scholarly journals PSYCHOTHERAPEUTIC METHODS APPLICATION IN FOLLOW-UP OF EMOTIONALLY DEPRIVED ELEMENTARY SCHOOL CHILDREN

2021 ◽  
Vol 2021 (2) ◽  
pp. 5-15
Author(s):  
Iryna Savenkova ◽  
Natalia Tsumarieva
Keyword(s):  
Elementary School ◽  
Adverse Effects ◽  
Emotional Disorders ◽  
School Children ◽  
Elementary School Children ◽  
Negative Impact ◽  
Long Term Treatment ◽  
Emotional Deprivation

Hardships experienced many times in the family and outside it in the past, have a negative impact on formation of children’s personality. Emotional deprivation is one of such factors. Long-term stay of elementary school children under emotional deprivation conditions results in a whole number of adverse effects. Being directly dependent on environment adverse changes and impacts emotional sphere is most vulnerable in this respect. The range of emotional deprivation adverse effects on elementary school children is quite wide: from mild emotional disorders that can be corrected with the help of correctional and developmental activities to severe mental disorders and diseases that require long-term treatment. Thus, the situation of emotional deprivation requires the use of prophylactic, corrective and rehabilitative actions. The purpose of the article is to reveal the features of psychotherapeutic methods application in arranging psychological follow-up of emotionally deprived elementary school children. To achieve the determined purpose we’ve applied a mix of speculative (analysis, synthesis, comparison and generalization) and empiric (observation, survey, talk, expert evaluations, testing, quantitative and qualitative evaluation of the results obtained) research methods. The results of the literature sources analysis let us sum up by saying that such methods as adaptation, socialization, learning, development, correction, counseling, psychotherapy, follow-up and rehabilitation may be applied to cope with children’s emotional deprivation. We consider follow-up to be the most effective and comprehensive method. The psychological follow-up model developed and tested by us includes support provided to foster families in the course of coping with children’s emotional deprivation adverse effects and is based on the system of working with foster children and parents, as well as on conducting joint classes involving parents and children. We’ve applied various psychological correction and development methods (talk, games, exercises, drawing, fantasizing and relaxation) in combination with psychotherapeutic methods (symbol drama, art therapy and positive psychotherapy) to conduct psychological follow-up of children. Effectiveness and efficiency of the emotionally deprived elementary school children psychological follow-up model developed by us has been tested on the ground of repetitive psychodiagnostic testing and comparing its results of control and experimental groups. The application of remedial methods in combination with psychotherapeutic methods has made it possible to obtain constant and long-lasting results in emotional deprivation evidences reducing and elementary school children emotional intelligence level raising.

scholarly journals Long-term study of urinary bisphenol A in elementary school children

2008 ◽  
Vol 13 (6) ◽  
pp. 332-337 ◽  
Author(s):  
Yuko Yamano ◽  
Sanpei Miyakawa ◽  
Kyoichi Iizumi ◽  
Hiroaki Itoh ◽  
Motoki Iwasaki ◽  
...  
Keyword(s):  
Elementary School ◽  
Bisphenol A ◽  
School Children ◽  
Elementary School Children ◽  
Term Study ◽  
Long Term Study

Prevalence of Cleft Uvula among School Children in Kindergarten through Grade Five

1992 ◽  
Vol 29 (1) ◽  
pp. 10-14 ◽  
Author(s):  
Paul Wharton ◽  
Donald E. Mowrer
Keyword(s):  
Elementary School ◽  
Public School ◽  
School Children ◽  
Elementary School Children ◽  
Full Length ◽  
Speech Language Pathologists ◽  
Follow Up Study

The purpose of this study was to determine the prevalence of bifid uvula among elementary school children in grades K through 5. Three examiners performed independent intraoral examinations of 709 children enrolled in a Jacksonville, Florida metropolitan public school. The structure of the uvula was evaluated as normal or bifid. If bifid, the cleft was classified as: (a) notched, (b) extending up to ¼ the length of the uvula, (c) extending from ¼ to ¾ 4 of the length of the uvula, or (d) extending the full length of the uvula. Prevalence of some form of uvular cleft was observed among 16 (2.26%) of the children while full length uvular cleft was found in only two (0.3%) of the children. These findings are congruent with percentages reported in other studies. It is recommended that speech-language pathologists identify children with bifid uvulas and provide appropriate counseling and follow-up study.

Follow-up Study of Predicted Delinquents

1971 ◽  
Vol 17 (2) ◽  
pp. 202-212 ◽  
Author(s):  
C. Downing Tait ◽  
Emory F. Hodges
Keyword(s):  
Elementary School ◽  
Retrospective Study ◽  
School Children ◽  
Elementary School Children ◽  
Juvenile Court ◽  
Small Sample ◽  
Follow Up Study

This study began with 179 elementary school children in 1954 and followed 151 of them to the end of the juvenile jurisdiction period. It succeeded for about three out of four cases in predict ing which boys would become known to juvenile court on a delinquency complaint by age seventeen.. These results were sur prisingly similar to those of the original retrospective study by the Gluecks, who devised the main prediction instrument. Pre dictions on a small sample of nondelinquents were not as ac curate as those reported by the Gluecks, but no generalizations are offered because of the sample's smallness.

scholarly journals The Impact of Gadget Use on Psychological Development in Elementary School Children

2021 ◽  
Vol 8 (8) ◽  
pp. 314-318
Author(s):  
Rika Widya ◽  
Salma Rozana ◽  
Munisa .
Keyword(s):  
Elementary School ◽  
Parental Involvement ◽  
Moral Development ◽  
School Children ◽  
Learning Process ◽  
Elementary School Children ◽  
Negative Impact ◽  
Self Regulation ◽  
Psychological Development ◽  
The Impact

This paper discussed strategies and solutions that are carried out related to technology equality, namely technology, must be used by all students and potentially supervised by parents, appropriate assessments, preparing enrichment modules, and other things that can enrich literacy. Before learning, some teachers negotiate with students regarding the agreement on using the platform used in learning. Many platforms can be used in online learning, so it can be unclear if they do not focus on a particular platform. In addition to negotiations, it also aims to ensure that all students can access the same technology to support distance learning. Self-regulation is also an effort if it turns out that parental involvement is very weak in the learning process. However, parental involvement in the child's learning process is a must. This study describes how gadgets (positive and negative impacts) impact the mental development of children of developing age in kindergarten and elementary school at the Prof Kadirun Yahya foundation. A qualitative approach research method in this research and be used to examine a condition of a natural object, the researcher as a key instrument, data collection techniques are carried out by triangulation (observation, interviews, documentation), and the results of qualitative research are to understand the meaning, uniqueness, construct phenomena, and find hypotheses. The results of this study are that the use of gadgets has an impact on the psychological development of elementary school children. In this study, five kindergarten children and five elementary school children who used gadgets with a duration of more than 2 hours per day experienced behavioral changes. The impact is positive; children; children are easy to find information about learning and make it easier to communicate with friends. However, the negative impact of gadgets affects psychological development, especially aspects of emotional growth and moral development. In emotional growth, children who use gadgets become irritable, rebellious, imitate behavior in gadgets, and talk to themselves on gadgets. While the effect on moral development impacts discipline, children become lazy to do anything, leave their obligations to worship, and reduce learning time due to playing games and watching YouTube too often. Keywords: Effect Technologies, Children, Impact Positive and Negative.

Adherence, Tolerability and Effective Doses of Aripiprazole Once-monthly in the Long-term Treatment of Patients with Severe Schizophrenia

2021 ◽  
Vol 27 ◽  
Author(s):  
Juan Jose Fernández-Miranda ◽  
Silvia Díaz-Fernández ◽  
Francisco López-Muñoz
Keyword(s):  
Adverse Effects ◽  
Hospital Admissions ◽  
Mirror Image ◽  
Clinical Severity ◽  
High Dose ◽  
Average Dose ◽  
Image Study ◽  
Long Term Treatment

Background: The evaluation of long-term effectiveness and tolerability of Aripiprazole Once-monthly (AOM) is yet scarce, and severely ill patients have not been specifically studied. Objective: The aim of the study was to explore the long-term adherence, effectiveness and tolerability of AOM in the treatment of patients with severe (Clinical Global Impression-Severity, CGI-S ≥ 5) schizophrenia, and whether high-dose therapy may benefit patients inadequately controlled on standard doses. Method: Six-year mirror-image study, with 36-month prospective follow-up, was conducted on patients with severe schizophrenia who underwent treatment with AOM (n = 60). Assessment included the CGI-S, the WHO Disability Assessment Schedule (WHO-DAS), the Medication Adherence Report Scale (MARS), laboratory tests, and weight and adverse effects reported. Reasons for treatment discontinuation, hospital admissions and psychiatric medications in the previous three years and during the follow-up were recorded. Results: The average dose was found to be 780 (120) mg/28 days. Tolerability was good, with few side effects or biological parameters alterations reported. There were three discharges due to adverse effects, two due to lack of effectiveness and one treatment abandoning. Weight and prolactin levels were found to be decreased. CGI-S and WHO-DAS decreased (p < 0.001), and MARS increased (p < 0.001). There were less treatment abandoning, hospital admissions (p < 0.0001) and concomitant medication (p<0.01) than during the previous 36 months. Conclusion: Treatment adherence and tolerability of AOM were found to be remarkable, even in those patients on high doses. AOM showed effectiveness in patients with severe schizophrenia, who recorded less hospitalizations and clinical severity and disability, although a considerable percentage of them needed higher doses than labeled.

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