Child Psychology Commons^™

Caregiving Through A Relationship Lens In Reggio Emilia And A Lab School In Canada, Carolyn P. Edwards, Alex Dougherty

Department of Psychology: Faculty Publications

In recent years developmental scientists have described the tasks of relationship-building that contribute to early development: security and attachment, self-recognition and validation, mutuality and companionship, passionate experience, identification and group belonging, and giving care to others. Relationship-building begins within the family, then, in extending it outside the family, early education can play a key role. This selection contains two parts. The first piece describes the kinds of benefits these widening relationships can provide for very young children and outlines some specific steps that educators in Reggio Emilia, Italy, have taken to ensure the best, most "amiable" environments. The second piece, …

Caracterización De La Ceroidolipofuscinosis En Niños Venezolanos [Characterization Of Neuronal Ceroid Lipofuscinosis In Venezuelan Children], Joaquín A. Peña, Cecilia Montiel-Nava, W. Delgado, M. L. Hernández, J. J. Cardozo, E. Mora, L. Soto-Faneite

Psychological Science Faculty Publications

Introduction: Neuronal ceroid lipofuscinosis (NCL), represents a group of inherited neurodegenerative disorders. Based on the age of the patient at onset, clinical course and ultrastructural morphology it has been identified three clinical types for the pediatric group: 1) Infantile NCL (INCL); 2) Late infantile NCL (LINCL); and 3) Juvenile NCL (JNCL). Other variants or atypical forms represent around 20% of the NCL in different populations. Genetic advances have made possible a better characterization, diagnostic and classification of these disorders.

Case reports: We present the clinical, neurophysiological, neuroradiological, and morphological data from 6 patients with NCL, who were assessed at the …

Identificación Y Diagnóstico Clínico Del Trastorno Por Déficit De Atención-Hiperactividad, Cecilia Montiel-Nava, Joaquín A. Peña

Psychological Science Faculty Publications

No abstract provided.

An Observational Study Of Delivered And Received Aggression, Gender, And Social-Psychological Adjustment In Preschool: Abstract "This White Crayon Doesn't Work ... ", Jamie M. Ostrov, Kathleen E. Woods, Elizabeth A. Jansen Yeh, Juan F. Casas, Nikki R. Crick

Psychology Faculty Publications

A semi-structured observational study investigated gender differences in delivered and received relational, physical, verbal, and nonverbal aggression in a young preschool sample (N = 60). Findings revealed that gender differences in subtypes of aggression may be apparent as early as 3 years of age. Specifically, girls were found to deliver and receive more relational aggression than males, whereas boys tended, although not significantly, to deliver and significantly received more physical aggression than females. Relational and physical subtypes of delivered and received aggression were differentially associated with preschoolers' social-psychological adjustment.

The Effects Of Family Functioning And Parent Structure On The Prevalence And Intensity Of Childhood Fears, Rebecca Leis Pederson

Masters Theses

The current study was designed to examine the relation between family factors, such as family functioning and parent structure, and the prevalence and intensity of childhood fears. One hundred and sixteen children in grades 3-12 were surveyed using the Fear Survey Schedule-II. Of the 116 children surveyed, 75 had parents who returned the Self Report Family Inventory and demographic survey. Results indicated that younger, female participants reported fears of greater prevalence and intensity than male participants. Contrary to predictions, neither family functioning or any of its associated factors were found to be related to the prevalence and intensity of childhood …

Preventing Depressive Symptomatology In Children Aged Eight To Eleven Years : Application Of The Positive Thinking Program, Parma Barbaro

Theses: Doctorates and Masters

Recent research has demonstrated that exposure to prevention programs can decrease the incidence of depressive symptomatology in children. Universal prevention programs for children younger than 10 years of age are scarce. The current study examined the effectiveness of an eight week cognitive-behavioural prevention program in decreasing depressive symptoms and anxiety and, promoting a more optimistic explanatory style in children aged 8 to 11 years. Effectiveness of the program for children with initially low or high scores based on the pre-intervention median score of the Children's Depression Inventory (CDI; Kovacs, 1992) scores was also examined. Children were matched on grade and …

The Young School-Age Assessment Of Attachment (Ysaa): Development And Preliminary Validation, Lynn E. Priddis

Theses: Doctorates and Masters

This manuscript describes the development and preliminary validation of a new assessment procedure called the Young School-age Assessment of Attachment (YSAA). The tool has clinical as well as research relevance in that it identifies the attachment strategies of children aged 5-7 years as well as recognising attachment related problems for this age group. The YSAA is a representational procedure that uses line drawings of a child teddy in attachment-related situations. The stimulus cards, probes, and administration procedures were piloted and refined in the initial stages of this study. The children's narratives that were generated from this procedure were examined for …

Improving Preschoolers' Memories For The Sources Of Events: A Comparison Of Two Source-Monitoring Training Techniques, Francine M. Pilon

Theses and Dissertations (Comprehensive)

Preschoolers have a tendency to confuse the sources of events when recalling information. Two source-monitoring training (SMT) techniques were compared to see whether source confusions can be reduced in 3- to 4-year-old children (N = 37). After watching a puppet-show and story, children were randomly assigned to one of three conditions: two SMT conditions (explicit and implicit) and one control condition (memory training) where they were trained on non-target puppet-show and story events. The explicit method consisted of a clear mention of both sources (story, puppet show) and their modality (hearing and seeing, respectively) during training, specific instruction to utilize …