DETERMINANTS OF PERSONALITY DEVELOPMENT: INTRAUTERINE (PRENATAL) PERIOD. ON THE QUESTION OF THE INFLUENCE OF THE PERINATAL PERIOD ON THE MENTAL DEVELOPMENT OF THE INDIVIDUAL1*

ABSTRACT A number of studies have identified cytosolic prostaglandin E2 synthase (cPGES)/p23 as a cytoplasmic protein capable of metabolism of prostaglandin E2 (PGE2) from the cyclooxygenase metabolite prostaglandin endoperoxide (PGH2). However, this protein has also been implicated in a number of other pathways, including stabilization of the glucocorticoid receptor (GR) complex. To define the importance of the functions assigned to this protein, mice lacking detectible cPGES/p23 expression were generated. cPGES/p23−/− pups die during the perinatal period and display retarded lung development reminiscent of the phenotype of GR-deficient neonates. Furthermore, GR-sensitive gluconeogenic enzymes are not induced in the prenatal period. However, unlike GR-deficient embryos, cPGES/p23−/− embryos are small and a proliferation defect is observed in cPGES/p23−/− fibroblasts. Analysis of arachidonic acid metabolites in embryonic tissues and primary fibroblasts failed to support a function for this protein in PGE2 biosynthesis. Thus, while the growth retardation of the cPGES/p23−/− pups and decreased proliferation of primary fibroblasts identify functions for this protein in addition to GR stabilization, it is unlikely that these functions include metabolism of PGH2 to PGE2.

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On the issue of forming personal competencies of future legal psychologists

Psychology and Law ◽

10.17759/psylaw.2017070408 ◽

2017 ◽

Vol 7 (4) ◽

pp. 92-105

Author(s):

A.V. Degtyarev ◽

D.I. Degtyareva

Keyword(s):

Emotional Intelligence ◽

Personality Development ◽

Individual Characteristics ◽

Mental Development ◽

Educational Process ◽

Professional Activities ◽

General Terms ◽

The Future ◽

Personal Qualities ◽

Personal Competencies

The article deals with the problem of personality development of a student-psychologist within the framework of a competence approach. The competence approach, in general terms, is based on the notion that a student must master a certain set of special competencies that include the knowledge, skills, skills and personal qualities necessary for further professional activities. In other words, in the process of training, the future specialist must master a unique set of professional and personal competencies, corresponding to his individual characteristics. However, most often in the educational process, the emphasis is not on developing the necessary personal qualities (competences). Relying on the main provisions of cultural and historical psychology, which most consistently formulated by V.V. Davydov, in particular, that the intellect and emotions should be in internal unity, and that the universal moments of the person's mental development are his education and upbringing, in this work a model is proposed for the development of the personal competencies of a psychologist student, which includes three elements: psychological Border of personality, emotional intelligence and self-relationship.

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Hemiparetic cerebral palsy: etiological risk factors and neuroimaging

Arquivos de Neuro-Psiquiatria ◽

10.1590/s0004-282x2001000100007 ◽

2001 ◽

Vol 59 (1) ◽

pp. 29-34 ◽

Cited By ~ 9

Author(s):

Ana Maria Sedrez Gonzaga Piovesana ◽

Maria Valeriana Leme de Moura-Ribeiro ◽

Verônica de Araújo Zanardi ◽

Vanda Maria Gimenes Gonçalves

Keyword(s):

Risk Factors ◽

Cerebral Palsy ◽

Perinatal Period ◽

Prenatal Period ◽

Premature Births ◽

Ventricular Enlargement ◽

Resonance Imaging ◽

Risk Period ◽

The Central Nervous System ◽

Ct And Mri

The purpose of this paper, which was conducted on 175 children with hemiparetic cerebral palsy (H-CP), was to verify the etiological risk period for this disease. Etiological risk factors (ERF) were detected through anamnesis: 23% in the prenatal period, 18% in the perinatal period and 59% of the patients the period was undefined (ERF in the prenatal and perinatal period was 41% and no ERF was 18% of the cases. The computerized tomographic scan (CT) and MRI were performed on all the patients, who were then classified according to their etiopathogenic data: CT1= normal (18%); CT 2= unilateral ventricular enlargement (25%); CT 3= cortical/ subcortical cavities (28%); CT4= hemispheric atrophy and other findings (14%); CT 5= malformations (15%). CT 5 was associated with physical malformations beyond the central nervous system and with prenatal ERF's , while CT 2 was associated with the perinatal ERF's, mainly in premature births. Magnetic resonance imaging was performed on 57 patients and demonstrated a good degree of concordance with the CT. Etiology remained undefined in only 37% of the cases after neuroimaging was related to ERF. A high perinatal RF frequency (59%) was observed and emphasized the need for special care during this period.

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THE PARADIGM OF «PERSONALITY ‒ EDUCATIONAL SPACE»: THE FIRST CONCEPTUAL ANALYSIS MADE BY G.S. KOSTYUK

TECHNOLOGIES OF INTELLECT DEVELOPMENT ◽

10.31108/3.2021.5.1.8 ◽

2021 ◽

Vol 5 (1) ◽

Author(s):

Nataliia Musiiaka ◽

Keyword(s):

Conceptual Understanding ◽

Conceptual Analysis ◽

Personality Development ◽

Mental Development ◽

Self Awareness ◽

Scientific Heritage ◽

Joint Activities ◽

Full Development ◽

Self Development ◽

First Time

The article presents a new aspect of the scientific heritage of G.S. Kostiuk, the founder of modern national psychology: the conceptual analysis of the paradigm «personality ‒ educational space» made by the scientists for the first time in the late 40’s of the twentieth century. G.S. Kostiuk, basing on his theory of children’s mental development, created the concept of personality appearance, development and formation during education. We examined the scientists’ multi-vector panoramic vision of the duality «growing personality formation ‒ educational space» and G.S. Kostiuk’s conceptual understanding of the essence of a child’s personality formation. We argue that G.S. Kostiuk found a fundamentally original way to examine a child’s personality development during education. The scientist revealed the psychological essence of learning; here were the determinant ideas of subjectivity and development and self-development, and special attention was paid to children’s mental development, as well as formed consciousness and self-awareness. The school education was studied by the scientist via joint activities with a specific vector, namely, «pupil ‒ teacher» actions. Analyzing the «pupil ‒ team» system in education, G.S. Kostyuk developed the idea of «full development of each child’s personality». Revealing the psychological essence of learning, G.S. Kostiuk also considered one of the core educational problems ‒ personal determination for a pupil’s effective active learning. The scientist discovered a fundamental theoretical-methodological path leading toward latest research technologies for personality formation and development in the educational space.

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INFLUENCE OF NEONATAL ANDROGENIZATION ON THE RESPONSE OF α2u-GLOBULIN TO TESTOSTERONE AND DEXAMETHASONE IN THE RAT

Journal of Endocrinology ◽

10.1677/joe.0.0860053 ◽

1980 ◽

Vol 86 (1) ◽

pp. 53-59 ◽

Cited By ~ 4

Author(s):

G. VANDOREN ◽

P. DE MOOR ◽

G. VERHOEVEN

Keyword(s):

Sex Difference ◽

Testosterone Propionate ◽

Serum Levels ◽

Perinatal Period ◽

Sensitive Period ◽

Prenatal Period ◽

Previous Exposure ◽

Adult Rats ◽

Prolonged Stimulation ◽

Neonatal Androgenization

The influence of neonatal androgens on the response of α2u-globulin to testosterone propionate or dexamethasone in adult rats has been investigated. It has been demonstrated previously that contact with androgens during the perinatal period results in higher unstimulated levels of α2u-globulin in the serum of adult rats and in higher levels of this protein when the animals are stimulated either with androgens or glucocorticoids. As shown here, however, non-androgenized animals reached comparable serum levels to their neonatally androgenized litter-mates only during prolonged stimulation with testosterone propionate. Previous exposure to androgens during adulthood did not result in comparable differences in levels of α2u-globulin in non-stimulated or stimulated rats. The residual sex difference in the stimulated levels observed in neonatally gonadectomized and oil-treated animals suggested that the sensitive period for this imprinting effect extends into the prenatal period.

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Mental Development in Early Childhood

Cultural-Historical Psychology ◽

10.17759/chp.2020160213 ◽

2020 ◽

Vol 16 (2) ◽

pp. 118-124

Author(s):

A.N. Leontiev

Keyword(s):

Personality Development ◽

Total Activity ◽

Mental Development ◽

Preschool Age ◽

The Social ◽

Soviet Scholar ◽

Motivational Structure ◽

The Subject ◽

The Brain

This is the first English translation of the paper of the prominent Soviet scholar Alexey Nikolaevich Leontiev (1903—1979) published in 1948. The paper introduces the author’s ideas on mental and personality development in preschool children based on the research results of his close colleagues under his leadership during the 1930-s and 1940-s. It embraces the conditions and features of the development of the hierarchy of motives in preschoolers which underlies the emergence of volitional behaviour at this age. Evidence is provided for the role of the motivational structure in the volitional regulation of such cognitive processes as perception, memory and in the emergence of children’s control of their motor processes. It demonstrates that the motives of the child of the preschool age get subordinated when the child is engaged in the social interaction with the participation of an adult. In a brief preface to this publication, E.E. Sokolova highlights the context of the author’s work, the continuity of his ideas of the activity theory with Vygotsky’s approach, and emphasizes a nontrivial approach in Leontiev’s school to mental development as rooted in the total activity of the subject rather than in the brain processes

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Expression of estrogen receptor-alpha and -beta mRNAs in the male reproductive system of the rat as revealed by in situ hybridization

Journal of Molecular Endocrinology ◽

10.1677/jme.0.0260165 ◽

2001 ◽

Vol 26 (3) ◽

pp. 165-174 ◽

Cited By ~ 23

Author(s):

CN Mowa ◽

T Iwanaga

Keyword(s):

Estrogen Receptor ◽

In Situ Hybridization ◽

Reproductive System ◽

Initial Segment ◽

Vas Deferens ◽

Perinatal Period ◽

Reproductive Organs ◽

Male Reproductive System ◽

Prenatal Period

We mapped the cellular expression of estrogen receptor (ER) alpha and ERbeta mRNAs in the male reproductive system of the rat during development and adulthood by in situ hybridization. The expression patterns of ERalpha mRNA in the gonad, efferent duct and initial segment of the epididymis during the perinatal period were essentially similar to those of the adult: ERalpha mRNA signals were expressed most intensely in the epithelia of the efferent ducts and initial segment of the epididymis, and in the interstitial cells of the testis from the prenatal period to adulthood. However, ERalpha mRNA signals in the primordial epididymis and vas deferens during the prenatal period were confined to the outermost cellular layer of the ducts, whereas thereafter they were only expressed weakly in the epithelium and stroma of the epididymis and moderately in the muscle layer of the vas deferens. ERbeta signals were expressed intensely (1) in primordial germ and Sertoli cells only during the prenatal period, (2) in arterial walls in the adult testis, and (3) in the epithelium of the sex accessory glands from the perinatal period to adulthood. This report is the first to describe the cellular distribution of ER mRNA in the male reproductive organs during the perinatal period, and complements and confirms earlier data on its distribution in the adult. The broad expression of ERs in male reproductive organs suggests roles for estrogen in regulating tissue development and reproductive events.

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The Dynamic Changes of Gut Microbiota during the Perinatal Period in Sows

Animals ◽

10.3390/ani10122254 ◽

2020 ◽

Vol 10 (12) ◽

pp. 2254

Author(s):

Lan Sun ◽

Yu Zhang ◽

Wei Chen ◽

Tian Lan ◽

Yan Wang ◽

...

Keyword(s):

Gut Microbiota ◽

Alpha Diversity ◽

Perinatal Period ◽

Temporal Variations ◽

Postnatal Period ◽

Lactation Period ◽

Prenatal Period ◽

Time Points ◽

Microbial Biomarkers ◽

Potential Benefits

The gut microbiota in sows is important for the health of the host, and potential benefits may also be transferred to piglets during pregnancy. Therefore, systematic studies investigating the changes in the gut microbiota of sows are needed to elucidate the microbial compositions and functions. This study was conducted at 12 time points to investigate the temporal variations in gut microbiota on Days 27, 46, 64, 81, 100, and 113 during gestation (G) and Days 3, 5, 7, 10, 14, and 21 during lactation (L). Results suggested that the gut microbiota changed across the perinatal period with microbial function and abundance varying between the prenatal and postnatal periods. The alpha diversity was higher in the postnatal period than in the prenatal period. Thirty-eight genera were distributed between the two periods with Methanobrevibacter, Desulfovibrio, Akkermansia, and Turicibacter being enriched in the prenatal period while Eubacterium, Actinobacillus, Paludibacter, Butyricimonas, Megasphaera, Succiniclasticum, Acidaminococcus, and Rummeliibacillus were enriched in the postnatal period. Analysis done at the different time points of the prenatal period suggested that Days 27 and 113 had more microbial biomarkers than other days. Bacteroidales, Bacteroidia, and Prevotella were enriched on the 27th day, while bacteria belonging to the Clostridium and Ruminococcaceae were enriched on the 113th day. On the other hand, Clostridiales, Ruminococcaceae, Clostridia, and unclassified Christensenellaceae were enriched three days after delivery. Predicted microbial KO functions were also more enriched on Day 27 of the gestation period and Day 3 of the lactation period. Random forest, a machine learning method, was used to identify the top five important genera of Megasphaera, Stenotrophomonas, Phyllobacterium, Catenibacterium, and Turicibacter, while the most important function was arginine and proline metabolism. These systematic results provide important information for the gut microbiota of sows.

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On the basic needs in health psychology

Психолог ◽

10.25136/2409-8701.2021.3.35874 ◽

2021 ◽

pp. 34-45

Author(s):

Olga Alekseevna Tsvetkova ◽

Olesya Vladimirovna Volkova

Keyword(s):

Health Psychology ◽

Human Health ◽

Clinical Psychology ◽

Personality Development ◽

Basic Needs ◽

Well Being ◽

Mental Development ◽

Psychological Support ◽

Practical Work ◽

Health And Well Being

Health psychology is a branch of clinical psychology, which deals with human health considering physical, mental, social and spiritual aspects, i.e. in the context of biopsychosocial unity. Modern practice indicated that the representation on a disorder does not automatically form an “inner picture of health”. Fulfilling the task of psychological support of a person towards health and well-being required studying the integral phenomenon of health along with the factors that shape the image of a disorder or image of health. The initial aspect of any activity is the needful-motivational personality sphere. Different interpretations of the concept of basic needs of a person entail ambiguity of its use in the the practical work of a psychologist. The goal of this article is to examine the approaches towards outlining the basic needs in the context of health psychology. The author highlights three approaches towards determining the basic needs: as vital or biological needs; as needs underlying the higher needs; and ultimately, as the primary and essential for mental development and personality formation. Such perception allows formulating various approaches towards psychological correction of the consequences of frustration of basic needs. In conclusion, the author present a systematization of approaches towards consideration of the basic needs of a person, structurization of representation on the basic needs as essential and impacting the entire course and process of personality formation, which is particularly evident in the distortions of personality development in terms of frustration of the basic needs.

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Brazilian cohorts with potential for life-course studies: a scoping review

Revista de Saúde Pública ◽

10.11606/s1518-8787.2020054001825 ◽

2020 ◽

Vol 54 ◽

pp. 48

Author(s):

Waleska Regina Machado Araujo ◽

Iná S. Santos ◽

Naercio Aquino Menezes Filho ◽

Maria Thereza Costa Coelho de Souza ◽

Antonio Jose Ledo Alves da Cunha ◽

...

Keyword(s):

Life Cycle ◽

Life Course ◽

Scoping Review ◽

Perinatal Period ◽

Median Number ◽

Social Contexts ◽

Prenatal Period ◽

Child Preschool ◽

Life Course Studies

OBJECTIVE: To identify the Brazilian cohorts that started either in the prenatal period or at birth, to describe their characteristics and the explored variables, and to map the cohorts with potential for studies on early determinants on health and the risk of falling ill on later stages of the life cycle. METHODS: A scoping review was carried out. The articles were searched in the electronic databases PubMed and Virtual Health Library (VHL). The descriptors used were [(((“Child” OR “Child, Preschool” OR “Infant” OR “Infant, Newborn”) AND (Cohort Studies” OR “Longitudinal Studies”)) AND “Brazil”)]. The inclusion criteria were Brazilian cohorts that started the baseline in the prenatal period or at birth and with at least two follow-ups with the participants. In order to meet the concept of LCE, we excluded those cohorts whose follow-ups were restricted to the first year of life, as well as those that did not address biological, behavioral and psychosocial aspects, and cohorts with data collection of a single stage of the life cycle. RESULTS: The search step identified 5,010 articles. Eighteen cohorts were selected for descriptive synthesis. The median number of baseline participants was 2,000 individuals and the median age at the last follow-up was 9 years. Sample loss at the last follow-up ranged from 9.2 to 87.5%. Most cohorts monitored two phases of the life cycle (the perinatal period and childhood). The Southern region had the highest number of cohorts. The main variables collected were sociodemographic and environmental aspects of the family, morbidity aspects, nutritional practices and lifestyle. CONCLUSIONS: We recommend the continuity of these cohorts, the approach to different social contexts and the performance of follow-ups with participants in different phases of the life cycle for the strengthening and expansion of life course epidemiology analyses in Brazil.

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