Parent-Child Interaction and Children's Self-Concept

This study is designed to investigate the relationships between marital communication, the quality of parents' ability to assist their children in joint problem-solving, and children's independent mastery attempts and perceived competence at problem-solving, and behavioral indicators of self-esteem. Couples' skill at regulating their own and their children's negative affect within the marital and parent-child family subsystems is hypothesized to predict the quality of their assistance, or scaffolding behavior, to their children during joint problem-solving. Further, the quality of parental scaffolding behavior is expected to predict children's independent mastery attempts, levels of perceived competence at problemsolving, and behavioral indicators of self-esteem. Families for the study will be those with children between 3 1/2 to six years of age recruited from subjects participating in a longitudinal study of communication in marriage being conducted at the Denver Center for Marital and Family Studies. Families will participate in three interaction tasks designed to tap parental scaffolding behavior during problemsolving with their children. Children will be administered self-report measures to tap their perceived competence at such problem-solving as those in the interaction tasks and parents will complete a questionnaire tapping the behavioral indicators of their child's self-esteem. Family interaction data will be coded with the use of a microanalytic coding system developed by this study, the Parent-Child Interaction Coding System. Marital communication data at three time points, premaritally, during the transition to parenthood , and concurrently, will be obtained from couples' interactions from the longitudinal study. The clinical significance of this study includes implications for training couples how to effectively regulate negative affect and offer their children sensitive assistance during joint problem-solving.

VIOLÊNCIA PSICOLÓGICA CONJUGAL EM UNIVERSITÁRIOS: ESTUDO DE FATORES DE RISCO

A pesquisa aborda a violência psicológica tal como é definida pela Organização Mundial de Saúde (KRUG, 2002) Usamos também a definição de violência psicológica utilizada por Straus e Sweet (1992). Nosso objetivo geral foi identificar a ocorrência de violência psicológica conjugal entre estudantes universitários, e a correlação desta com fatores de risco. E os específicos foram verificar sua correlação com a auto-estima, a ingestão de álcool, a faixa etária, o número de filhos e o rendimento familiar dos participantes. Tivemos respondentes de ambos os gêneros, casados ou em união estável, com idades entre 16 e 60 anos e alunos da Universidade Metodista de São Paulo. A pesquisa de campo foi realizada na Universidade Metodista de São Paulo e abordou universitários da graduação, graduação tecnológica e cursos seqüenciais. Esta pesquisa é uma pesquisa descritiva e sua amostragem foi não-probabilística de conveniência, responderam ao instrumento 246 pessoas, que foram escolhidas com base nos critérios de inclusão e na sua disponibilidade imediata para responder à pesquisa. Obtivemos mais respondentes do gênero feminino (145) do que do masculino (100). O instrumento foi composto por: Escala de Táticas de Conflito (CTS1), Escala de Auto-Estima e Autoconceito de Rosenberg e um Questionário Sócio-demográfico Adaptado. A CTS 1 foi usada para medir a violência familiar, a escala de auto-estima foi usada para verificar a atitude positiva ou negativa das pessoas e o questionário foi usado para complementar dados sobre a história pessoal e conjugal dos respondentes. Foram analisados 246 instrumentos através do Estatístico SPSS 13,0 for Windows. Os resultados demonstraram que aproximadamente 30% das pessoas de ambos os gêneros e da amostra total apresentaram alto grau de violência psicológica. Verificamos que existe uma tendência de que quanto menor a auto-estima dos respondentes maior o grau de violência psicológica. Constatamos também a inexistência de correlação linear entre violência psicológica, costume de ingerir bebida alcoólica e quantidade de bebida alcoólica ingerida pelos respondentes. Este dado não é corroborado pela literatura pesquisada. Portanto, percebemos que o álcool em si diz pouco enquanto fator de risco para a ocorrência da violência psicológica. Sua articulação merece ser mais investigada e melhor delineada por meio da busca de conhecimentos e práticas que contribuam para a saúde da população. Concluímos que a violência psicológica conjugal muitas vezes é banalizada e tida como natural

Magyar egyetemi hallgatók vállalkozási attitűdjei és az attitűdöket befolyásoló tényezők elemzése a GUESSS-felmérés adatai alapján - Kik is akarnak ténylegesen vállalkozni? (Entrepreneurial attitudes of the Hungarian students and the analysis of the factors influencing attitudes based on the datas of GUESSS survey – Who want to undertake really?)

A vállalkozóvá válás meghatározó tényezőinek kutatása szakmai berkekben leginkább a Szent Grál keresésére emlékeztet: már lassan azt sem tudjuk, hogy egyáltalán léteznek-e ilyen tényezők. A kutatást nehezítik a többnyire önbevallásos kérdésekre adott torzított válaszok, a szóba jöhető tényezők számossága és a vállalkozói motivációk heterogenitása a különböző demográfiai karakterisztikákkal rendelkező népesség körében. Az egyetemi hallgatók körében némileg egyszerűbb a vizsgálat, hiszen ez egy relatíve homogén minta. Ugyanakkor itt a leginkább áttételesek a hatások, és ráadásul nem a tényleges vállalkozóvá válás, hanem többnyire csak a szándékok tesztelhetők. A vállalkozóvá válás szándékát Bandura társadalmi megismerés-elmélete, Shapero elmozduláselmélete és az Ajzen-féle tervezett magatartás elmélet alapján felállított koncepcionális modell keretén belül vizsgálják és elemzik a szerzők. Arra keresik a választ, hogy az egyes vállalkozói tulajdonságok, az egyetemi környezeti tényezők és a családi háttér hogyan hatnak a vállalkozóvá válásra. A teszteléshez a 21 országra kiterjedő 2011-es GUESSS-felmérésből a magyar egyetemi/ főiskolai hallgatók 5224-es erősségű mintáját használták fel. A multimoniális regressziós vizsgálat eredményei megerősítik, hogy a vállalkozói tulajdonságok és a családban levő vállalkozó megléte mellett a vállalkozói oktatás is pozitívan befolyásolják a vállalkozásindítási szándékot. A klaszterelemzés rámutatott arra, hogy a vállalkozói szándékok, az erre ható tényezők, továbbá a választott szak és más demográfiai tényezők szempontjából a hallgatók meglehetősen heterogének. _______ The search for the determining factors to become an entrepreneur is something like searching for the Holy Grail: After many decades we do not even know if these factors exist or not. The research is difficult because the questionnaires are self esteem, the potential influential factors are numerous, and the motivations do vary across the different cohorts of population. It is easier to conduct a survey amongst university students since this sample is relatively homogenous. At the same times, the determining factors to become an entrepreneur cannot be really tested; the authors can examine mostly the attitudes and the intentions. The conceptual model of entrepreneurial intentions, developed in the paper, based on Bandura, Shaper and Ajzen. The paper is testing eight hypotheses about the influential factors of entrepreneurial intentions such as entrepreneurial traits, the university environment, and the family background. For testing the hypothesis they use a sample of 5224 Hungarian students from the GUESSS 2011 survey. According to the multinomial regression, entrepreneurial intentions are positively influenced by certain entrepreneurial traits, entrepreneur in the family, and entrepreneurship courses at the higher education institutions. The cluster analysis results underline the heterogeneity of the students in terms of entrepreneurial intentions, gender, and the major field of studies

Investigating positive identity development in a school-based youth development project

Adolescence is a pivotal period offering both opportunities and constraints on individual development. It is during this important time that one decides upon and commits to the values, goals, and beliefs which will form one's identity and guide one throughout the lifespan. Positive youth development programs, such as the Miami Youth Development Project's Changing Lives Program, target the formation of a positive sense of identity as a critical intervention point. Through developing a coherent and positive sense of self, adolescents take control of and responsibility for their lives and their decisions. Furthermore, a positive identity has been found to be a developmental asset and is linked to lower risk behaviors and positive outcomes including increased self-esteem, sense of purpose, and a positive view of the future. Positive youth development programs, which promote positive identity development, have been found to be more strongly tied to positive outcomes including skills, values, and competencies than have contextual opportunities. As such, it is critical to determine what leads to positive identity development. ^ The current study used structural equation modeling to evaluate three potential mediators of identity development. Findings indicated good model fit where change in identity commitment and change in identity exploration were mediated by informational identity style, personal expressiveness, and identity distress. There were also significant differences found between the control and intervention groups indicative of intervention effects. The findings of the current study suggest potential areas of intervention as well as the need for further research including longitudinal study and the use of qualitative methodology. ^

Evaluation of a mentored self -help intervention for the management of psychotic symptoms

Cognitive behavioral therapy has been shown to be promising for the treatment of individuals experiencing psychotic symptoms, who are often diagnosed with schizophrenia. Using a non-random non-equivalent comparison group design (n = 26), this study explores whether an individually mentored self-help and self-paced intervention based upon cognitive behavioral approaches to auditory hallucinations or "hearing voices" makes a significant positive difference for individuals with major mental disorder diagnoses and psychotic symptoms who are residing in the community and receiving community mental health services. The mentored self-help intervention uses a workbook (Coleman & Smith, 1997) that stemmed from the British psychiatric survivor and "voice hearers"' movements and from cognitive behavioral approaches to treating psychotic symptoms. Thirty individuals entered the study. Pre- and post-intervention assessments of 15 participants in the intervention group and 11 participants in the comparison group were carried out using standardized instruments, including the Rosenberg Self-Esteem Scale, the Brief Psychiatric Rating Scale, and the Hoosier Assurance Plan Inventory - Adult. Four specific research questions address whether levels of self-esteem, overall psychotic symptoms, depression-anxiety, and disruption in life improved in the intervention group, relative to the comparison group. Pre- and post-assessment scores were analyzed using repeated measures analysis of variance. Results showed no significant difference on any measure, with the exception of the Brief Psychiatric Rating subscale for Anxious Depression, which showed a statistically significant pre-post difference with a strong effect size. A conservative interpretation of this single positive result is that it is due to chance. An alternative interpretation is that the mentored self-help intervention made an actual improvement in the level of depression-anxiety experienced by participants. If so, this is particularly important given high levels of depression and suicide among individuals diagnosed with schizophrenia. This alternative interpretation supports further research on the intervention utilized in this study. ^

Correlation between anxiety and academic self-concept in interpreter trainees

This paper focuses on two basic issues: the anxiety-generating nature of the interpreting task and the relevance of interpreter trainees’ academic self-concept. The first has already been acknowledged, although not extensively researched, in several papers, and the second has only been mentioned briefly in interpreting literature. This study seeks to examine the relationship between the anxiety and academic self-concept constructs among interpreter trainees. An adapted version of the Foreign Language Anxiety Scale (Horwitz et al., 1986), the Academic Autoconcept Scale (Schmidt, Messoulam & Molina, 2008) and a background information questionnaire were used to collect data. Students’ t-Test analysis results indicated that female students reported experiencing significantly higher levels of anxiety than male students. No significant gender difference in self-concept levels was found. Correlation analysis results suggested, on the one hand, that younger would-be interpreters suffered from higher anxiety levels and students with higher marks tended to have lower anxiety levels; and, on the other hand, that younger students had lower self-concept levels and higher-ability students held higher self-concept levels. In addition, the results revealed that students with higher anxiety levels tended to have lower self-concept levels. Based on these findings, recommendations for interpreting pedagogy are discussed.

Exploring Alternative Terrain in the Rehabilitation and Treatment of Offenders: Findings from a Prison-based Music Project

The arts in prison settings have provided an alternative or complimentary component to rehabilitation. Despite increased interest, studies capturing the voice of offenders participating in projects and the long-term impact are limited. Data from semistructured interviews with 18 men who had taken part in a music-based project while incarcerated, including one group of five participants who were tracked for 18 months with supplemented data from correctional staff and official documentation, is presented. Participants of the art-based projects comment on changes they believe to have derived from participating in the project, particularly relating to emotions, self-esteem, self-confidence, communication and social skills. An exoffender sample of participants reported that participation in art projects provide experiences that promote beneficial skills that have been useful for post prison life.

A universally delivered CBT based intervention in a Scottish secondary school: a pilot feasibility study

Objectives: To evaluate the feasibility of a universally delivered CBT-based programme for pupils within a Scottish secondary school setting. Design: A pre-post, within and between groups design was utilised. Setting: Religious Moral Citizenship and Education (RMCE) classes in a Scottish secondary school. Participants: Four (n = 103) classes of third year secondary school pupils were arbitrarily allocated to two conditions: RMCE-as usual (RMCE-AU) controls, and LLTTF intervention. Intervention: Living Life to the Full (LLTTF) is a series of Cognitive Behavioural Therapy (CBT)-based booklets and accompanying 8 classes to improve coping skills. An adolescent version of LLTTF was recently developed. This was delivered over nine weeks by school teachers trained in the approach. Outcome measures: The Strengths and Difficulties Questionnaire, Rosenberg Self-Esteem scale, General Self-Efficacy Scale, and Locus of Control scale were administered at baseline and 9 week follow-up. To determine acceptability and utility of the materials course feedback was gathered weekly from the intervention group and a focus group (n=5) was conducted at 3 month follow up. Results: Outcome measures showed no significant improvement in overall wellbeing of those in the intervention group compared with that of the control group. Weekly feedback suggested that the majority of pupils found the materials useful and relevant. Focus group feedback suggested that pupils found the intervention useful, had utilised strategies in everyday life and would welcome recurring provision of such interventions within the school setting. Conclusions: Universally delivered CBT intervention is acceptable and feasible within the secondary school environment. However, objective measurement using standardised tools does not adequately corroborate qualitative feedback from pupils. Issues relating to measurement, study design and implementation of future interventions are discussed.

Exploring coordination-driven self-assembly with autonomous chemical robots

The work presented herein focused on the automation of coordination-driven self assembly, exploring methods that allow syntheses to be followed more closely while forming new ligands, as part of the fundamental study of the digitization of chemical synthesis and discovery. Whilst the control and understanding of the principle of pre-organization and self-sorting under non-equilibrium conditions remains a key goal, a clear gap has been identified in the absence of approaches that can permit fast screening and real-time observation of the reaction process under different conditions. A firm emphasis was thus placed on the realization of an autonomous chemical robot, which can not only monitor and manipulate coordination chemistry in real-time, but can also allow the exploration of a large chemical parameter space defined by the ligand building blocks and the metal to coordinate. The self-assembly of imine ligands with copper and nickel cations has been studied in a multi-step approach using a self-built flow system capable of automatically controlling the liquid-handling and collecting data in real-time using a benchtop MS and NMR spectrometer. This study led to the identification of a transient Cu(I) species in situ which allows for the formation of dimeric and trimeric carbonato bridged Cu(II) assemblies. Furthermore, new Ni(II) complexes and more remarkably also a new binuclear Cu(I) complex, which usually requires long and laborious inert conditions, could be isolated. The study was then expanded to the autonomous optimization of the ligand synthesis by enabling feedback control on the chemical system via benchtop NMR. The synthesis of new polydentate ligands has emerged as a result of the study aiming to enhance the complexity of the chemical system to accelerate the discovery of new complexes. This type of ligand consists of 1-pyridinyl-4-imino-1,2,3-triazole units, which can coordinate with different metal salts. The studies to test for the CuAAC synthesis via microwave lead to the discovery of four new Cu complexes, one of them being a coordination polymer obtained from a solvent dependent crystallization technique. With the goal of easier integration into an automated system, copper tubing has been exploited as the chemical reactor for the synthesis of this ligand, as it efficiently enhances the rate of the triazole formation and consequently promotes the formation of the full ligand in high yields within two hours. Lastly, the digitization of coordination-driven self-assembly has been realized for the first time using an in-house autonomous chemical robot, herein named the ‘Finder’. The chemical parameter space to explore was defined by the selection of six variables, which consist of the ligand precursors necessary to form complex ligands (aldehydes, alkineamines and azides), of the metal salt solutions and of other reaction parameters – duration, temperature and reagent volumes. The platform was assembled using rounded bottom flasks, flow syringe pumps, copper tubing, as an active reactor, and in-line analytics – a pH meter probe, a UV-vis flow cell and a benchtop MS. The control over the system was then obtained with an algorithm capable of autonomously focusing the experiments on the most reactive region (by avoiding areas of low interest) of the chemical parameter space to explore. This study led to interesting observations, such as metal exchange phenomena, and also to the autonomous discovery of self assembled structures in solution and solid state – such as 1-pyridinyl-4-imino-1,2,3-triazole based Fe complexes and two helicates based on the same ligand coordination motif.

El concepto y la práctica de la actividad física y su relación con calidad de vida en los modelos teóricos de la salud

Los estudios acerca del concepto actividad física (AF) son diversos, presentando diferentes concepciones; su relación con calidad de vida suele estar generada dentro del discurso médico, que propende por la ejecución de la Actividad Física desde una mirada netamente biológica. Si bien esta disertación es importante, se debe tener en cuenta que los estudios relacionados con calidad de vida y la AF se basan en la condición de bienestar y percepción frente al estado de salud; dichos estudios no se han realizado desde las condiciones de vida y del contexto social. Si bien es cierto que la mirada médica y lo estudios objetivos son relevantes, ya que arrojan estadísticas que permiten abordar recomendaciones en cuanto a la actividad física, en este documento se elaboró una investigación de tipo cualitativo por medio de la revisión documental del concepto de actividad física, sus prácticas y su relación con calidad de vida, que abordan diferentes autores. Para ello se elige la base de datos PubMed por su énfasis en las publicaciones de salud; se seleccionan artículos publicados del 2004 y 2014, que estudien el concepto de actividad física, sus prácticas y relaciones con calidad de vida, para finalmente hacer un análisis desde los modelos de determinación y determinantes sociales. De esta forma se analiza la posición de los autores con respecto al concepto, sus prácticas y las relaciones que puede llegar a surgir con la calidad de vida. En esta investigación se obtuvo como resultados tendencias biológicas, psicológicas, sociales y culturales, en los cuales los autores dejan clara la posición médica ya que en la mayoría de investigaciones centran sus relaciones en la funcionalidad, y es a través de la visión terapéutica donde buscan el bienestar, la satisfacción de los pacientes que padecen cualquier enfermedad. Además, aparecen categorías emergentes como: cuerpo como medio de publicidad, cibernética que avanza vertiginosamente y el papel del poder en la actividad física que pueden ser contempladas para otros estudios.

Niveles de actividad física, contenidos-contextos de la clase e intervención docente durante la clase de educación física y su asociación con el tipo de profesor

Resumen: Objetivo: determinar la asociación entre el tipo de profesor (especialista y no especialista en educación física), con el nivel de actividad física, el contenido-contexto de la clase y el comportamiento del profesor. Método: Estudio descriptivo de corte transversal en un colegio distrital de Bogotá. Fueron evaluadas 57 clases de educación física, y dos docentes (uno con formación académica en Educación física), por medio del Sistema para la observación del tiempo de instrucción de la condición física (SOFIT). Las variables observadas fueron analizadas con estadística descriptiva en cantidades relativas a los minutos y proporción de la clase. Para establecer la asociación entre el género de los estudiantes y el tipo de profesor se usaron test t para muestras independientes y U de Mann-Witney. Resultados: La duración promedio de la clase fue 82,7 minutos, 69% del tiempo programado; los estudiantes pasaron la mayor parte del tiempo de pie 29% (25 minutos), el contenido predominante de la clase fue el de tipo general 21% (25 minutos) y los maestros ocuparon en promedio el 36% (29 minutos) de la clase observando. Los estudiantes pasaron 53% (44 minutos) en actividades físicas moderadas a vigorosas (AFMV). Los niños fueron más activos que las niñas (53.94% vs 50,83%). Se observó una asociación positiva entre el género y casi todos los niveles de actividad física de los estudiantes (p<0,05). Se identificó que existe una diferencia estadísticamente significativa (p<0,05), para las categorías sentado y estar de pie de la variable Niveles de Actividad física tanto en los resultados expresados en minutos, como en la proporción del tiempo de la clase y para la categoría caminando expresada en tiempo de la clase. Para la variable contenido-contexto se determinó una asociación para la categoría conocimiento, tanto en la proporción como en el número de minutos, y para la categoría contenido general en los resultados expresados en proporción de la clase. Finalmente, para la variable comportamiento del profesor expresada tanto en minutos como en proporción de la clase tuvo significancia estadística en todas sus categorías a excepción de la categoría promover Conclusiones: hay una diferencia importante en la forma como los dos tipos de maestros desarrollan la clase y los niveles de actividad física en que involucran a los estudiantes. La educación física en la escuela debe ser impartida por profesionales formados en el área, que tengan las destrezas y habilidades necesarias para desarrollar una educación física de calidad.

Avaliação subjetiva da qualidade de vida em individuos de meia idade submetidos a treinamento fisico

Universidade Estadual de Campinas . Faculdade de Educação Física

Watsu : um caminho para a unidade

Universidade Estadual de Campinas . Faculdade de Educação Física

Laços mal-atados como efeito de funcionamento falso-self em tempos de desconfiança

A contemporaneidade contempla formas de estruturação da subjetividade amplamente perpassadas por condições de existência socioculturais e econômicas. Estas, por sua vez, têm promovido laços intersubjetivos frágeis, cujo funcionamento psíquico pode ter uma organização de base "falso-self". Autores também demonstram que diversas instituições atuais se tornaram "fluidas" na passagem da modernidade para a "modernidade líquida". Isto contribuiu para a perda de referências sólidas que, outrora, davam sentido e direcionamento para o ser humano. Em decorrência há uma interferência direta na construção da "confiança madura", visto que os sinais de angústia da contemporaneidade podem ser um desorganizador do funcionamento psíquico, além de promoverem o isolamento, a desconfiança no ambiente e no outro, laços mal-atados e funcionamentos de base "falso-self".

City tuberculosis control coordinators` perspectives of patient adherence to DOT in Sao Paulo State, Brazil, 2005

SETTING: Thirty-six priority cities in Sao Paulo State, Brazil, with a high incidence of tuberculosis (TB) cases, deaths and treatment default. OBJECTIVE: To identify the perspectives of city TB control coordinators regarding the most important components of adherence strategies adopted by health care teams to ensure patient adherence in 36 priority cities in the State of Sao Paulo, Brazil. DESIGN: Qualitative research with semi-structured interviews conducted with the coordinators of the National TB Control Programme involved in the management of TB treatment services in the public sector. RESULTS: The main issues thought to influence adherence to directly observed treatment (DOT) by coordinators include incentives and benefits delivered to patients, patient-health care worker bonding and comprehensive care, the encouragement given by others to follow treatment (family, neighbours and health professionals), and help provided by health professionals for patients to recover their self-esteem. CONCLUSION: The main aspects mentioned by city TB control coordinators regarding patient adherence to treatment and to DOT in Sao Paulo are improvements in communications, relationships based on trust, a humane approach and including the patients in the decision-making process concerning their health.