the correlation was stronger between visual-motor coordination and self-regulation. It has been found that embedded learning-based movement education program positively affected preschool children&rsquo;s visual-motor coordination and self-regulation.

scholarly journals A ten-step behavioural intervention to reduce screen time and problematic smartphone use

2021 ◽  
Author(s):  
Jay A. Olson ◽  
Dasha Sandra ◽  
Denis Chmoulevitch ◽  
Amir Raz ◽  
Samuel P. L. Veissière
Keyword(s):  
Depressive Symptoms ◽  
Technology Use ◽  
Screen Time ◽  
Intervention Study ◽  
Well Being ◽  
Control Group ◽  
Behavioural Intervention ◽  
Problematic Smartphone Use ◽  
The World ◽  
Smartphone Use

Problematic smartphone use is rising across the world and has been associated with reductions in concentration and well-being. Few interventions aiming to reduce smartphone use take a multi-faceted approach that balances feasibility and effectiveness. We developed such an intervention with ten simple guidelines that nudge users to reduce their screen time (e.g., disabling non-essential notifications). Two pre-registered studies tested the intervention. Study 1 (N = 51) found reductions in screen time, problematic smartphone use, and depressive symptoms after two weeks. Study 2 (N = 70) found that the intervention caused larger changes in screen time, problematic smartphone use, and sleep quality than a control group of screen time monitoring alone. Our brief intervention reduced screen time by one hour per day and returned problematic smartphone use scores to normal levels for at least six weeks. This intervention provides simple, scalable, and feasible behavioural guidelines to promote healthy technology use.

scholarly journals Preschool teachers and the selection of lyllabies in activities with preschool children

2020 ◽  
Vol 33 (4) ◽  
pp. 48-60
Author(s):  
Ljiljana Kostić ◽  
Daliborka Purić
Keyword(s):  
Preschool Children ◽  
Speech Perception ◽  
Social Development ◽  
Education Program ◽  
Preschool Teachers ◽  
Preschool Education ◽  
Literary Form ◽  
Educational Policies ◽  
Educational Goals ◽  
Selection Of

Lullaby, as a literary form that is multifunctional for children - in terms of cognitive, emotional and social development, development of speech, perception and attention, stimulating curiosity and interest, and developing creativity - is an important element in achieving educational goals in the context of various aspects of child development. In this paper the authors examine the experience of preschool teachers (N = 302) with: (a) the selection of lullabies; (b) the selection of folk and artistic lullabies; (c) opting for vocal, instrumental, i.e., vocal-instrumental lullabies in their work with the youngest children, in order to understand the potential patterns of selection of this particular literary form and to contribute to the methodological education of the preschool teachers. The research results indicate that the selection of the lullabies is not particularly varied, and that preschool teachers more often opt for the authored lullabies, as well as for the titles that are available in a vocal-instrumental form. The empirical findings bring forth the problem of selecting the content for working with the youngest children, i.e., they open the question of the ability of the preschool teachers to mould the children's literary taste, along with the question of the responsibility of methodologists, above all, the creators of educational policies, bearing in mind that according to the latest Preschool Education Program the choice of the content for activities with preschool children entirely rests upon preschool teachers.

MOTIVATION IN PRESCHOOL CHILDREN: THE EFFECT OF THE SUPPORTIVE EDUCATION PROGRAM

2021 ◽  
Vol 8 (21) ◽  
pp. 68-87
Author(s):  
Mehlika KÖYCEĞİZ GÖZELER ◽  
Saide ÖZBEY
Keyword(s):  
Preschool Children ◽  
Intrinsic Motivation ◽  
Training Program ◽  
Education Program ◽  
Mixed Model ◽  
Work Group ◽  
City Centre ◽  
Control Group ◽  
National Education ◽  
Experimental Group

The aim of the study is to examine the effect of the Intrinsic Motivation Supportive Education Program on the motivation levels of preschool children. The study model has been planned as a mixed model. Quantitative dimension included the use of pretest-posttest experimental design with control group; qualitative dimension included the use of basic qualitative study design. The work group of the study consists of f 48-72 months old children the kindergartens of the schools affiliated to the Ministry of National Education, selected by random sampling method, located in a district with a low socioeconomic level in the city centre of Erzurum. Data were obtained by using "Motivation Scale for Preschool Children (DMQ18)" and Teacher Interview Form. Intrinsic Motivation Supportive Education Program consists of 4 subscales Attention and Problem Solving, Self Perception and Association, Independence and Self Discipline and Emotion Regulation and 72 integrated activities, with six activities from each dimension. Program was implemented 5 days a week and for 5 weeks. As a result of the analysis of the posttests taken after the program, the difference between the posttest scores of the experimental and control groups was statistically significant in favor of the experimental group (p <0.05); In the retention test regarding the permanence of the training program, it was determined that the effect of the training program increased in the experimental group (p <0.05).

scholarly journals The Impact of Art Education Program on the Social Skills of Preschool Children

2017 ◽  
Vol 5 (5) ◽  
pp. 17 ◽  
Author(s):  
Elçin Yazıcı
Keyword(s):  
Social Skills ◽  
Preschool Children ◽  
Art Education ◽  
Education Program ◽  
Control Group ◽  
The Social ◽  
Post Test ◽  
The Mean ◽  
And Control ◽  
The Impact

The current study was carried out to determine the effect of art education program on the social skills of preschool children at the age of 61-72 months attending to a kindergarten. The working group of the research was made up of 51 children in total, as experiment group (n: 26) and control group (n: 25). An experiment design with a pre/post-test control group was used in the study in order to investigate the effect of “Art Education Program” on the social skills of children at the age of 61-72 months. Also, “Social Skills Evaluation Scale/ SSES” was used in the research. In the experiment group, “Art Education Program” was applied about 40 minutes-one hour in three week days for eight weeks in total. As a result of the statistical analysis of the data, it was found that “Art Education Program” applied had an effect in favour of experiment group depending on the mean scores of the children both in experiment and control group with regard to their social skills.

scholarly journals USING ART-THERAPY FOR THE FORMATION OF EMOTIONAL STABILITY OF PRESCHOOL CHILDREN

2021 ◽  
Vol 1 (195) ◽  
pp. 159-163
Author(s):  
Nataliia Borshchenko ◽  
Keyword(s):  
Preschool Children ◽  
Art Therapy ◽  
Emotional Health ◽  
Well Being ◽  
Emotional Stability ◽  
Educational Process ◽  
Preschool Age ◽  
Individual Development ◽  
Unique Type ◽  
The World

Progress of science and technique, newest technologies, created in the world not only new possibilities, and also and new difficulties. The alarm level considerably increased yet and through a world pandemic to the coronaviruses. Last days in society spreads an idea about importance of forming the personal psychical and emotional health, beginning from preschool age, as bases of becoming of personality, the most valuable achievement of that is emotional prosperity, are mortgaged exactly in childhood. The purpose of the article consists in describing the problem of forming the emotional firmness of preschool children by art-therapy and maintenance the psychical health of children as a major factor of personality development. Art is the unique type of human activity that represents reality in certainly-perceptible offenses, combining two opposite worlds: the world of fantasy and reality. The first mentions about facilities of the art-therapy treatment was found, possibly, in the days of existence of primitive man. It is important to emphasize that a main task to the art-therapy is not developing creative flairs, but achievement of therapeutic purpose. Analysing potential using of art-therapy in preschool establishments of education with the aim of forming of emotional stability for children, the special attention displaces on the variety of forms of the realization, such as: music-therapy, fairy-tale-therapy, puppet-therapy, painting-therapy, photo-therapy, physical-therapy, drama-therapy. Application of methods of therapy by an art on employments provides development of creative potential of children, enriches the emotional sphere of preschool children, deepens their world view, activates imagination and thinking of children. Art-therapy helps children to find and understand itself, successfully to adapt oneself new environment, be able to influence relationships with children, teachers, parents. Using art-therapy methods in an educational process assists forming of the personality all-round developed and emotionally stability. The prospects for further researches in this area we see in determining the most effective art-therapeutic technologies for individual development and forming sustainable emotional well-being of preschool children.

scholarly journals Effect of Om Meditation on Psychological Wellbeing among Adolescents

2014 ◽  
Vol 4 ◽  
pp. 38-43
Author(s):  
HIMANI ANAND
Keyword(s):  
Well Being ◽  
Psychological Wellbeing ◽  
Control Group ◽  
Significant Positive Effect ◽  
Psychological Well Being ◽  
Educational Institute ◽  
The World ◽  
Practice Time ◽  
Positive Effect ◽  
Experimental Group

The concept of spirituality is attracting the attention of researchers all over the world. It plays an important role in the maintenance of psychological well-being. The present study was designed to study the effect of ‘OM’ chanting meditation on psychological well-being among adolescents. Practice time for ‘OM’ chanting meditation was 20 minutes and the duration was one month. The sample consisted of 100 subjects (50 in each group) in the range of 15 to 24 years and selected from Dayalbagh Educational Institute, Agra. Psychological Wellbeing was measured by ‘P.G.I. Wellbeing Scale’. Five more items taken from the Life Satisfaction Test were added along with the items of P.G.I. Wellbeing Scale by the researcher herself to improve the validity of the scale. t-test was applied to study the effect of ‘OM’ chanting meditation on psychological wellbeing. Results showed that the calculated t-value in experimental group was found to be 5.59 which is significant at 0.01 level. Calculated t-value in control group was found to be 1.00 which is not significant even at 0.05 level. Result reveals that there is a significant positive effect of ‘OM’ chanting meditation on the psychological well-being of adolescents.

Leisure Education in a Day Hospital: The Effects on Selected Social-Psychological Variables Among Older Adults

1991 ◽  
Vol 10 (2) ◽  
pp. 95-109 ◽  
Author(s):  
Mark S. Searle ◽  
Michael J. Mahon
Keyword(s):  
Locus Of Control ◽  
Education Program ◽  
Well Being ◽  
Self Esteem ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Day Hospital ◽  
Leisure Education ◽  
Dependent Variables ◽  
The Impact

Previous research has cited the need for leisure education programs to ensure that leisure-time experiences serve to enhance elderly individuals' psychological well-being. This study sought to determine the effects of a leisure education program on perceived leisure control, perceived leisure competence, and self-esteem among elderly patients in a day hospital. Fifty-three volunteer participants were randomly assigned to experimental and control group conditions. The experimental group received a leisure education program which occurred one hour per week for eight weeks. Both groups were administered a test battery, before and after the program, to assess the impact of the leisure education program on the dependent variables locus of control, perceived competence, and self-esteem while controlling for possible intervening variables. The results of an analysis of covariance for perceived leisure competence were statistically significant. The findings for the other dependent variables, leisure locus of control and self-esteem, were not significant. The implications of these results for researchers and the delivery of leisure services in day hospitals are discussed.

A Pilot Study on the Efficacy of Volunteer Mentorship for Young Adults With Self-Harm Behaviors Using a Quasi-Experimental Design

Crisis ◽  
2016 ◽  
Vol 37 (6) ◽  
pp. 415-426 ◽  
Author(s):  
Yik-Wa Law ◽  
Paul S. F. Yip ◽  
Carmen C. S. Lai ◽  
Chi Leung Kwok ◽  
Paul W. C. Wong ◽  
...  
Keyword(s):  
Experimental Design ◽  
Suicide Ideation ◽  
Intervention Group ◽  
Well Being ◽  
Control Group ◽  
Treatment As Usual ◽  
Prevention Services ◽  
Quasi Experimental ◽  
Self Harm ◽  
Volunteer Support

Abstract. Background: Studies have shown that postdischarge care for self-harm patients is effective in reducing repeated suicidal behaviors. Little is known about whether volunteer support can help reduce self-harm repetition and improve psychosocial well-being. Aim: This study investigated the efficacy of volunteer support in preventing repetition of self-harm. Method: This study used a quasi-experimental design by assigning self-harm patients admitted to the emergency departments to an intervention group with volunteer support and treatment as usual (TAU) for 9 months and to a control group of TAU. Outcome measures include repetition of self-harm, suicidal ideation, hopelessness, and level of depressive and anxiety symptoms. Results: A total of 74 cases were recruited (38 participants; 36 controls). There were no significant differences in age, gender, and clinical condition between the two groups at the baseline. The intervention group showed significant improvements in hopelessness and depressive symptoms. However, the number of cases of suicide ideation and of repetition of self-harm episodes was similar for both groups at the postintervention period. Conclusion: Postdischarge care provided by volunteers showed significant improvement in hopelessness and depression. Volunteers have been commonly involved in suicide prevention services. Further research using rigorous methods is recommended for improving service quality in the long term.

The Effects of a Caffeine Placebo and Experimenter Expectation on Blood Pressure, Heart Rate, Well-Being, and Cognitive Performance

2001 ◽  
Vol 6 (1) ◽  
pp. 15-25 ◽  
Author(s):  
Harald Walach ◽  
Stefan Schmidt ◽  
Yvonne-Michelle Bihr ◽  
Susanne Wiesch
Keyword(s):  
Blood Pressure ◽  
Heart Rate ◽  
Cognitive Task ◽  
Well Being ◽  
Control Group ◽  
Double Blind ◽  
Main Effect ◽  
The Difference ◽  
Being There ◽  
To Receive

We studied the effect of experimenter expectations and different instructions in a balanced placebo design. 157 subjects were randomized into a 2 × 4 factorial design. Two experimenters were led to expect placebos either to produce physiological effects or not (pro- vs. antiplacebo). All subjects except a control group received a caffeine placebo. They were either made to expect coffee, no coffee, or were in a double-blind condition. Dependent measures were blood pressure, heart rate, well-being, and a cognitive task. There was one main effect on the instruction factor (p = 0.03) with the group “told no caffeine” reporting significantly better well-being. There was one main effect on the experimenter factor with subjects instructed by experimenter “proplacebo” having higher systolic blood pressure (p = 0.008). There was one interaction with subjects instructed by experimenter “proplacebo” to receive coffee doing worse in the cognitive task than the rest. Subjects instructed by experimenter “antiplacebo” were significantly less likely to believe the experimental instruction, and that mostly if they had been instructed to receive coffee. Contrary to the literature we could not show an effect of instruction, but there was an effect of experimenters. It is likely, however, that these experimenter effects were not due to experimental manipulations, but to the difference in personalities.

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