scholarly journals PECULIARITIES OF IMPLEMENTATION OF INDIVIDUAL COMPLEX CORRECTIONAL PROGRAM WITH PSYCHOLOGICAL ACCOMPANYING OF CHILDREN FROM JUNIOR SCHOOL AGE

2021 ◽  
pp. 69-77
Author(s):  
Kniaziev V.M.
Keyword(s):  
Social Environment ◽  
Attention Deficit ◽  
Individual Characteristics ◽  
Primary School Children ◽  
Psychological State ◽  
School Age ◽  
Experimental Development ◽  
Neuropsychological Diagnostics ◽  
Individualized Approach ◽  
The Individual

The study involved 67 aged 6 to 8 years (mean age 6.7 years) with a diagnosis of ADHD, diagnosed by a psychoneurologist. Among the respondents there were 64 boys and 3 girls. All children attended general secondary education or studied at home.Purpose. Рreliminary theoretical analysis of the basic methods of correction and the formulation of the basic principles of the implementation of individual programs of psychological correction for children from ADHD of preschool and young school age; Experimental development of the level of effectiveness and individual programs of psychological correction in work with ADHD in children of senior preschool and young school age.Methods. Тheoretical analysis of the peculiarities of the implementation of individual correction programs in work with children of preschool and young school age, which have symptomatic of ADHD; diagnostic questionnaire of Vanderbilt; methods of neuropsychological diagnostics; methods of mathematical statistics for related samples.Results. The results of the preliminary survey allowed dividing the children into 4 subgroups. For each subgroup, a set of strategies and corrective exercises was selected, based on the previously selected correction algorithm and general principles of correctional work. During the development of the correction program, emphasis was placed on the individual format of the specialist's work. This is due, on the one hand, to the difficulties of working in groups, which are not always available for children with ADHD and their social environment, and on the other to the difficulties of organizing such work during the COVID-19 pandemic, or possible deterioration of the epidemiological situation in our country in the future.When organizing the correction, the individual characteristics of children were taken into account. In addition to individual work with children, work was carried out with their social environment. The latter included psychoeducation, providing recommendations on strategies and methods for stabilizing the child's condition, involving parents in the process of performing corrective exercises in the psychologist's office.After corrective work, a re-examination was conducted. The data obtained from its results indicate positive changes in the psychological state of children in all 4 subgroups. In addition to reducing the intensity of pathological manifestations characteristic of ADHD, in some children there was an increase in efficiency, motivation to perform tasks, critical thinking.Conclusions. The results of the study allow us to talk about the effectiveness of an individualized approach to the correction of ADHD. This approach helps to minimize pathological manifestations and children, which, in turn, allows them to effectively master new activities.Key words: hyperactivity, attention deficit, impulsivity, attention deficit hyperactivity disorder (ADHD), behavior, preschool children, primary school children, psychological support, ADHD psychocorrection algorithms. У дослідженні взяли участь 67 дітей віком від 6-ти до 8-ми років (середній вік становив 6,7 років) з діагнозом СДУГ, установленим лікарем-психоневрологом. Серед респондентів було 64 хлопчики та 3 дівчинки. Усі діти відвідували заклади загальної середньої освіти або проходили навчання вдома.Мета. Теоретичнийаналіз існуючих методів корекції та формування основних принципів упровадження індивідуальної програми психологічної корекції для дітей зі СДУГ дошкільного та молодшого шкільного віку; експериментальне вивчення ступеня ефективності індивідуальної програми психологічної корекції в роботі зі СДУГ у дітей старшого дошкільного та молодшого шкільного віку.Методи. Теоретичний аналіз особливостей впровадження індивідуальних корекційних програм у роботі з дітьми дошкільного та молодшого шкільного віку, що мають симптоматику СДУГ; діагностичний опитувальник Вандербільта; методи нейропсихологічної діагностики; методи математичної статистики для пов’язаних вибірок.Результати. Результати попереднього обстеження дозволили поділити дітей на 4 підгрупи. Для кожної підгрупи було вибрано свій комплекс стратегій та корекційних вправ, що базувалися на вибраному попередньо алгоритмі корекції та загальних принципах організації корекційної роботи. Під час розроблення корекційної програми було зроблено акцент на індивідуальному форматі роботи спеціаліста. Це пов’язано, з одного боку, зі складнощами роботі в групах, яка не завжди є доступною для дітей зі СДУГ та їхнього соціального оточення, а з іншого – зі складнощами організації такої роботи в умовах пандемії COVID-19 чи можливих погіршень епідеміологічної ситуації в нашій країні у майбутньому.В організації корекції було враховано індивідуальні особливості дітей. Окрім індивідуальної роботи з дітьми, проводилася робота з їхнім соціальним оточенням. Остання включала психоедукацію, надання рекомендацій щодо стратегій та методів стабілізації стану дитини, долучення батьків до процесу виконання корекційних вправ у кабінеті психолога.Після проходження дітьми курсу корекції було проведено повторне обстеження. Дані, отримані за його результатами, вказують на позитивні зміні у психологічному стані дітей в усіх 4-х підгрупах. Окрім зменшення інтенсивності патологічних проявів, характерних для СДУГ, в окремих дітей було виявлено підвищення працездатності, мотивації до виконання завдань, критичності.Висновки. Pезультати дослідження дозволяють говорити про ефективність індивідуалізованого підходу до корекції СДУГ. Такий підхід сприяє мінімізації патологічних проявів у дітей, що у свою чергу дозволяє їм ефективно опановувати нові види діяльності. Останнє в перспективі буде призводити до подальшої корекції симптомів СДУГ.Ключові слова: гіперактивність, дефіцит уваги, імпульсивність, синдром дефіциту уваги та гіперактивності (СДУГ), поведінка, діти дошкільного віку, діти молодшого шкільного віку, психологічний суgровід, алгоритми психокорекції СДУГ

scholarly journals Stage excitement as individual psychological state of the vocalist

2020 ◽  
pp. 131-134
Author(s):  
N. K. Korneev ◽  
Keyword(s):  
Individual Characteristics ◽  
Great Emphasis ◽  
The State ◽  
Psychological State ◽  
Public Performance ◽  
Emotional Component ◽  
The Individual ◽  
And Behavior

The state and behavior of a singer on the stage has not been fully explored and studied. This article is an attempt to understand the causes of such a phenomenon as the excitement of a vocalist who goes on stage and performs in front of an audience. The unusual psychological state that an artist develops on the stage during a public performance brings many unexpected «discoveries» to the performer and requires detailed study. Unlike ordinary excitement, the author designated it as «stage excitement» and pointed out the factors that lead to the occurrence of such a state. The ways of neutralizing the negative sides of the artist’s state on the stage are analyzed. A great emphasis in the work is placed on the study of the psychological portrait of the performer and the psycho-emotional component of his personality as well as the characteristic moments associated with the individual characteristics of the vocalist.

Word-Final Repetition in an Adult With Attention-Deficit/Hyperactivity Disorder: A Case Report

2019 ◽  
Vol 4 (4) ◽  
pp. 615-623
Author(s):  
David L. Evans ◽  
K. Leann Owens
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Stimulant Medication ◽  
School Age Children ◽  
School Age ◽  
Final Position ◽  
Linguistic Complexity ◽  
Hyperactivity Disorder ◽  
The Individual ◽  
Speaking Task

Purpose The purpose of this report was to describe the nature of word-final repetition (WFR) in an adult with normal intelligence and attention-deficit/hyperactivity disorder. Method A 25-year-old man completed speaking tasks that differed in linguistic complexity to examine the nature of his WFRs and the effect a stimulant medication had on his frequency of WFR. Results WFR occurred as a single iteration on sentences containing 2 or more clauses and occurred most often during monologue speaking tasks, on the final complete syllable of multisyllabic words, on content words, and on words in the utterance-final position. A minimal increase in WFR occurred when the participant completed a speaking task with a stimulant medication than the same speaking task without a stimulant medication. Conclusion Findings are similar to previous cases of WFR among school-age children, which have reported the majority of WFRs during propositional speaking tasks and a limited awareness of WFR. Linguistic, motor, coexisting conditions, and genetic explanations of WFR are considered relative to this case. Intervention of WFR should consider the individual needs of the client and the client's awareness of WFR.

Organization of Extracurricular Activities of Primary School Children with Sensory Disabilities in an Inclusive Educational Environment

2021 ◽  
pp. 77-89
Author(s):  
Natalya Aleksandrovna Odinokova ◽  
◽  
Victoria Eduardovna Gamanovich ◽  
Olga Vyacheslavovna Dalivelya ◽  
◽  
...  
Keyword(s):  
Primary School ◽  
Extracurricular Activities ◽  
School Children ◽  
Individual Characteristics ◽  
Primary School Children ◽  
School Age Children ◽  
School Age ◽  
Sensory Impairment ◽  
Special Educational Needs ◽  
Primary School Age

The article presents the author’s view of the organization extracurricular activities of primary school age children with sensory impairment based on a humanistic approach, focused on the personality of students with special educational needs, taking them into account individual characteristics, abilities and interests. The purpose of the article is to reveal the essence, evolution of formation and meaning in educational space of the school of extracurricular activities, emphasizing attention to the peculiarities of its organization with children of primary school age with sensory impairment. Methodology. The methodological basis is made up of research domestic and foreign authors, the experience of practicing teachers, testifying to the relevance of theoretical and practical software implementation of extracurricular activities with children with sensory impairment. Results. Based on the analysis of regulatory documents, scientific research, literature and teaching materials the concept of “extracurricular activities” was identified and substantiated, issues of structure, content, requirements for the conditions of its conduct on an example of organizing an excursion with children with visual impairments. In detention, conclusions are drawn about the features of the organization of extracurricular activities of primary school children with sensory impairments. In the future, it is envisaged to conduct a practical diagnostic research and analysis of the results obtained, which will reveal efficiency and prioritization of extracurricular activities, organized with children of primary school age with sensory impairment.

Features and capabilities of psychological help at-risk younger pupils

2016 ◽  
Vol 1 (3) ◽  
pp. 10-10
Author(s):  
Яковлева ◽  
Mariya Yakovleva
Keyword(s):  
At Risk ◽  
Primary School ◽  
School Children ◽  
Individual Characteristics ◽  
Psychological Help ◽  
Learning Ability ◽  
Primary School Children ◽  
Individual Approach ◽  
Personal Qualities ◽  
The Individual

In junior high meet students who have difficulty mastering academic material should be considered an individual approach, taking into account the individual characteristics of the person and the specific conditions of its formation, as well as using of correctional work, which aims to compensate for the reduced learning ability by forming positive personal qualities in primary school children.

scholarly journals POSSIBILITIES OF TEACHERS FOR MONITORING, DETECTING AND RECORDING OF INDIVIDUAL CHARACTERISTICS OF STUDENTS IN EARLY SCHOOL AGE

2015 ◽  
Vol 3 (1) ◽  
pp. 93-98
Author(s):  
Tatjana Koteva-Mojsovska
Keyword(s):  
Primary Schools ◽  
Individual Characteristics ◽  
Quality Education ◽  
School Age Children ◽  
School Age ◽  
Learning Approaches ◽  
Early School ◽  
Early School Age ◽  
The Individual ◽  
School Period

The monitoring and recording of the individual characteristics of children are very important for the development of quality education. Also the views of the teachers about the differences in the development, the potentials and the affinities of the children in the early school period are especially important. The quality education process in the modern school should be adapted to the individual potentials of the children. The children are individuals with their own integrity and characteristics. (Johnston and Halocha, 2010). They have individual pace and develop individual approaches in the learning process. This individual pace in the development of the children requires the teachers to regularly monitor and record the individual characteristics and differences of the children, monitoring the children’s interests, planning instruction which will adapt to the different learning approaches and the different pace of progress of the students.Setting out from this paradigm, this paper, which is based on a realized research, aims to offer findings about the treatment of the individual characteristics of the early school-age children in our country. According to this, we carried out a research in four primary schools in Skopje, which showed us that the teachers lack the appropriate conditions and possibilities to monitor and record the individual characteristics and the specific differences of the students in the early school period.

scholarly journals Parent-child relations in families that bring up down syndrome children

2021 ◽  
Vol 11 (11) ◽  
pp. 91-99
Author(s):  
O. Suhonos
Keyword(s):  
Down Syndrome ◽  
Verbal Communication ◽  
Individual Characteristics ◽  
Psychological State ◽  
Average Level ◽  
Average Score ◽  
Significant Difference ◽  
Group 2 ◽  
The Individual ◽  
Group 1

Down syndrome children need special attention. As long as the illness is often accompanied by mental disorders, there should be an individual approach to child in upbringing and education. This compels parents to adjust their rhythm of life in accordance with child's needs. Difficulties in raising a child with special needs can lead to a deterioration in the attitude of parents towards the child. This comes out in the behavior of parents and leaves an imprint on the psychological state of the child, his character and subsequent life. Materials and methods: 97 Down syndrome children were examined. All patients met the inclusion criteria. The patients' parents gave informed consent to the participation in the study. Down syndrome in children has been genetically verified. Patients were divided into two groups according to the criterion of ability to verbal communication: group 1 (G1) included 77 children capable of verbal communication, group 2 (G2) – 20 children who did not speak. Individualization in the most of both groups respondents was at an average level, which indicated sufficient parents’ acceptance of the individual characteristics of the child, sufficient attention to his interests, satisfaction with the time spent together. Cooperation did not show statistically significant differences in G1 and G2. The average score on this indicator did not differ in both groups (6.87±1.13 for G1, 6.75±1.10 for G2). Statistically significant difference between G1 and G2 was found in symbiosis (4.25±1.43 points against 5.10±1.55 points, respectively). Authoritarianism in G1 was 3.27±1.26 points, in G2 – 4.05±1.60 points, which corresponds to the average level of severity and means achieving a balance between giving the child freedom of action and the establishment of restrictions. Disability in G1 and G2 was 2.43±1.40 and 2.90±1.77, respectively, which corresponds to a low level of its severity: parents of Down syndrome children are generally not inclined to increase the defects of their children, regardless of their language skills.

scholarly journals The phenomenological transformation of Abay’s poetry

2021 ◽  
Vol 3 (3) ◽  
pp. 28-36
Author(s):  
S. Ibraev ◽  
Keyword(s):  
Characteristic Feature ◽  
Social Environment ◽  
Social System ◽  
Point Of View ◽  
Psychological State ◽  
Life And Death ◽  
The Social ◽  
Main Motive ◽  
The Individual

The article analyzes the phenomenological character of Abay’s poems, cognitive and aesthetic representation of being (activity). The fact that the manifestation of human characteristics in the social environment is studied within the framework of an existential dichotomy (E. Fromm) is a characteristic feature of most of Abay’s philosophical poems. We see that the division of existential dichotomy summarizes the classification of the concepts «myself» and «other» in Abay’s poems. The separation of the poet from his «I» is associated with his psychological state, incompatible with the social system. The reasons for the contradiction between the individual and society are, at first, a phenomenon that takes place in consciousness. Abay’s identification with the social environment was ambiguous. The psychological and phenomenological features of the discrepancy are clearly visible in Abay’s poetry. The main motive of Abay’s poems is the search for answers to the reasons for these contradictions. At the same time, reflections on the meaning of life in terms of the dichotomy of life and death are accompanied by a search for the path of truth. At the same time, sending thoughts to the essence of existence from the point of view of the the dichotomy of life and death is combined with the search for the path of truth. The formation of transcendental phenomenological consciousness in Abay’s poem «Time is like wisps of fog on the hills” is found in many of the poet’s poems.

MODELING OF THE SYSTEM OF FAMILY PREPARATION FOR PSYCHOLOGICAL AND PEDAGOGICAL CORRECTIONAL SUPPORT OF AN EARLY-AGE CHILD WITH DISABILITIES

2021 ◽  
Vol 68 (3) ◽  
Author(s):  
G. Orazayeva ◽  
Keyword(s):  
Young Children ◽  
Children With Disabilities ◽  
Individual Characteristics ◽  
Psychological State ◽  
Early Age ◽  
Young Children With Disabilities ◽  
The Individual ◽  
High Level ◽  
Oriented System

The article reveals the need to prepare a family raising a child with disabilities for psychological and pedagogical correctional work. A model of a personality-oriented system of preparing parents for psychological and pedagogical correctional support for young children with disabilities is provided. The model is built taking into account the individual characteristics of parents, such as social status, psychological state, type of motivation to acquire knowledge in the field of upcoming activities. The model of the system of preparing parents to support a child with disabilities is based on the structural and content components included in it, which ensure a high level of target orientation of the system for the development of parents ' stable readiness and ability for new activities. The article assumes that the proposed system of training parents will ensure an increase in the quality of psychological and pedagogical correctional support for young children with disabilities.

scholarly journals The Relationship between Individual and Family Characteristics and Cyberbullying Exposure in a Nationally Representative Sample of School-Aged Children Living in Serbia

2021 ◽  
Vol 18 (14) ◽  
pp. 7443
Author(s):  
Ljiljana Rakic ◽  
Milena Santric-Milicevic ◽  
Dejan Nikolic ◽  
Milena Vasic ◽  
Uros Babic ◽  
...  
Keyword(s):  
Representative Sample ◽  
Intervention Program ◽  
Well Being ◽  
Individual Characteristics ◽  
Family Characteristics ◽  
School Age Children ◽  
School Age ◽  
School Aged Children ◽  
Nationally Representative ◽  
The Individual

The study provides evidence on the individual and family factors as potential predictors (odds ratio—OR and 95% CI) of cyber-violence among school-aged children (11–17 years old) from 64 schools participating in the 2017 Serbian Study on health behavior in school-age children (HBSC). The standardized international HBSC research protocol was used. The study population was the nationally representative sample of 3267 students of V and VII grades of primary and I grade of secondary schools in Serbia. Potential predictors for the probability of occurrence vs. non-occurrence of cyberbullying exposure at least once and multiple times were identified among 24 explanatory variables, including the individual characteristics and family context. The cyberbullying exposure was more prevalent among girls than among boys of school-age, i.e., over one in seven girls and one in ten boys were exposed to cyberbullying. Over one in seven students at age 13 years and almost every seventh student at grade I of the gymnasium were exposed to cyberbullying. There were more students exposed to at least one cyberbullying than to multiple cyberbullying. Potential predictors of exposure to cyberbullying are gender, opinion of the family’s affluence status, fathers’ employment, communication with father, and family support. The study compensates for the evidence of cyberbullying in Serbia, which could help raise awareness, inform national and international stakeholders in the region and enable their efforts and strengthen cooperation in ending cyberbullying. This study’s findings could inform the development of an intervention program aimed at families and various professionals involved in protecting and improving school-age children’s health and well-being.

THE METHODS OF DEVELOPING COMPUTATIONAL THINKING OF STUDENTS WHILE STUDYING THE COURSE "NUMERICAL METHODS" BASED ON BLENDED LEARNING

2019 ◽  
pp. 34-41
Author(s):  
M. M. Klunnikova
Keyword(s):  
Numerical Methods ◽  
Blended Learning ◽  
Computational Thinking ◽  
Individual Characteristics ◽  
Diagnostic Model ◽  
Mathematics Students ◽  
Professional Activities ◽  
Cognitive Component ◽  
Professional Field ◽  
The Individual

The work is devoted to the consideration of improving the quality of teaching students the discipline “Numerical methods” through the development of the cognitive component of computational thinking based on blended learning. The article presents a methodology for the formation of computational thinking of mathematics students, based on the visualization of algorithmic design schemes and the activation of the cognitive independence of students. The characteristic of computational thinking is given, the content and structure of computational thinking are shown. It is argued that a student with such a mind is able to manifest himself in his professional field in the best possible way. The results of the application of the technique are described. To determine the level of development of the cognitive component of computational thinking, a diagnostic model has been developed based on measuring the content, operational and motivational components. It is shown that the proposed method of developing computational thinking of students, taking into account the individual characteristics of students’ thinking, meaningfully based on the theoretical and practical aspects of studying the discipline, increases the effectiveness of learning the course “Numerical methods”. The materials of the article are of practical value for teachers of mathematical disciplines who use information and telecommunication technologies in their professional activities.

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