The Content of the Educational Function in the Family

The article examines the content of the upbringing function in the family, the component of society's demands on the child and the reflection of these demands in the parents' knowledge of raising children. The results of the analysis of this knowledge are presented and the directions of accentuation and filling of the experience of parents in the implementation of the educational function in four basic competencies (physical health and safety, emotional and behavioral competence, social competence and cognitive competence) are determined.

Interior Design Practice: Project Management Competency Framework

Currently, a role for a creative or visually appealing interior designer has also includes project management. One of the project's primary roles is for the interior design manager is to successfully deliver to the client. Additionally, project managers are measured for their capability to deal with day-to-to-day activities as well as projects. This study shares the required competencies project managers and interior designers to qualify as a project manager in the field of design. This paper examines the 27 competencies required of an interior project manager and highlights the value of competence in these three areas: functional, contextual, and behavioral. Competence as a project manager is assessed using questionnaires. The review and data collection of the results later helps support competency skills, which then diminishes the value of competency activities. From the analysis of the results, it follows that the project validity of the manager's knowledge increases project efficiency. Following the findings, new guidelines are implemented to further and more generally define the nature of the research.Keywords: interior design practice, project management competency

Positive Child Personality Factors in Children with ADHD

Objective: Attention-Deficit/Hyperactivity Disorder (ADHD) is a prevalent neurodevelopmental disorder. While previous studies have shown substantial impact of ADHD across multiple domains, relatively little attention has been devoted to studying positive personality factors in individuals with ADHD. To address this, the current study examined strength-based factors in children with ADHD in relation to their social skills. Method: Sixty-four children (aged 8–12 years) with ADHD completed questionnaires related to their social skills and strength-based factors (e.g., optimism, resilience, self-concept, and coping skills). Results: Findings indicated significant differences between different levels of social skills in children with ADHD, with children with higher social skills reporting higher levels of resiliency, greater behavioral competence, and greater prosocial attitudes than those with lower social skills. Conclusions: The results highlight the importance of fostering strong social skills in children with ADHD, leading them to perceive themselves as competent and resilient.

Hope, Self-Efficacy, and Crushed Dreams: Exploring How Adolescent Girls’ Future Aspirations Relate to Marriage and Childbearing in Rural Mozambique

In rural Mozambique, girls commonly marry and have children before age 18. We use a Positive Youth Development lens to examine how constructs of confidence and competence were related to adolescent girls’ ability to and progress toward achieving their future aspirations. As part of an intervention evaluation, we used a longitudinal qualitative design, conducting in-depth interviews with 47 adolescent girls aged 13 to 19 at the end of the intervention and 1 year later. We explored adolescent girls’ future aspirations and examined their progress toward achieving their goals and three distinct groups emerged: (a) hopeful with self-efficacy, on track to reach goals; (b) hopeful with mixed levels of self-efficacy, not on track to reach goals; and (c) lacking hope and self-efficacy, not taking any actions to reach goals. Having hope and self-efficacy and behavioral competence enabled progress toward achieving goals, but poverty, early marriage, and childbearing were major obstacles. We conclude that fostering individual-level protective factors (e.g., hope and self-efficacy) is useful in interventions targeted toward young women to prevent pregnancy and child marriage, but that external assets (e.g., community, structural interventions) should be promoted to facilitate girls staying in school, provide sustainable economic opportunities, and improve adolescent contraceptive access and use.

GIFTEDNESS AND ACADEMIC ACHIEVEMENT AS DETERMINANTS OF COMPETENCE SELF-PERCEPTION IN ELEMENTARY SCHOOL STUDENTS

Conducting this research, we wanted to explore the competence self-perception in gifted elementary school students and to compare different aspects of gifted and non-gifted children’s self-perception. In addition to this, we investigated gender differences as well as the correlation between self-perception and academic achievement. The research sample comprised 62 participant, 31 gifted and 31 non-gifted children aged 10 to 15. A matched participant design was used and the controlling variables were: academic achievement in the current and previous grades, gender and a socio-economic status. All the participants were tested by two instruments: The Socio-Demographic instrument and the Self-Perception Profile for Children developed by Susan Harter (1985), which measures six aspects of self-perception (competencies): school competence, social competence, sports competence, physical competence, behavioral competence and general self-perception. The results showed that the highest level of students’ competence was observed for the school competence aspect, then behavioral one, followed by general self- concept, while a lower level of physical and sports competence was reached. Furthermore, there is a statistically significant correlation between most of the personal competence sub-scales, except between sports competence on the one hand, and school competence and behavioral competence, on the other hand. This implies that competence self- perception is the construct comprised of different interrelated aspects and if one shows a tendency for positive self-perception in one aspect; most probably that person will have positive self- perception in another as well. No statistically significant differences were found between the gifted and the non-gifted children, which means that giftedness is not an important factor of self-perception. Also, gender differences were significant only among the gifted children where the boys perceived themselves as more competent in the social and physical aspects.

Impaired Recognition of Facial Emotion in Patients With Parkinson Disease Under Dopamine Therapy

Introduction: Parkinson disease (PD) is a neurodegenerative disorder characterized by motor and nonmotor symptoms. The impaired ability to recognize facial emotion expressions represents an important nonmotor symptom. The aim of this study is to investigate the ability in recognizing facial emotion expressions in patients with PD under dopamine replacement therapy. Methods: Thirty medicated patients with PD and 15 healthy controls (HC) were enrolled. All participants performed the Ekman 60-Faces test for emotional recognition. All patients underwent a neuropsychological evaluation for global cognitive functioning, depression, and anxiety. Results: Patients with PD were impaired in recognizing emotions. Significant differences between PD and HC were found in Ekman 60-Faces test scores ( P < .001), and in Ekman 60-Faces test subscales, in particular, sadness, fear, disgust, anger, and surprise ( P < .001). Conclusions: The nigrostriatal dopaminergic depletion seems to determine emotional information processing dysfunction. This relevant nonmotor symptom could have consequences in daily living reducing interactions and social behavioral competence.