Child Psychology

Se analiza la relación existente entre los niveles de conflicto trabajo-familia, autoeficacia parental y estilos parentales percibidos en un grupo de 43 niños estudiantes y ambos padres trabajadores, controlando las variables sociodemográficas. Así mismo, se identifican las diferencias por género en las variables, y la relación que existe entre ellas con respecto al número de hijos. A la muestra le fueron aplicados tres instrumentos de medición de las variables referidas. Se observa una relación significativa y negativa entre los niveles de conflicto trabajo-familia y la autoeficacia parental (r= -0,484; p<0,001). El estilo parental autoritario presenta mayor asociación con autoeficacia (r=0,301; p=0,005). Se reporta una relación significativa y negativa entre autoeficacia y número de hijos (r=-0,257; p=0,017). Finalmente se reporta que las mujeres presentan mayor conflicto trabajo-familia que los hombres.

En la práctica de alta presión clínica hospitalaria, entre los años 1980 a 1985, trabajando con familias que presentaban problemas afectivos, violencia y conductuales entre sus miembros, el autor desarrollo un programa de intervención conductual de seis a ocho sesiones (40 minutos cada una), que contaba con un video y un set de cinco artículos de posicoeducación para padres. Entre esos artículos de apoyo a la terapia, el primero era “Actitudes básicas en la interacción familiar”, en el cual se describían cuatro actitudes de interacción familiar: Coercitiva, Sobreprotectora, Indiferencia y Formativa. Las tres primeras son patologizantes; en tanto que la actitud humanista del presente artículo corresponde a la Formativa, la que en 1982 fue publicada describiendo la fuerza, eficacia y estabilidad  de la relación basada en lo positivo y amor entre los miembros de la familia, la que actualmente, se conoce como "psicología positiva".

Compared the self perceptions and attributions of attention deficit hyperactivity disordered (ADHD) and control boys. The ADHD boys viewed themselves as no worse than control boys on self-perceived competence and global self-worth, especially when internalizing symptomatology was taken into account statistically through covariance analyses. In terms of attributions, the ADHD boys were more likely to take responsibility for social successes and less likely to take responsibility for social failures than the control boys. Although the ADHD boys scored significantly higher on the Children's Depression Inventory, this difference was no longer significant when items dealing with behavior, school, and social problems were excluded. The results are discussed in terms of their implications for understanding how the attributions and self-perceptions of ADHD boys may mediate their performance in challenging academic and social situations. Until recently, research examining cognitive-motivational variables in attention deficit hyperactivity disordered (ADHD) children, such as self-per-Manuscript

This paper reports the results of two sets of studies demonstrating 14-month-olds' tendency to associate an object's behavior with internal, rather than external features. In Experiment 1 infants were familiarized to two animated cats that each exhibited a different style of self-generated motion. Infants then saw a novel individual that had an internal feature (stomach color) similar to one cat, but an external feature (hat color) similar to the other. Infants looked reliably longer when the individual's motion was congruent with the hat than when it was congruent with the stomach. Using a converging method involving object choice, Experiment 2 found that infants prioritized the internal feature over the external feature only when the object's behavior was self-generated. In the absence of self-generated behaviors, however, infants did not show a preference towards the internal feature.

Short-term memory can be defined as the capacity for holding a small amount of information in mind in an active state for a short period of time. Although some instruments have been developed to study spatial short-term memory in real environments, there are no instruments that are specifically designed to assess visuospatial short-term memory in an attractive way to children. In this paper, we present the ARSM (Augmented Reality Spatial Memory) task, the first Augmented Reality task that involves a user's movement to assess spatial short-term memory in healthy children. The experimental procedure of the ARSM task was designed to assess the children's skill to retain visuospatial information. They were individually asked to remember the real place where augmented reality objects were located. The children (N576) were divided into two groups: preschool (5-6 year olds) and primary school (7-8 year olds). We found a significant improvement in ARSM task performance in the older group. The correlations between scores for the ARSM task and traditional procedures were significant. These traditional procedures were the Dot Matrix subtest for the assessment of visuospatial short-term memory of the computerized AWMA-2 battery and a parent's questionnaire about a child's everyday spatial memory. Hence, we suggest that the ARSM task has high verisimilitude with spatial short-term memory skills in real life. In addition, we evaluated the ARSM task's usability and perceived satisfaction. The study revealed that the younger children were more satisfied with the ARSM task. This novel instrument could be useful in detecting visuospatial short-term difficulties that affect specific developmental navigational disorders and/or school academic achievement.

Looked-after children and young people (LACYP) are recognized as a high-risk group for behavioural and emotional problems, and additional specialist training for foster carers may reduce such problems. This systematic review aimed to identify and synthesize evidence on the effectiveness of additional training and support provided to approved carers, professionals and volunteers on the physical and emotional health and well-being of LACYP (including problem behaviours and placement stability). Searches of health and social science databases were conducted and records were screened for inclusion criteria. Citation and reference list searches were conducted on included studies. Included studies were synthesized and critically appraised. Six studies were included (five randomized controlled trials and one prospective cohort study), all of which focused on foster carers. Three studies reported a benefit of training and three reported no benefit but no detriment. Those reporting a benefit of training were conducted in the USA, and had longer-duration training, shorter follow-up assessment and recruited carers of younger children than studies that reported no benefit of training, which were conducted in the UK. Whether the difference in results is due to the type of training or to cultural or population differences is unclear. The findings suggest a mixed effect of training for foster carers on problem behaviours of LACYP. The evidence identified appears to suggest that longer-duration training programmes have a beneficial effect on the behaviour problems of LACYP, although future research should examine the impact of training durations and intensity on short-medium and longer-term outcomes of LACYP of different ages. Only training and support for foster carers was identified. Training for carers of looked-after children & young people 163

During the ancient time all over the world, people gave less importance to education. However, now that circumstances have changed, everything has become modern. The women of the contemporary age have an interest in education. Women have become able to, fit to compete with men in every field respectively. The way of leading life has changed, but not the exploitation of women. With the influence of modernity and development, new problems were created for women in modern society and it changed the status of women. As Alice Walker, interprets the theme of women's apprehension in her novel, The Colour Purple. In modern society, the status of women has been changing. In this novel, she not only discusses the threat to women in modern society but also gave suggestions to change their lives socially in neglected areas/lands. Feminist like

The colonial period is the starting point for America's long history of racism and violence towards people of color, particularly African Americans. The relationship between Whites and Blacks in this racist American culture was predicated on two principles: White hegemony and Black subordination. This case is why Black people have long fought for freedom in every arena. Because of this, black authors have retooled their writings to advocate for black causes and preserve African-American culture. Novelist and feminist Alice Malsenior Walker are included in this group. Her writings explore the significance of women of color throughout history. She is out as bisexual and accepts individuals of various orientations, backgrounds, and identities. She has detailed the racial, social, and ethnic subjugation that African-American men and women have endured. The Color Purple has shed light on the struggles of those at the bottom of society. This paper delves into the significant feminist themes and examines how a black woman can rebel and establish a voice away from a patriarchal society. In her book, Walker outlines the discrimination and suffering experienced by black women and offers some potential answers. The Color Purple features strong female characters like Celie, Shug, Nettie, and Sofia, who face challenges but ultimately overcome them. At the novel's end, Celie's transformation is remarkable as she becomes an independent and liberated woman, free from the oppression and abuse she once endured. She has transformed from her previous appearance to a stunning swan. She has made incredible progress, transitioning from burdening to expressing her physical and mental independence and reuniting with her friends and sister.

I sincerely thank my husband, Walter Palmer, who has supported me along the way with his prayers, time, dedication, and commitment of taking the lead to care for our youngest son, Isaiah Palmer, throughout the process of completing every doctoral course and my dissertation. I also thank my chair, Dr. Doug DeVore, and my comitte members, Dr. George Giokaris and Dr. Paulette Koss, for their guidance, support, and encouragement. You have made this an unforgettable and rewarding experience that I will remember for the rest of my life. To my children, Isaiah, Jazmine, Joseph, Trey, Walt, Salem, Michiah, Psalms, and Jamar, may this educational legacy propell you to pursue higher hights and deeper depths with Christ as you embrace the dreams of your future. With God, all things are possible! v ABSTRACT The Predictors of Juvenile Recidivism: Testimonies of Adult Students 18 Years and Older Exiting From Alternative Education

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The purpose of this study is to understand how parental altitudes., affect the development of children,,at risk for psychosocial retardation. The investigation employs mehsures of maternal,attitudes toward self, toward parenting, toward the child, a weasure of the quality of the home environment, 'and measures of , chitdren's Aelf-concept, school achievement, and intelligence. The sample was composed of 28 high-riil and '31 low-risk kindergarten and first-grkde Children and their mothers. The high-risk group included only black children and the low-risk group was predominately white. A preliminary, issue wassthe-comparison of high-risk and Aow-risk' childreu.and their mothers on each of the measures emOloyed. Of tartar-interest were the rel.ationships betWeen maternal attitudes and child self-concept. lo significant differencis between th4 self-concept of low-risk and of high-risk children werelound. There 'were significant differeuces between the self-Osteem scores: and pereptions of low-and high-risk mothers, -hoiover. Tbe high/brisk mother.lpercoltves-her child to be ;Ore impulsive and less sociable .than does the'low-risk mother. This finding is coitistent with. previous.comparisonw of disadVantaged andiaddle-class parintal 'self-perception. Figures showing how "maternal attitudes relate tO . caldron's Melf-concept, intelligence, and schOOl.achievement are .presented, first for-combined groups and then for the high-risk group only. (Author/RM) * RsprodoctioffIn supplied by BM are the beat that can be made .* 4 ( * . fton the otigin0. documnnt.

There are various language adaptations of the Schedule for Affective Disorders and Schizophrenia for School Age Children Present and Lifetime Version (K-SADS-PL). In order to comply with the changes in DSM classification, the Spanish edition of the interview was in need of update and evaluation. K-SADS-PL was adapted to correspond to DSM-5 categories. All clinicians received training, and a 90% agreement was reached. Patients and their parents or guardians were interviewed and videotaped, and the videos were exchanged between raters. Factor analysis was performed and inter-rater reliability was calculated only in the case of diagnoses in which there were more than five patients. A total of 74 subjects were included. The Factor Analysis yielded six factors (Depressive, Stress Hyperarousal, Disruptive Behavioral, Irritable Explosive, Obsessive Repetitive and Encopresis), representing 72% of the variance. Kappa values for inter-rater agreement were larger than 0.7 for over half of the ...

The specificity of educational contexts as mediators of social development through positive interactions is critical to children's involvement in the kindergarten and therefore for their holistic development. The qualities of teacher-child interactions enhance the child's self-esteem and autonomy, promoting peer acceptance and providing a successful learning experience. The purpose of this study was to investigate whether the characteristic of gender and age are related to the acquisition of social skills of children attending kindergarten in a portuguese-speaking environment. The sample is composed of 581 children, age from 2 to 7 years old, who attended preschool education on average 18 months ago. Social Skills subscale (EAS) and Behavior Problems (EPC) was applied to the "Behavioral Scale for Preschool-PKBSpt" (Gomes & Pereira, 2012), Portuguese version of PKBS-2 (Merrell, 2002), Likert-type, four response levels, which seeks to assess the social and emotional skills, and behavior problems in early childhood, with the participation of educators. The Statistical Package for Social Sciences (SPSS), version 17.0 for Windows. The main results show that there are gender differences in the level of social skills. The girls reveal behaviors based on Social Cooperation and Social Interaction. The boys show Attention Problems/Overactive and Antisocial Behavior/Aggressive. Older children have the highest average level Social Cooperation and Social Independence. In the dimensions of behavior problems, the youngest children (3 and 4 years) had higher mean values, either in the factor Attention Problem/Overactive or the Antisocial/Aggressive. Older children (6 years old) had statistically significant differences in the problems of the type Social Withdrawal and Anxiety-Somatic problems. The child's gender and age variables are important factors and should be included in educational practices, taking into account the development of social skills of children attending in preschool. Promoting articulated and differentiated development can prevent maladaptive behaviors in young adults. Finally thoughts are given on the implications of this study in the level of children's involvement within their educational contexts.

Background and Purpose: Inducing sleep deprivation is supposed to increase interictal epileptic discharges on EEGs from children suspected of having epilepsy. Although it is supposed that depriving a child from sleep is a burden for both child and parent, this assumption has not been investigated in any study so far. Methods: To analyze the perception of the sleep deprivation procedure, we developed two questionnaires, one for the parent and one for the child over ten years of age at the time of the SDEEG. These questionnaires were sent to parents of all 179 patients and 47 children (older than ten) from which a SDEEG was obtained because of suspected epilepsy. A total of 103 questionnaires were returned by the parents and 18 by the children. The extent to which the SDEEG turned out to be inconvenient was assessed with regard to issues that covered the psychological and physical impact of the SDEEG. Results: Our results showed that the whole procedure of the SDEEG proved to be a burden for 18.6% of the parents and 23.5% of the children. 49.6% of the parents reported complaints including their child-like fatigue, illness and in 2 cases even an increase in seizure frequency. Overall, 47.1% of the children described having symptoms the next day. These consisted mainly of fatigue. Conclusion: Our survey shows that the SDEEG places a notable burden on both parent and child. This should be taken into consideration before requesting an SDEEG.

Recent research indicates that adults show categorical perception of facial expressions of emotion. It is not known whether this is a basic characteristic of perception that is present from the earliest weeks of life, or whether it is one that emerges more gradually with experience in perceiving and interpreting expressions. We report two experiments designed to investigate whether young infants, like adults, show categorical perception of facial expressions. 7-month-old infants were shown photographic quality continua of interpolated (morphed) facial expressions derived from two prototypes of fear and happiness. In the first experiment, we used a visualpreference technique to identify the infants' category boundary between happiness and fear. In the second experiment, we used a combined familiarisation ^visual-preference technique to compare infants' discrimination of pairs of expressions that were equally physically different but that did or did not cross the emotion-category boundary. The results suggest that 7-month-old infants (i) show evidence of categorical perception of facial expressions of emotion, and (ii) show persistent interest in looking at fearful expressions.

Despite the recognized importance of emotion regulation (ER) for healthy psychological development, ER research has focused predominantly on the developmental periods of infancy, early childhood, and adulthood, while the middle childhood to adolescence years have been relatively neglected. An obstacle to ER research during these periods is the paucity of valid age-appropriate measures. This study reports on the psychometric evaluation of the Emotion Regulation Questionnaire for Children and Adolescents (ERQ-CA), a revision of the adult measure. The ERQ-CA was evaluated with a sample of 827 participants aged between 10 and 18 years. Results indicate sound internal consistency as well as stability over a 12-month period. Sound construct and convergent validity are also demonstrated. It is concluded that the ERQ-CA is a valid age-appropriate measure for investigating the use of 2 specific strategies of ER during the childhood and adolescence developmental periods.

This article examines the creating effect of virtual entertainment on family stream, with a particular place on how it makes energetic eliminate between youngsters, watchmen, and family. As web-based entertainment will be a crucially piece of kids’ consistently lives, customary family keen are being replaced by cutting edge commitment. This move has headed to diminished eye to eye correspondence and weakened enthusiastic relationship among family people. The article features the psychological, social, and conduct difficulties related with unnecessary virtual entertainment usage, counting its effects on family attachment and associations. Likewise, it offers critical techniques for gatekeepers to propel more gainful high level inclinations and patch up huge relationship inside the nuclear family. Encounters are drawn from present day considers, ace ends, and certifiable insights to supply an extensive comprehension of this fundamental issue.

ABSTRACTBACKGROUNDTeaching sexuality education to support young people&#39;s sexual development and overall sexual health is both needed and supported. Data continue to highlight the high rates of teen pregnancy, sexually transmitted disease, including human immunodeficiency virus (HIV) infections, among young people in the United States as well as the overwhelming public support for sexuality education instruction. In support of the implementation of the National Sexuality Education Standards, the current effort focuses on better preparing teachers to deliver sexuality education.METHODSAn expert panel was convened by the Future of Sex Education Initiative to develop teacher‐preparation standards for sexuality education. Their task was to develop standards and indicators that addressed the unique elements intrinsic to sexuality education instruction.RESULTSSeven standards and associated indicators were developed that address professional disposition, diversity and equity, content kn...

Archival data from a survey of parent observations was used to determine the prevalence of social and behavioral problems in children with agenesis of the corpus callosum (ACC). Parent observations were surveyed using the Child Behavior Checklist (CBCL) for 61 children with ACC who were selected from the archive based on criteria of motor development suggesting a relatively high general level of functioning. Younger children with ACC (ages 2-5) were rated as primarily having problems with sleep. Older children with ACC (ages 6-11) manifested problems in attention, social function, thought, and somatic complaints. The older children with ACC were also compared to CBCL data from 52 children with autism who were selected from a previous study. Children with ACC were generally less impaired than children with autism on nearly all scales, with significantly less severe problems in the areas of attention, anxiety/depression, social function, and unusual thoughts. A further questionnaire related to diagnostic criteria for autism indicated that some children with ACC had traits that are among those that contribute to the diagnosis of autism within the domains of social interaction and social communication, but fewer who manifest repetitive and restricted behaviors.

Research on fathers in Early Head Start (EHS) has provided an opportunity to study fathers from low-income families. We examined father-toddler social toy play in relation to EHS enrollment, fathers' psychosocial well-being, and children's developmental outcomes in a sample of 74 father-toddler dyads. Overall, our results show that father-toddler social toy play was more complex among fathers in an EHS program than among those in a comparison group. Greater complexity in father-toddler social toy play predicted better cognitive and social developmental outcomes for young children, especially in the program group, but it was limited by fathers' psychosocial well-being in the comparison group and by time availability in the program group. Nevertheless, the impact of EHS on father-toddler play suggests that an early intervention that targets father involvement can influence positive father-toddler interactions in ways that enhance early development.

The purposes of the article were to describe the language acquisition process of children and elaborate on the process of language development of children. It was found that children had experienced three stages of language acquisition. In the first stage, children imitated simple sounds to show an action. In the next stage, children produced similar sounds that adults also produced. Then, children could produce and pronounce simple sentences in their native language in the last stage. Furthermore, language development consists of the process of articulation development and the process of word and sentence development

Relationships among adult and young children's behavior in extended play encounters were examined. One group of normal six-year-old children completed 20 play encounters, while a second groUp of clinic-referred children completed 15 play encounters. Each child encountered either atrained/supervised or an untrained/unsupervised college undergraduate. Analyses of videotapes made of the "non-directive" play encounters indicated that the Children who encountered trained/supervised undergraduates emitted greater r-numbers of fantasy behaviors, especially thoge indicative of mature, coping and adaptive functioning than did children encountering untrained/unsupervised undergraduates. Adult involvement in play and allowing the child self-direction seemed key behaviors in eliciting such child behavior. (Author/JLL)

This report presents final (fifth year) results of 17 longitudinal studies on the costs and effects of providing alternative types of early intervention services to handicapped children. Part I summarizes activities undertaken by the project and outlines the contextual, theoretical, and historical factors underlying the conceptualization, design, and implementation of the studies. Part II summarizes the results of each individual study grouped into the following three categories: (1) effects of varying intensity of intervention; (2) intervention with medically fragile children; and (3) effects of involving parents in intervention. Presentation of results for studies in each category are preceded by a review of other research addressing similar issues. For each study, information is provided loncerning: the comparison populations, coordinators, location, report date, study rationade, review of related research, study overview, method, intervention programs, data collection, results/discussion, and conclusions. Par III presents brief summaries of each of the studies in tabular form. Part IV describes project activities with regard to dissemination, training of graduate stv.dents and Advisory Committee meetings. Includes approximately 525 references. (DB)

Autonomous driving technology and changes in regulations may create an environment that allows novel vehicle interiors. It is important to consider impact on all types of passengers when contemplating interior design, particularly for vehicles that may be used by families with children. We developed a fixture that enables us to change the orientation of each of 4 car seats and used it to simulate three different vehicle interiors. Ten families with children aged 3 months to 7 years interacted with each of the simulated interiors as part of a usability study. Times to install and remove child restraint systems were not significantly different across the three simulated vehicle interiors, but parents were able to release children fastest when using the "X" configuration, which had all seats on a diagonal facing the middle of the vehicle. While overall experience ratings didn't differ significantly, seven out of ten parents indicated that they liked the "X" configuration better than the other two configurations tested. Reasons included: ability to interact with other passengers, ability to see the road, and legroom/comfort. However, many participants disliked having some passengers not facing forward. Overall, parents liked facing their children, but several said that they would only be comfortable if they could see out of the front windshield; meanwhile, children liked seeing their parents' faces but also preferred to face forward. Child restraint system and vehicle manufacturers could benefit from considering this study when designing new products.

The purpose of this quantitative correlational study was to determine if and to what extent there is a correlation between paternal school involvement, and (school, cognitive/intellectual, and personal) involvement in their children’s academic achievement of first through eighth-grade students in a private school. The theoretical foundation of this study is the self-determination theory (SDT) by Deci and Ryan which provided the framework for this research to examine the parents’ motivation for being involved. The research questions guided the study, based on the problem statement “it is not known if and to what extent there is a correlation between fathers’ level of (school, cognitive/intellectual, and personal) involvement, and their children’s schooling.” A quantitative methodology with a correlational design was used. The study was conducted with a convenience sample of 112 participants, recruited through online social media and the SurveyMonkey platform. The data were collected using an online survey. The nonparametric Spearman’s rho correlation analysis revealed a statistically significant relationship between school involvement and cognitive involvement, ρ (110) = .618, p < .001, and significant inverse relationships between school involvement and personal involvement ρ (110) =-.400, p < .001, and cognitive involvement and personal involvement, ρ (110) =-.317, p < .001. The findings of this study provide a concise understanding of assisting the educational communities to enhance their instructional approaches by engaging in dialogue with parents and attentively listening to their insights, thereby enabling them to better meet the needs of fathers’ involvement.
Keywords: Paternal involvement, school involvement, cognitive involvement, personal involvement, academic involvement.

Although much attention has been devoted to lexical, grammatical, and semantic aspects of child-directed speech, less is known about its pragmatics. This paper describes a longitudinal study of the communicative intents used by parents in inter action with their 14-, 20-, and 32-month-olds (n = 52). With 14-month-olds, parents used a small core set of communicative intents. This set grew in size and sophistica tion with increasing child age. Comparison with children's intents showed that some commonly used parental communicative intents were rare in children's language at all three ages. As children grew older, parental use of directive intents declined and child-centered acts increased. These findings suggest that child-directed parental speech is simplified pragmatically as well as grammatically and semantically. Hundreds of articles have been devoted to describing characteristics of maternal speech to young children. We know how child-directed speech (CDS) differs from inter-adult speech in phonetics (Bernstein Rat ner, 1984), prosodie features , vocabulary (e.g., , and grammatical complexity Newport, Gleitman, & Cleitman, 1977); we also know which of these aspects are fine-tuned to the child's language level (e.g., Snow, 1977). Relatively little attention, however, has been directed to examining whether the reduction in complexity and variability that is characteristic of phonetic, lexical, and grammatical aspects of CDS also holds for the expression of communicative intents.

Fowler [J. Acoust. Soc. Am. 88, 1236–1249 (1990)] makes a set of claims on the basis of which she denies the general interpretability of experiments that compare the perception of speech sounds to the perception of acoustically analogous nonspeech sounds. She also challenges a specific auditory hypothesis offered by Diehl and Walsh [J. Acoust. Soc. Am. 85, 2154–2164 (1989)] to explain the stimulus-length effect in the perception of stops and glides. It will be argued that her conclusions are unwarranted.

Many children who are diagnosed with Autism Spectrum Disorder (ASD) have difficulty with social skills and maintaining friendships. In turn, many social skills interventions have been developed to aid in the treatment of children diagnosed with ASD. Children with ASD, however, have difficulty generalizing the skills learned in social skills interventions to more natural settings like the home and school. This study, therefore, explored the barriers to the generalization of a social skills intervention, Youth Engagement Through Intervention (YETI) for children with ASD. Barriers to the generalization of YETI were explored through the qualitative examination of parents' acceptability of the evidence-based strategies used in YETI and how these strategies played a role in generalization of social skills in the home setting. The qualitative analysis analyzed data collected from parent rating scales and semi-structured interviews designed specifically for YETI.

En mi documento Formato Reflexión_COTEC 2024-Cinthya-Chávez-Educación Inicial- 1C..docx se redacta la información de tres profesionales, la primera es la Ingeniería Janeth Jacome Gómez ,que nos explicó acerca de “Los pollos de engorde: alternativa económica para emprender y su relación con los hallazgos científicos aplicando a una producción eficiente”, tomando como referencia lo expuesto vimos los cuidados del pollo, como debe de ser su cama, si alimentación, su entorno, todos estos factores afectan en el desarrollo y crecimiento del pollo, por lo tanto hay que tener sumo cuidado con sus galpones o camas, el medio ambiente que los rodea y las condiciones en las que viven, ya que según estos puntos dichos todo esto se verá reflejado en la salud del pollo, hay que conocer las temperaturas adecuadas que debe tener en cada etapa del desarrollo y saber cada cuánto tiempo tienen que examinar cómo están en su desarrollo. Todo esto se hace para tener una buena buena producción y comercialización.
El segundo tema visto, es explicado por la Ingeniera María Isabel Sevilla Pontón, con el tema “Rol de la familia y su importancia en el rendimiento escolar de los niños de 3 años de la Unidad Educativa Julio Moreno Espinoza”, tomando como guía su exposición dada del tema, podemos ver el Rol importante que tienen los padres en la Educación, se enseña en la escuela y se educa en casa, la responsabilidad de que el niño sea un buen ciudadano al momento de crecer es 50% la escuela y 50% los padres en casa, por que el apoyo de los padres en este proceso hace que el niño se sienta seguro y confíe más en el mismo y las capacidades que tiene , al saber que tienen respaldo de sus padres en la escuela, por ende son más activos y participativos en clases. Ya que sienten la motivación por la influencia de los padres con constancia y se refleja en la manera de ser del niño, así mismo se ve reflejado cuando el padre de familia es ausente en el ámbito educativo, ya que pueden desarrollar baja autoestima y esto influye en su rendimiento académico.
Como último tema a tratar, teniendo como función de expositora a la Ingeniera Alexandra Elizabeth Andrade Araúz, con el tema explicado “Aprendizaje cooperativo para la educación en el valor moral del respeto a los estudiantes del tercero de bachillerato en la Unidad Educativa Julio Moreno Espinoza”, siendo guía su intervención, veremos un análisis acerca del ámbito psicológico social e integral de la familia, viendo técnicas de aprendizaje y resultados eficientes en los valores morales, dando a ver que según estudios los niños que tiene apoyo emocional, generan rutinas conscientes teniendo como resultado mayor disposición de aprendizaje en él aula. Afectando el entorno del niño y demostrando que por más que se enseñe en la escuela si no tenemos apoyo en casa el niño no aprende de igual manera, los padres son un rol fundamental para que estos tengan los ánimos de estudiar y aprendan y practiquen los valores enseñados tanto en casa como en la escuela.

The importance of involving parents in their children's education has been documented consistently. Likewise, school psychology as a profession traditionally has recognized the importance of working actively and collaboratively with parents. Little conceptual or empirical work has been reported, however, that links home and school individuals systematically in collaborative problem-solving consultation. Behavioral consultation provides a useful framework for working within and between family and school systems to involve parents and teachers together in cooperative problem-solving, with a focus on the interacting systems in a child's life. The potential advantages of having both parents and teachers serve as consultees are that this structure promotes (a) identification of temporally or contextually distal setting events, (b) consistent and systematic behavioral programming, and (c) programming for generalization of treatment effects across settings. Likewise, the potential for effective communication, constructive partnerships, and productive relationships between home and school is increased. In the present article, we present an overview of conjoint behavioral consultation, as well as procedural considerations and future research directions.

Children of the “Digital Age” are very attached to smart devices. It is not easy for parents and educators to resist this “smart” wave; therefore, the challenge is to make use of it. The researchers believe that the children are in their optimum time of mental activity when they play games. While playing, they race, jump, and make many critical decisions; their minds become stimulated and ready to receive knowledge. At this optimum time, if they study or review their school lessons, they will show improved information retention because they reviewed their lessons when they were in their optimized and receptive mental condition. In this study, the researchers investigated the effect of digital games on student information retention. The research question was: Would stimulating children’s brains using digital games enhance their information retention? An experimental design was used. Ninety five children ages 7 to 14 were divided into six groups. All groups went through three scenario...

While access to education may be increasing, equity still eludes the U.S. education system, specifically for low socioeconomic status students. Using both educational and deviance theoretical frames, this study examines the effectiveness of adolescent intervention programs with respect to educational attainment and deviant behaviors. The Education Longitudinal Study 2002-2006 provides a nationally representative, longitudinal sample from which causal inferences can be drawn using propensity score matching. The three types of programsindividually targeted, spillover, and school-wide-all enhance educational outcomes while decreasing educational deviance. The variance in program effectiveness is discussed, as are implications and policy recommendations based on these findings. iv

This study examined to what extent bullying behavior of popular adolescents is responsible for whether bullying is more or less likely to be accepted or rejected by peers (popularity-norm effect) rather than the behavior of all peers (class norm). Specifically, the mean level of bullying by the whole class (class norm) was split into behavior of popular adolescents (popularity-norm) and behavior of non-popular adolescents (non-popularitynorm), and examined in its interaction with individual bullying on peer acceptance and peer rejection. The data stem from a peer-nominations subsample of TRAILS, a large population-based sample of adolescent boys and girls (N=3312). The findings of multilevel regression analyses demonstrated that the negative impact of individual bullying on peer acceptance and the positive impact on peer rejection were particularly weakened by bullying by popular adolescents. These results place the class-norm effects found in previous person-group dissimilarity studies in a different light, suggesting that particularly bullying by popular adolescents is related to the social status attached to bullying.

Aim: Oral mucositis is an acute complication of radiation in the head and neck region, accompanied by pain and difficulties in mastication, swallowing and speech. It often causes an interruption of radiation therapy and can compromise therapy success. Considering that there is still no unique treatment protocol for mucositis, its treatment represents a challenge to clinicians. The aim of this report is to present a clinical case of oral mucositis induced by radiation, its diagnostic process and treatment. Case report: We report a case of a 65-year-old patient who sought help due to presence of lesions and pain in the oral cavity. Diagnosis of oral mucositis caused by radiation (Grade 3 according to World Health Organization scale) and oral candidiasis were established through anamnesis, clinical examination and laboratory analysis. The patient was treated with oral antiseptic, local antifungal drug and anesthetic, systemic analgesics, agent for coating and stimulating mucosal recove...

Background Perinatal death has profound psychosocial effects on women and their families. Sociocultural contexts influence the burden, rituals and bereaved's support. Little is known about cultural beliefs and practices related to perinatal death. This study explored the cultural perspectives of the Lango community on perinatal death. Methods This study utilised a focused ethnographic design anchored on a symbolic interactionist framework to understand the meanings attached to beliefs and practices on stillbirth or neonatal death among the Lango community in Lira District, Northern Uganda. Participants were sampled purposively for FGD while key informants were identified through snowballing technique. Data were audio recorded in Lango, transcribed, and later translated, a codebook was developed and data entered into Atlas. ti version 8.4.26 and then coded. It was analysed both deductively and inductively into themes. Results Stillbirth and early neonatal death both attract similar rituals as would an older child. Burial is not rushed and is attended by family members and close friends. Stillbirths and children that die before naming are buried without names. Bereaved families are comforted and encouraged about future pregnancies. Currently, Lango associates the deaths to biomedical explanations such as teenage pregnancies, inadequate pregnancy care, health system challenges and poor health-seeking behaviour, unlike previously when they were attributed to consequences of unacceptable social behaviours, superstitious beliefs and witchcraft. Antenatal care and health facility childbirths are currently preferred over traditional practices for good pregnancy outcomes. Conclusion Stillbirth or early neonatal death is viewed as the death of a child, different from other settings. Thus, rituals are performed to honour, create memory, and maintain the connection with deceased babies. Bereaved parents are supported. Health care workers need to provide culturally sensitive support to parents after perinatal loss. The prevailing beliefs of perinatal death cause in terms of biomedical explanations consistent with known determinants and preference for health facility care for prevention creates an opportunity for improving perinatal health.

Truce is an Acceptance and Commitment Therapy group program for young people who have a parent with cancer. In a pragmatic controlled trial, we compared Truce with a wait-list condition to assess its effect on unmet needs and distress. We also investigated how process variables-mindfulness, cognitive inflexibility, family functioning, and life events-might influence outcomes. Participants' unmet needs improved over time (β^= − 5.01, SE = 16.48, p = 0.036, effect size = 0.42), and those improvements were greater for the intervention group compared to controls (β^= − 5.03, SE = 2.41, p = 0.040, effect size = 0.29). There was no evidence of a significant program benefit for distress. For the intervention group, greater improvements in unmet needs were associated with higher baseline distress (t = 2.36, df = 47, p = 0.022), and being less mindful at baseline (t = 2.07, df = 47, p = 0.044). No significant mediators were identified. For the control group only, experiencing negative/mixed life events related to cancer was a significant moderator of improvement (t = − 2.36, df = 33, p = 0.024). Truce appears to offer therapeutic benefits to young people who have a parent with cancer, over and above the expected adjustment to the situation over time. The program seems to buffer the impact of negative cancer-related life events on participants' well-being, but the mechanisms of change remain unclear.