Regulation of Emotional Security by Children after Entry to Special and Regular Kindergarten Classes

2003 ◽  
Vol 93 (3_suppl) ◽  
pp. 1319-1334 ◽  
Author(s):  
Helma M. Y. Koomen ◽  
Jan B. Hoeksma
Keyword(s):  
Behavioral Inhibition ◽  
Emotional Security ◽  
After School ◽  
Normal Children ◽  
The Family ◽  
Entry Behavior ◽  
Externalizing Problem ◽  
Internalizing Problem ◽  
Regular Classes ◽  
Special Classes

In this paper early adaptation after children's entry to kindergarten is conceptualized as a process of achieving emotional security. It was hypothesized that children adapt to school by means of security seeking from the teacher and behavioral inhibition. 30 normal children from regular classes and 36 children with a variety of problems, e.g., behavioral, emotional, and family problems, from special classes were rated by their teachers on the Inhibition Scale and Security Seeking Scale on 5 occasions during the first 3 mo. at school. By the end of this period teachers judged the intensity of behavior problems on the Internalizing Problem Scale and the Externalizing Problem Scale. Analysis showed that initial high scores on the Security Seeking Scale and Inhibition Scale decreased sharply during the first weeks, and that children from special classes scored consistently higher on the Security Seeking Scale and more variable on the Inhibition Scale than children from regular classes. Girls had higher scores than boys on both scales. Recent stress in the family as rated by the teacher was positively related to both scores on the Inhibition and Security Seeking Scales after entry. Finally, scores on the Security Seeking and Inhibition Scales over the first three months predicted scores on the Internalizing Problem Scale by the end of this period, especially for children in special classes. We conclude that understanding adaptation after school entry as a process of obtaining emotional security is productive, providing a means to link entry behavior to precursors and consequences.

A Study of Emotionally Disturbed Children in Regular and Special Classes

1968 ◽  
Vol 35 (3) ◽  
pp. 197-204 ◽  
Author(s):  
Nicholas A. Vacc
Keyword(s):  
New York ◽  
Emotionally Disturbed ◽  
Rating Scale ◽  
Normal Children ◽  
Behavior Rating Scale ◽  
Overt Behavior ◽  
Wide Range ◽  
Regular Classes ◽  
Emotionally Disturbed Children ◽  
Special Classes

This study was conducted to measure change in achievement and overt behavior of emotionally disturbed children in special and regular classes in Chautauqua County, New York. The social position of emotionally disturbed and normal children in regular classes was also assessed. A comparative description was made on the basis of the analyzed data and the following conclusions were made within the stated limitations of the study. The emotionally disturbed children in the regular classes achieved less well on the Wide Range Achievement Test and the Behavior Rating Scale than did the emotionally disturbed children in special classes. Further, the emotionally disturbed children in the regular classes were less well accepted than the normal children.

The place of sexual health education in the life of children and adolescents

2021 ◽  
Vol 15 (2) ◽  
pp. 92-95
Author(s):  
Melek Anday Rifat qızı Tolunay ◽  
Keyword(s):  
Health Education ◽  
Young People ◽  
Sexual Health ◽  
General Purpose ◽  
After School ◽  
Sufficient Information ◽  
Sexual Health Education ◽  
The Family ◽  
Questions And Answers ◽  
Age Range

The general purpose of planned sexual health education for children and young people is to provide them with sufficient information about sexual health according to their age range, to inform them about attitude-value and understanding, to gain relationship and interpersonal skills, to develop their necessary responsibilities. The protection, development and maintenance of sexual health depends on the awareness of individuals about sexuality and sexual health. Awareness begins in the family and is provided with comprehensive sexual health education in accordance with the needs in all periods of life such as preschool, school and after school. Sexual health education is not welcomed in developing countries. At the heart of this is the belief that sexual health education will encourage young people to have sexual intercourse. The development of sexual education is achieved in all age ranges with questions and answers that arise according to different age characteristics. Sexual health education is a very important factor for the psychological and physiological health of individuals in a society. Key words: sexual health education, sexual health education, reproductive health, abuse , parents, child abuse, Source of sexual information

scholarly journals Child Sexual Abuse and Suicidal Ideation: The Differential Role of Attachment and Emotional Security in the Family System

2020 ◽  
Vol 17 (9) ◽  
pp. 3163
Author(s):  
David Cantón-Cortés ◽  
María Rosario Cortés ◽  
José Cantón
Keyword(s):  
Sexual Abuse ◽  
Suicidal Ideation ◽  
Child Sexual Abuse ◽  
Attachment Style ◽  
Family System ◽  
Female College Students ◽  
Emotional Security ◽  
Female Victims ◽  
The Family ◽  
Emotional Insecurity

The objective of this study was to analyze the effects of attachment style and emotional security in the family system on suicidal ideation in a sample of young adult female victims of child sexual abuse (CSA). The possible effects of CSA characteristics and other types of child abuse on suicidal ideation were controlled for. The sample consisted of 188 female college students who had been victims of sexual abuse before the age of 18, as well as 188 randomly selected participants who had not experienced CSA. The results showed that both attachment and emotional security were associated with suicidal ideation, even when controlling for both the characteristics of abuse and the existence of other abuses. The strong relationships of emotional security and attachment style with suicidal ideation suggest the importance of early intervention with children who have been sexually abused and their families, in an effort to optimize their attachment style, as well as to decrease emotional insecurity to prevent the onset of symptomatology related to suicidal ideation.

Formal Education and Aboriginal Children

1986 ◽  
Vol 14 (2) ◽  
pp. 40-44 ◽  
Author(s):  
M.J. Christie
Keyword(s):  
Formal Education ◽  
Mother Tongue ◽  
Normal Children ◽  
The Past ◽  
The Family ◽  
Aboriginal Society ◽  
Aboriginal Children ◽  
First Time ◽  
Informal Process ◽  
Vast Range

All children, black or white, learn a lot more outside the classroom than inside it. All normal children, by the time they go to school for the first time, have already learnt to speak their mother tongue, have learnt who they are and where they fit into their family or community, and have learnt a vast range of behaviours which are appropriate (and inappropriate) for members of their culture. They have learnt all these through the informal process of socialization which affects all members of every culture throughout their lives. In traditional Aboriginal society, for example, hunting and food preparation skills, the traditional law, patterns of land ownership and important stories from the past, were all learnt informally in the daily life of the family. Only some sacred knowledge would be transmitted formally in a ceremonial context.

Prevention of conduct disorder before and after school entry: Relating interventions to developmental findings

1993 ◽  
Vol 5 (1-2) ◽  
pp. 243-262 ◽  
Author(s):  
John B. Reid
Keyword(s):  
Elementary School ◽  
Conduct Disorder ◽  
After School ◽  
Developmental Approach ◽  
The Family ◽  
Before And After ◽  
Early Elementary School ◽  
Research Findings ◽  
Treatment Research ◽  
Family Setting

AbstractIn this paper, both longitudinal and treatment studies relevant to conduct disorder (CD) are reviewed, and a developmental approach to its prevention is presented. Outcome studies for the treatment of CD and antisocial behavior are first reviewed to demonstrate that, although none have been entirely successful, many interventions have powerful effects on various symptoms that comprise the disorder, highly predictive antecedents, and risk factors. Second, the development of CD and the potency and interrelationship among antecedent and mediating variables is traced through the preschool and early elementary school years. Third, an attempt is made to synthesize the developmental and treatment research findings to suggest possible integrations of interventions that are promising for future preventive trials in the preschool and elementary school periods. It is concluded that, whereas before the entry to school preventive interventions targeted entirely in the family setting may prove successful, after the transition to school multisetting interventions will be essential. Finally, three examples of new and multisetting prevention trials are briefly described.

scholarly journals Feeding problems in healthy young children: prevalence, related factors and feeding practices

2013 ◽  
Vol 5 (2) ◽  
pp. 10 ◽  
Author(s):  
Banchaun Benjasuwantep ◽  
Suthida Chaithirayanon ◽  
Monchutha Eiamudomkan
Keyword(s):  
Parental Education ◽  
Feeding Practices ◽  
Healthy Children ◽  
Feeding Problems ◽  
Feeding Behaviors ◽  
Related Factors ◽  
Normal Children ◽  
First Child ◽  
Increased Risk ◽  
The Family

The aim of this study was to determine the prevalence, characteristics, and factors related to feeding problems among normal children, and the differences in feeding practices between those with and without feeding problems. Caregivers of 402 healthy children aged between one and four years of age were interviewed by pediatricians involved in the research. Data included the child’s medical history, food intake within a day, and feeding behaviors and practices. Parental socio-economic and demographic information, as well as information on parental education and occupation, and their concerns about feeding their children, was collected. Physical examination and anthropometric measurements were taken. The percentage of children identified as having feeding problems was 26.9%. The first child of a family had an increased risk of having feeding problems [P=0.032, odds ratio 1.68, 95% confidence interval (95%CI) 1.04-2.71]. Children with feeding problems were fed less frequently, were less likely to be fed at their own table or at the family table, and had mealtimes longer than 30 min when compared with children without feeding problems (P=0.015, 0.004 and 0.025, respectively). The results highlight that feeding problems in normally developing children are common. During consultations about feeding issues, pediatricians should focus on families with a first child. Topics such as frequency of meals per day, duration of meal-times, and appropriate places for feeding should be discussed.

scholarly journals Description of Parenting Patterns on Stunting and Normal Children in the Specific Area Stunting of Pasaman and West Pasaman District, West Sumatra

2018 ◽  
Vol 3 (2) ◽  
pp. 153
Author(s):  
Masrul Masrul
Keyword(s):  
Intervention Program ◽  
Specific Area ◽  
Nutrition Intervention ◽  
Normal Children ◽  
Psychosocial Stimulation ◽  
The Family ◽  
West Sumatra ◽  
The Difference ◽  
Optimal Parenting ◽  
Systemic Condition

Stunting is the effect of a systemic condition of chronic malnutrition which affects about a quarter of children under five years of age worldwide. There are 7.6 million (37%) Indonesian children suffering from stunting and the rate of stunting in West Sumatra is above the national figure of 46.1%. That number shows that many children need more attention, because they don't grow well. The nutrition intervention program that has been running so far has not been able to optimally improve the condition of stunting children. The purpose of this study was to determine the profile of parenting stunting and the difference with normal children in the specific area of stunting Pasaman and Pasaman Barat District. This study was conducted through several stages, which is data collection using a questionnaire. From this study shown that breastfeeding and complementary feeding are almost no different from groups stunting with normal children; good parenting, health and psychosocial stimulation are still lacking; the socioeconomic level of stunting children is lower than normal children. It is hoped that in the future prevention of intrautrin can be carried out by maintaining quality intake and health status; keep the intake in a balanced nutritional status, especially aspects of animal protein; and maintaining environmental sanitation and optimal parenting from the family.

scholarly journals Atașamentul securizant ca resursă a competenței parentale

2021 ◽  
Vol 39 (2) ◽  
pp. 21-26
Author(s):  
Lucia Gavriliţă
Keyword(s):  
Social Group ◽  
Parental Education ◽  
Social Behaviors ◽  
Emotional Security ◽  
Secure Attachment ◽  
Parental Competence ◽  
Attachment Patterns ◽  
The Family ◽  
Better Than

This study represents a system of experiments and data accompanied by scientifi c and methodological interpretations, of attachment patterns. Secure attachment is considered by many authors to be a source of parental competence. These quintessences express both, the conception of parental education and their attitude towards the typical child or the child with disabilities. Studies show that some parents adapt better than others to the child’s particularities. The family, specifi cally, off ers the child the climate of emotional security and is the fi rst social group in which the child practices social behaviors and discovers himself.

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