scholarly journals Elementos psicopedagógicos en niños de preescolar y factores de protección

2019 ◽  
pp. 1-5
Author(s):  
Beatriz Mabel Pacheco-Amigo ◽  
Jorge Luis Lozano-Gutiérrez ◽  
Emma Perla Solís-Recéndez ◽  
Francisco Javier Rodríguez-García
Keyword(s):  
Behavioral Problems ◽  
School Context ◽  
Direct Influence ◽  
Frequency Data ◽  
Effective Protection ◽  
Probabilistic Sampling ◽  
Emotional Aspects ◽  
Type Of Behavior ◽  
Cognitive Areas ◽  
Significant Data

The objective of the present investigation is to evaluate cognitive, motor and emotional aspects of preschool children in order to identify risk factors within the development in the second childhood. The problem of various factors directly influences the school culture, in this way, the study was based on mentioned evaluations, with students who presented behavioral problems, in order to find indicators that explain the type of behavior performed by the minor that causes disturbance in the school context in the teaching process. For this, the methodology used was of a non-experimental qualitative / transversal type, through a non-probabilistic sampling of the type subject. The contribution obtained within the investigation is observed with quantifiable linear frequency data (92%), the direct influence of the inappropriate behavior of minors related to domestic violence, using the school context as a means of affective and effective protection, not obtaining significant data in cognitive areas.

Agreement and Disagreement on Emotional and Behavioral Problems in a Sample of Preschool-Age Children

2017 ◽  
Vol 37 (2) ◽  
pp. 154-168 ◽  
Author(s):  
Alexandra Carneiro ◽  
Pedro Dias ◽  
Raquel Pinto ◽  
Rita Baião ◽  
Ana Mesquita ◽  
...  
Keyword(s):  
Behavioral Problems ◽  
Child Behavior Checklist ◽  
Preschool Teachers ◽  
School Context ◽  
Brief Symptom Inventory ◽  
Preschool Age ◽  
Emotional And Behavioral Problems ◽  
Maternal Psychopathology ◽  
Informant Agreement ◽  
Preschool Aged Children

The present study aimed to identify predictors of agreement and disagreement concerning emotional and behavioral problems reported by the mothers and teachers of preschool-aged children. Participants included 172 (89 boys) children, their mothers, and their preschool teachers. Mothers were asked to complete the Child Behavior Checklist for Ages 1½-5 (CBCL 1½-5), the Brief Symptom Inventory (BSI), and a sociodemographic questionnaire, and were observed engaging in an interactive task with their child. Preschool teachers completed the Caregiver Teacher Report Form for Ages 1½-5 (CTRF). The results show low cross-informant agreement. None of the studied variables predicted cross-informant agreement; however, maternal psychopathology and the presence of an assistant in the classroom were predictors of disagreement between mothers and teachers. Although these results highlight the influence of maternal and school context variables on the disagreement among informants’ reports on the emotional and behavioral problems of preschool-aged children, additional research in this field is needed.

Meeting the socio-emotional dimension of gifted students based on Vygotsky

2020 ◽  
pp. 1354067X2093692
Author(s):  
Fernanda Hellen Ribeiro Piske ◽  
Tania Stoltz
Keyword(s):  
School Context ◽  
Gifted Students ◽  
Teaching Staff ◽  
Regular Classroom ◽  
Structured Interviews ◽  
Social And Emotional ◽  
Exploratory Approach ◽  
Emotional Dimension ◽  
Emotional Aspects ◽  
Education Of Students

This research seeks to investigate the senses and meanings that gifted students and their families and teachers have in relation to social and emotional aspects of their development in the school context. This research takes a qualitative and exploratory approach. Participants in this research are five gifted students, five families (one representative from each family) and four teachers, three from the regular classroom and one from the resource room.Data collection took place through semi-structured interviews and observations made with gifted students, their families and their teachers. It is concluded that there is a need for personal and material investment in the education of students with high potential as well as support for their families, but this support does not always occur on a regular basis and when it does occur, teaching staff are not sufficiently well prepared to deal with this demand.

scholarly journals Attitudes of Teachers Who Implement School Mediation Programmes

2018 ◽  
Vol 1 (2) ◽  
pp. p16
Author(s):  
Konstantinos Karakiozis ◽  
Evangelos C. Papakitsos
Keyword(s):  
Qualitative Research ◽  
School Climate ◽  
Behavioral Problems ◽  
Peer Mediation ◽  
School Context ◽  
Education Programme ◽  
Social Characteristics ◽  
Student Centered ◽  
Attitudes And Behaviors ◽  
Changing Attitudes

School mediation (or peer mediation) is an effective practice for resolving student-centered conflicts in the school context. According to the results of this qualitative research conducted at Secondary Education Schools of Western Attica (Greece), an area with particular social characteristics, school mediation programmes are a dynamic process and can contribute to: teamwork, communication and activation of students, changing attitudes and behaviors as well as inclusion of students with behavioral problems. These results are achieved despite the heterogeneity of the education programme followed and the heterogeneity of the population attending them. Under no circumstances, however, the implementation of a school mediation programme can be considered a panacea. On the contrary, it is proposed to be accompanied by other actions that will promote a different management spirit of the school and will improve the school climate.

Maternal Prenatal Anxiety and Children’s Externalizing and Internalizing Behavioral Problems: The Moderating Roles of Maternal-Child Attachment Security and Child Sex

2019 ◽  
Vol 52 (2) ◽  
pp. 88-99 ◽  
Author(s):  
Elena Ali ◽  
Nicole Letourneau ◽  
Karen Benzies ◽  
Henry Ntanda ◽  
Deborah Dewey ◽  
...  
Keyword(s):  
Behavioral Problems ◽  
Attachment Security ◽  
Emotional Health ◽  
Secondary Analysis ◽  
Child Attachment ◽  
Prenatal Anxiety ◽  
Nutrition Study ◽  
Child Behavioral Problems ◽  
Type Of Behavior ◽  
Maternal Child

Background Prenatal anxiety is associated with child behavioral problems. Prenatal anxiety is predictive of postnatal anxiety which can interfere with the security of maternal-child attachment and further raise the risk of child behavior problems. Secure maternal-child attachment is essential for optimal emotional health. Sex influences the type of behavior problem experienced. There is a gap in understanding whether attachment security and the sex of the child can moderate association between prenatal anxiety and children’s behavioral problems. Purpose To examine the association between prenatal anxiety and child behavioral problems and to test the moderating effects of attachment security and child sex on the association between prenatal anxiety and child behavioral problems. Methods Secondary analysis of data from 182 mothers and their children, enrolled in the Alberta Pregnancy Outcomes and Nutrition Study using Hayes' (2013) conditional process modeling. Results Prenatal anxiety was associated with both externalizing ( b = −0.53; standard error ( SE) = 0.20; p = 0.009) and internalizing ( b = −0.32; SE = 0.13; p = 0.01) behaviors only in children with an insecure style of attachment. Child sex did not moderate the association between prenatal anxiety and children's behavioral problems. Conclusions Attachment security moderated the association between prenatal anxiety and children’s externalizing and internalizing behavioral problems.

Relational Aggression and Bullying in a School Context

2018 ◽  
Author(s):  
Dorothy L. Espelage ◽  
Jun Sung Hong ◽  
Gabriel J. Merrin
Keyword(s):  
Social Cognitive Theory ◽  
Relational Aggression ◽  
Peer Relations ◽  
Behavioral Problems ◽  
Psychosocial Functioning ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
School Context ◽  
Individual Characteristics ◽  
Indirect Bullying

Relational aggression, or “indirect bullying” or “social aggression,” includes behaviors that are directed at damaging relationships or feelings of acceptance, friendship, or group inclusion. Relational aggression is distinct from physical bullying, and research evidence suggests that relational aggression perpetration and victimization may lead to behavioral problems and negative psychosocial functioning. Drawing from social cognitive theory and social-ecological perspectives, this chapter reviews the literature on correlates and predictors of relational aggression among children and adolescents. Supporting the social cognitive theory, existing literature demonstrates that impulsivity and anger are positively related to increases in relational aggression among adolescents, and empathy is negatively linked to relational aggression. Relational aggression appears to play out because of interactions between individual characteristics, family dynamics, peer relations, and school climates that foster aggression. It is imperative that anti-bullying policies and intervention programs focus on relational aggression and should include components that foster healthy relationships among youth.

School-Wide Positive Behavior Interventions and Supports: Fidelity of Tier 1 Implementation in 117 Dutch Schools

2019 ◽  
Vol 22 (3) ◽  
pp. 156-166
Author(s):  
Monique J. M. Nelen ◽  
Anita Blonk ◽  
Ron H. J. Scholte ◽  
Eddie Denessen
Keyword(s):  
Behavioral Problems ◽  
School Context ◽  
Stakeholder Involvement ◽  
Positive Behavior ◽  
Behavior Interventions ◽  
Evaluation Tool ◽  
Positive Behavior Interventions ◽  
Tier 1 ◽  
Tool Set ◽  
Core Features

School-wide positive behavior interventions and supports (SWPBIS) is a school-wide approach to create a safe and positive school climate. SWPBIS is a framework in which core features and procedures need to be adjusted to its specific school context, referred to as contextual fit. Implementing with fidelity is related to positive outcomes such as a decrease of behavioral problems. Therefore, when adapting SWPBIS to the context, fidelity of implementation needs to be assured. At the introduction of SWPBIS in the Netherlands in 2009, several procedures were adapted to the Dutch educational context, and different modalities of supporting schools in implementing SWPBIS emerged. In this study, the Tiered Fidelity Inventory (TFI) and School-Wide Evaluation Tool (SET) were used to assess fidelity of Tier 1 implementation in 117 Dutch schools. The average period of SWPBIS implementation was 2 years 5 months. Results showed that all core features and procedures were present. Mean total scores were 60% for the TFI and 70% for the SET. Most participating schools appeared to have leadership teams, expectations were taught, and acknowledgment provided. Teams had been trained, and discipline data collected. Compared with other features, annual evaluation, data-based decision making, and stakeholder involvement were less well implemented.

A SYSTEM FOR PROTECTING AN OIL DIFFUSION PUMP AGAINST FAILURE OF THE MECHANICAL FORE PUMP, COOLING WATER, OR ELECTRICITY

1970 ◽  
Vol 28 ◽  
pp. 344-345
Author(s):  
W. C. Bigelow ◽  
F. B. Drogosz ◽  
S. Nitschke
Keyword(s):  
High Vacuum ◽  
Cooling Water ◽  
Effective Protection ◽  
Pump Line ◽  
Diffusion Pump ◽  
System Pressure ◽  
Control Relay ◽  
Vacuum Systems ◽  
Vacuum Gage ◽  
Pressure Switch

High vacuum systems with oil diffusion pumps usually have a pressure switch to protect against Insufficient cooling water; however, If left unattended for long periods of time, failure of the mechanical fore pump can occur with equally serious results. The device shown schematically in Fig. 1 has been found to give effective protection against both these failures, yet it is inexpensive and relatively simple to build and operate.With this system, pressure in the fore pump line is measured by thermocouple vacuum gage TVG (CVC G.TC-004) whose output is monitored by meter relay MRy (Weston 1092 Sensitrol) which is set to close if the pressure rises above about 0.2 torr. This energizes control relay CRy (Potter & Brumfield KA5Y 120VAC SPDT) cutting off power to solenoid-operated fore line valve Vf (Cenco 94280-4 Norm. Closed) which closes to prevent further leakage of air into the diffusion pump

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