Peran Relasi Orang Tua-Anak dan Tekanan Teman Sebaya terhadap Kecenderungan Perilaku Pengambilan Risiko

Alsa, A. (2014). Pendekatan kualitatif dan kuantitatif serta kombinasinya dalam penelitian psikologi. Cetakan V. Yogyakarta: Pustaka Pelajar.Badan Koordinasi Keluraga Berencana Nasional (BKKBN). (2011). Kajian profil penduduk remaja (10-24 tahun): Ada apa dengan remaja. Policy Brief Puslitbang Kependudukan. Retrieved fromhttp://www.depkes.go.id/resources/download/pusdatin/infodatin/infodatin%20reproduksi%20remaja-ed.pdfBadan Pusat Statistik (BPS). (2012). Survei demografi dan kesehatan Indonesia 2012. Kesehatan Reproduksi remaja. Jakarta: Kementerian Kesehatan Jakarta. Retrieved from http://www.bkkbn.go.id/litbang/pusdu/Hasil%20Penelitian/SDKI%202012/Laporan%20Pendahuluan%20REMAJA%20SDKI%202012.pdfBadan Pusat Statistik Provinsi D.I. Yogyakarta. (2015). Statistik politik dan keamanan Provinsi Daerah Istimewa Yogyakarta. Yogyakarta: Badan Pusat Statistik.Baumrind, D., Larzele, R. E., & Owens, E. B. (2010). Effect of preschool parents' power assertive patterns ang practise on adolescent development. Parenting Science and Practice, 10(3), 157-201.Bonino, Cattelino, & Clairano,. (2005). Adolescents and risk, behavior, functions, and protective factors. Italia: Springer.Burt, S.A., McGue, M., Lacono, W.G., & Krueger, R.F. (2006). Differential parent–childrelationships and adolescent externalizing symptoms: Cross-lagged analyses within a monozygotic twin differences design. Devevelopmental Psychology, 42, 1289–1298.Chein, J., Albert, D., O'Brien, L., Uckert, K., & Steiberg, L. (2011). Peer increase adolescent risk taking by enhancing activity in the brain's reward circuitry. Journal Development Science, 14(2), F1-F10.Choo, H., & Shek, D. (2013). Quality of parent-child relationship, family conflic, peer pressure, and drinking behaviours of adolescents in an Asian context: the case of Singapore. Social Indication Rescue, 110, 1141-1157.Clasen, D. R., & Brown, B. B. (1987). Understanding peer pressure in the middle school. Journal of Adolescence, 19(1), 21-23.Crawford, L. A., & Novak, K. B. (2002). Parental and peer influences on adolescent drinking: The relative impact of attachment and opportunity. Journal of Child & Adolescent Substance Abuse, 12(1), 1-26.Crockett, L. J., Raffaelli, M., & Shen, Y. L. (2006). Linking self-regulation and risk proneness to risky sexual behavior: Pathways through peer pressure and early substance use. Journal of Research on Adolescence, 16(4), 503-525.Derek, K., & Smiler, A. P. (2013). Norms and peer pressure in adolescent boys and girls alcohol use, Substance Use Misuse, 48(5), 371-378.DiClemente, R. J., Santelli, J. S., & Crosby, R. A. (2009). Adolescent health. Understanding and preventing risk behaviour. San Franscisco: Jossey-Bass: A Wiley Imprint.Dixson, M., Bermes, E., & Fair, S. (2014). An Instrument to investigate expectations about and experiences of the parent-child relationship: The parent-child relationship schema scale. Social Science, 3, 84-114.Eaton, D. K., Kann, L. & Kinchen, S. (2006). Youth risk behavior surveillance. Division of Adolescent and School Health, National Center for Chronic Disease Prevention and Health Promotion,55(5),1-108.Faska. (2015, April 5). Pernikahan dini di Jogja meningkat tajam. Pojoksatu. Retrieved fromhttp://pojoksatu.id/news/berita-nasional/2015/04/05/pernikahan-dini-di-jogja-meningkat-tajam/Fisher, L., & Feldman, S. S. (1998). Familial antecedents of young adulth health risk behavior: A longitudinal study. Journal of Family, 12(1), 68-80.Gardner, M. & Steinberg, L. (2005). Peer influence on risk taking, risk preference, and risky decision making in adolescence and adulthood: An experimental study. Developmental Psychology, 41(4), 625–635.Garnefski, N., & Diekstra, R. F. W. (1996). Perceived social support from family, school, and peers: Relationship with emotional and behavioral problem among adolescents. Journal of the American Academy of Child and Adolescent Psychiatry, 35(12), 1657-1664.Gheorghiu, A., Delhomme, P., & Felonneau, M. L. (2015). Peer pressure and risk taking in young drivers' speeding behavior. Transportation Research Part F, 35, 101–111.Ghozali, I. (2011). Aplikasi analisis multivariat dengan program IBM SPSS 19, Edisi kelima. Semarang: Universitas Diponegoro.Gullone, E. & Moore, S. (2000). Developing adolescents: A reference for professionals. Washington DC: American Psychological Association.Informasi Kementerian Pemuda dan Olahraga. (2009). Kementerian pemuda dan olahraga. Biro Perencanaan: Sekretariat Kementerian Pemuda dan Olahraga.Jahun, K. (2011). Patterns of parent-child relationship quality, parent depression and adolescent development outcomes (Disertasi tidak terpublikasi). University of Washington, School of Nursing. Jessor, R., & Jessor, T. (2009). Description versus explanation in cross-national research on adolescent. Journal of Adolescent Health, 43(6), 527-528.Jessor, R., Turbin, M.S., Costa, F.M., Dong, Q., Zhang, H., & Wang, C. (2003). Adolescent problem behavior in China and the United States: A cross-national study of psychosocial protective factors. Journal of Adolescence Research,13, 329–360.Johnson, & Matthew, D. (2013). Parent-child relationship quality directly and indirectly influences hooking up behaviour reported in young adulthood through alcohol us in adolescence. Arch Sex Behaviour, 42, 1463-1472.Karriker-Jaffe, K. J., Foshee, V. A., Ennett, S. T., & Suchindran, C., (2008). The development of aggression during adolescence: Sex differences intrajectories of physical and social aggression among youth in rural areas. Journal Abnormal.Child Psycholology, 36, 1227–1236.Kementerian Dalam Negeri (Kemendagri). (2014). Kode dan data wilayah administrasi pemerintahan. Jakarta: Ditjen Kependudukan dan Catatan Sipil Kemendagri Per Semester I.Klahr, A.M., McGue, M., Lacono, W.G., & Burt, S.A. (2011). The association between parent–child conflict and adolescent conduct problems over time: Results from a longitudinal adoption study. Journal Abnormal Psychology, 120, 46–56.Masten, A. S. (2001) Resiliensi process in development. American Psichological Association, 56(3), 227-228.Mathijssen, J. P. J., Janssen, M. M., Bon-Martens, M., Oers, H. A., Boer, A. D., & Garretsen, H. F. (2014). Alcohol segment-specific associations between the quality of the parent-child relationship and adolescent alcohol use. Journal of Public Health, 872, 1471-2458.Leather, N. C. (2009). Risk-taking behaviour in adolescence: A literature review. Journal of Child Health Care,13(3), 295–304. Oni, A. A. (2010). Peer group pressure as a determinant of adolescent social adjustment in Nigerian schools. Asian Pasific Journal of Educators and Education, 25, 189-202.Peacock, A., & Bruno, R. (2015). Young adults who mix alcohol with energy drink: Typology of risk taking behaviour. Addictive Behaviours, 45, 252-258.Qu, Y., Fuligni, A. J., Galvan, A., & Telzer, E. H. (2015). Buffering effect of positive parent–child relationships on adolescent risk taking: A longitudinal neuro imaging investigation. Developmental Cognitive Neuroscience, 15, 26–34.Ritcher. (2010). Risk behavior in adolescence, patterns, determinants, and consequences. Germany: Springer Fachmedien.Sales, J. M., & Irwin, C. E., Jr. (2009). Theories of adolescent risk-taking: A biopsychosocial model. In R. DiClemente & R. Crosby (Eds.), Adolescent health:Understanding and preventing risk behaviors andadverse health outcomes (pp. 31–50). San Francisco, CA: Jossey-Bass.Santrock, J. W. (2003). Adolescene: Perkembangan remaja. Jakarta: Erlangga.Savitri, A. R. (2015, Desember 11). Inilah organisasi paling nge-hits di Yogyakarta. Youth Forum. Retrieved from http://www.duniaremaja. jogjaprov.go.id/detilberita/14/1/Inilah-Organisasi-Paling-Nge-Hits-di-Yogyakarta,-YouthForum-DIYSkaar, N. R. (2009). Development of the adolescent exploratory and health risk behaviour rating scale(Unpublished dissertation). University of Minnesota, United Stated.Sofronoff, Dalgliesh, & Kosky. (2004). Out of options, a cognitive model of adolescent suicide and risk-taking. USA: Cambridge University Press.Stattin, H., & Kerr, M. (2000). Parental monitoring: A reinterpretation. Child Developmental, 71, 1072-1085.Survei Demografi dan Kesehatan Indonesia. (2013). Kesehatan reproduksi remaja. Badan Pusat Statistik. Jakarta: Indonesia.Tsai, K. M. (2013). Continuity and discontinuity in perceptions of family relationship from adolescence to young adulthood. Journal of Child Development, 84(2), 471-484.Turley, R. N. L., Desmond, M., & Bruch, S. K. (2010). Unanticipated educational consequences of a positive parent-child relationship. Journal of Marriage and Family, 72(5), 1377-1390

Preparing for Parenthood; Parenting Training Module on six Child Development Aspect in East Jakarta

  The age period of 0-8 years is the most important moment for every human being to develop all the developmental features supported by parents at home and teachers / tutors at the Early Childhood Education Institute (ECE). In parenting, six main aspects must be known and applied by each parent. Lack of education, nutritional knowledge, care and care, and aspects of clean-living habits in the family can have an impact on children's growth and development processes. This study aims to develop a module 6 aspects of child development for parental guidance. This study uses a research and development approach to test the effectiveness of the posttest design. Respondents in this study are parents who have children up to 5 years and early childhood educators. The findings show that from these six main aspects, it seems that parents and ECE tutors do not yet understand the ECE concept. In another perspective, there is still a lack of knowledge about these 6 main aspects which require training and parenting modules to develop the 6 aspects of child development. Keywords: Early Childhood Education, Child Development Aspect, Parenting Training Module References: Arikunto, S. (2010). Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: Asdi Mahasatya. Britto, P. R., Lye, S. J., Proulx, K., Yousafzai, A. K., Matthews, S. G., Vaivada, T., … Bhutta, Z. A. (2017). Nurturing care: promoting early childhood development. The Lancet, 389(10064), 91–102. https://doi.org/10.1016/S0140-6736(16)31390-3 Coore Desai, C., Reece, J. A., & Shakespeare-Pellington, S. (2017). The prevention of violence in childhood through parenting programmes: a global review. Psychology, Health and Medicine, 22(February), 166–186. https://doi.org/10.1080/13548506.2016.1271952 Darling-Churchill, K. E., & Lippman, L. (2016). Early childhood social and emotional development: Advancing the field of measurement. Journal of Applied Developmental Psychology, 45, 1–7. https://doi.org/10.1016/j.appdev.2016.02.002 Davis, S., Votruba-Drzal, E., & Silk, J. S. (2015). Trajectories of Internalizing Symptoms From Early Childhood to Adolescence: Associations With Temperament and Parenting. Social Development, 24(3), 501–520. https://doi.org/10.1111/sode.12105 Đorđić, V., Tubić, T., & Jakšić, D. (2016). The Relationship between Physical, Motor, and Intellectual Development of Preschool Children. Procedia - Social and Behavioral Sciences, 233(May), 3–7. https://doi.org/10.1016/j.sbspro.2016.10.114 Eisenberg, N., Taylor, Z. E., Widaman, K. F., & Spinrad, T. L. (2015). Externalizing symptoms, effortful control, and intrusive parenting: A test of bidirectional longitudinal relations during early childhood. Development and Psychopathology, 27(4), 953–968. https://doi.org/10.1017/S0954579415000620 Gall, M. D., Gall, J. P., & Borg, W. R. (2007). Educational Research: An Introduction (4th ed.). New York: Longman Inc. Gardner, F., Montgomery, P., & Knerr, W. (2016). Transporting Evidence-Based Parenting Programs for Child Problem Behavior (Age 3–10) Between Countries: Systematic Review and Meta-Analysis. Journal of Clinical Child and Adolescent Psychology, 45(6), 749–762. https://doi.org/10.1080/15374416.2015.1015134 Gilmer, C., Buchan, J. L., Letourneau, N., Bennett, C. T., Shanker, S. G., Fenwick, A., & Smith-Chant, B. (2016). Parent education interventions designed to support the transition to parenthood: A realist review. International Journal of Nursing Studies, 59, 118–133. https://doi.org/10.1016/j.ijnurstu.2016.03.015 Grindal, T., Bowne, J. B., Yoshikawa, H., Schindler, H. S., Duncan, G. J., Magnuson, K., & Shonkoff, J. P. (2016a). The added impact of parenting education in early childhood education programs: A meta-analysis. Children and Youth Services Review, 70, 238–249. https://doi.org/10.1016/j.childyouth.2016.09.018 Guyer, A. E., Jarcho, J. M., Pérez-Edgar, K., Degnan, K. A., Pine, D. S., Fox, N. A., & Nelson, E. E. (2015). Temperament and Parenting Styles in Early Childhood Differentially Influence Neural Response to Peer Evaluation in Adolescence. Journal of Abnormal Child Psychology, 43(5), 863–874. https://doi.org/10.1007/s10802-015-9973-2 Jones, D. E., Feinberg, M. E., Hostetler, M. L., Roettger, M. E., Paul, I. M., & Ehrenthal, D. B. (2018). Family and Child Outcomes 2 Years After a Transition to Parenthood Intervention. Family Relations, 67(2), 270–286. https://doi.org/10.1111/fare.12309 Jürges, H., Schwarz, A., Cahan, S., & Abdeen, Z. (2019). Child mental health and cognitive development: evidence from the West Bank. Empirica, 46(3), 423–442. https://doi.org/10.1007/s10663-019-09438-5 Kalland, M., Fagerlund, Å., Von Koskull, M., & Pajulo, M. (2016). Families First: The development of a new mentalization-based group intervention for first-Time parents to promote child development and family health. Primary Health Care Research and Development, 17(1), 3–17. https://doi.org/10.1017/S146342361500016X Knauer, H. A., Ozer, E. J., Dow, W. H., & Fernald, L. C. H. (2019). Parenting quality at two developmental periods in early childhood and their association with child development. Early Childhood Research Quarterly, 47, 396–404. https://doi.org/10.1016/j.ecresq.2018.08.009 Kopala-Sibley, D. C., Cyr, M., Finsaas, M. C., Orawe, J., Huang, A., Tottenham, N., & Klein, D. N. (2018). Early Childhood Parenting Predicts Late Childhood Brain Functional Connectivity During Emotion Perception and Reward Processing. Child Development, 00(0), 1–19. https://doi.org/10.1111/cdev.13126 Kurniah, N., Andreswari, D., & Kusumah, R. G. T. (2019). Achievement of Development on Early Childhood Based on National Education Standard. 295(ICETeP 2018), 351–354. https://doi.org/10.2991/icetep-18.2019.82 Leijten, P., Raaijmakers, M. A. J., Orobio de Castro, B., van den Ban, E., & Matthys, W. (2017). Effectiveness of the Incredible Years Parenting Program for Families with Socioeconomically Disadvantaged and Ethnic Minority Backgrounds. Journal of Clinical Child and Adolescent Psychology, 46(1), 59–73. https://doi.org/10.1080/15374416.2015.1038823 Lomanowska, A. M., Boivin, M., Hertzman, C., & Fleming, A. S. (2017). Parenting begets parenting: A neurobiological perspective on early adversity and the transmission of parenting styles across generations. Neuroscience, 342, 120–139. https://doi.org/10.1016/j.neuroscience.2015.09.029 Lucassen, N., Kok, R., Bakermans-Kranenburg, M. J., Van Ijzendoorn, M. H., Jaddoe, V. W. V., Hofman, A., … Tiemeier, H. (2015). Executive functions in early childhood: The role of maternal and paternal parenting practices. British Journal of Developmental Psychology, 33(4), 489–505. https://doi.org/10.1111/bjdp.12112 Molchanov, S. V. (2013). The Moral Development in Childhood. Procedia - Social and Behavioral Sciences, 86, 615–620. https://doi.org/10.1016/j.sbspro.2013.08.623 Morris, A. S., & Williamson, A. C. (2019). Building early social and emotional relationships with infants and toddlers: Integrating research and practice. Building Early Social and Emotional Relationships with Infants and Toddlers: Integrating Research and Practice, 1–351. https://doi.org/10.1007/978-3-030-03110-7 Parhomenko, K. (2014). Diagnostic Methods of Socio – Emotional Competence in Children. Procedia - Social and Behavioral Sciences, 146, 329–333. https://doi.org/10.1016/j.sbspro.2014.08.142 Rutherford, H. J. V., Wallace, N. S., Laurent, H. K., & Mayes, L. C. (2015). Emotion regulation in parenthood. Developmental Review, 36, 1–14. https://doi.org/10.1016/j.dr.2014.12.008 Sheedy, A., & Gambrel, L. E. (2019). Coparenting Negotiation During the Transition to Parenthood: A Qualitative Study of Couples’ Experiences as New Parents. American Journal of Family Therapy, 47(2), 67–86. https://doi.org/10.1080/01926187.2019.1586593 Sitnick, S. L., Shaw, D. S., Gill, A., Dishion, T., Winter, C., Waller, R., … Wilson, M. (2015). Parenting and the Family Check-Up: Changes in Observed Parent-Child Interaction Following Early Childhood Intervention. Journal of Clinical Child and Adolescent Psychology, 44(6), 970–984. https://doi.org/10.1080/15374416.2014.940623 Sulik, M. J., Blair, C., Mills-Koonce, R., Berry, D., & Greenberg, M. (2015). Early Parenting and the Development of Externalizing Behavior Problems: Longitudinal Mediation Through Children’s Executive Function. Child Development, 86(5), 1588–1603. https://doi.org/10.1111/cdev.12386 Theise, R., Huang, K. Y., Kamboukos, D., Doctoroff, G. L., Dawson-McClure, S., Palamar, J. J., & Brotman, L. M. (2014). Moderators of Intervention Effects on Parenting Practices in a Randomized Controlled Trial in Early Childhood. Journal of Clinical Child and Adolescent Psychology, 43(3), 501–509. https://doi.org/10.1080/15374416.2013.833095 UNDP. (2018). Human Development Indices and Indicators. 2018 Statistical Update. United Nations Development Programme, 27(4), 123. Retrieved from http://hdr.undp.org/sites/default/files/2018_human_development_statistical_update.pdf%0Ahttp://www.hdr.undp.org/sites/default/files/2018_human_development_statistical_update.pdf%0Ahttp://hdr.undp.org/en/2018-update &nbsp

Peran Relasi Orang Tua-Anak dan Tekanan Teman Sebaya terhadap Kecenderungan Perilaku Pengambilan Risiko

Alsa, A. (2014). Pendekatan kualitatif dan kuantitatif serta kombinasinya dalam penelitian psikologi. Cetakan V. Yogyakarta: Pustaka Pelajar.Badan Koordinasi Keluraga Berencana Nasional (BKKBN). (2011). Kajian profil penduduk remaja (10-24 tahun): Ada apa dengan remaja. Policy Brief Puslitbang Kependudukan. Retrieved fromhttp://www.depkes.go.id/resources/download/pusdatin/infodatin/infodatin%20reproduksi%20remaja-ed.pdfBadan Pusat Statistik (BPS). (2012). Survei demografi dan kesehatan Indonesia 2012. Kesehatan Reproduksi remaja. Jakarta: Kementerian Kesehatan Jakarta. Retrieved from http://www.bkkbn.go.id/litbang/pusdu/Hasil%20Penelitian/SDKI%202012/Laporan%20Pendahuluan%20REMAJA%20SDKI%202012.pdfBadan Pusat Statistik Provinsi D.I. Yogyakarta. (2015). Statistik politik dan keamanan Provinsi Daerah Istimewa Yogyakarta. Yogyakarta: Badan Pusat Statistik.Baumrind, D., Larzele, R. E., & Owens, E. B. (2010). Effect of preschool parents’ power assertive patterns ang practise on adolescent development. Parenting Science and Practice, 10(3), 157-201.Bonino, Cattelino, & Clairano,. (2005). Adolescents and risk, behavior, functions, and protective factors. Italia: Springer.Burt, S.A., McGue, M., Lacono, W.G., & Krueger, R.F. (2006). Differential parent–childrelationships and adolescent externalizing symptoms: Cross-lagged analyses within a monozygotic twin differences design. Devevelopmental Psychology, 42, 1289–1298.Chein, J., Albert, D., O’Brien, L., Uckert, K., & Steiberg, L. (2011). Peer increase adolescent risk taking by enhancing activity in the brain’s reward circuitry. Journal Development Science, 14(2), F1-F10.Choo, H., & Shek, D. (2013). Quality of parent-child relationship, family conflic, peer pressure, and drinking behaviours of adolescents in an Asian context: the case of Singapore. Social Indication Rescue, 110, 1141-1157.Clasen, D. R., & Brown, B. B. (1987). Understanding peer pressure in the middle school. Journal of Adolescence, 19(1), 21-23.Crawford, L. A., & Novak, K. B. (2002). Parental and peer influences on adolescent drinking: The relative impact of attachment and opportunity. Journal of Child & Adolescent Substance Abuse, 12(1), 1-26.Crockett, L. J., Raffaelli, M., & Shen, Y. L. (2006). Linking self-regulation and risk proneness to risky sexual behavior: Pathways through peer pressure and early substance use. Journal of Research on Adolescence, 16(4), 503-525.Derek, K., & Smiler, A. P. (2013). Norms and peer pressure in adolescent boys and girls alcohol use, Substance Use Misuse, 48(5), 371-378.DiClemente, R. J., Santelli, J. S., & Crosby, R. A. (2009). Adolescent health. Understanding and preventing risk behaviour. San Franscisco: Jossey-Bass: A Wiley Imprint.Dixson, M., Bermes, E., & Fair, S. (2014). An Instrument to investigate expectations about and experiences of the parent-child relationship: The parent-child relationship schema scale. Social Science, 3, 84-114.Eaton, D. K., Kann, L. & Kinchen, S. (2006). Youth risk behavior surveillance. Division of Adolescent and School Health, National Center for Chronic Disease Prevention and Health Promotion,55(5),1-108.Faska. (2015, April 5). Pernikahan dini di Jogja meningkat tajam. Pojoksatu. Retrieved fromhttp://pojoksatu.id/news/berita-nasional/2015/04/05/pernikahan-dini-di-jogja-meningkat-tajam/Fisher, L., & Feldman, S. S. (1998). Familial antecedents of young adulth health risk behavior: A longitudinal study. Journal of Family, 12(1), 68-80.Gardner, M. & Steinberg, L. (2005). Peer influence on risk taking, risk preference, and risky decision making in adolescence and adulthood: An experimental study. Developmental Psychology, 41(4), 625–635.Garnefski, N., & Diekstra, R. F. W. (1996). Perceived social support from family, school, and peers: Relationship with emotional and behavioral problem among adolescents. Journal of the American Academy of Child and Adolescent Psychiatry, 35(12), 1657-1664.Gheorghiu, A., Delhomme, P., & Felonneau, M. L. (2015). Peer pressure and risk taking in young drivers’ speeding behavior. Transportation Research Part F, 35, 101–111.Ghozali, I. (2011). Aplikasi analisis multivariat dengan program IBM SPSS 19, Edisi kelima. Semarang: Universitas Diponegoro.Gullone, E. & Moore, S. (2000). Developing adolescents: A reference for professionals. Washington DC: American Psychological Association.Informasi Kementerian Pemuda dan Olahraga. (2009). Kementerian pemuda dan olahraga. Biro Perencanaan: Sekretariat Kementerian Pemuda dan Olahraga.Jahun, K. (2011). Patterns of parent-child relationship quality, parent depression and adolescent development outcomes (Disertasi tidak terpublikasi). University of Washington, School of Nursing. Jessor, R., & Jessor, T. (2009). Description versus explanation in cross-national research on adolescent. Journal of Adolescent Health, 43(6), 527-528.Jessor, R., Turbin, M.S., Costa, F.M., Dong, Q., Zhang, H., & Wang, C. (2003). Adolescent problem behavior in China and the United States: A cross-national study of psychosocial protective factors. Journal of Adolescence Research,13, 329–360.Johnson, & Matthew, D. (2013). Parent-child relationship quality directly and indirectly influences hooking up behaviour reported in young adulthood through alcohol us in adolescence. Arch Sex Behaviour, 42, 1463-1472.Karriker-Jaffe, K. J., Foshee, V. A., Ennett, S. T., & Suchindran, C., (2008). The development of aggression during adolescence: Sex differences intrajectories of physical and social aggression among youth in rural areas. Journal Abnormal.Child Psycholology, 36, 1227–1236.Kementerian Dalam Negeri (Kemendagri). (2014). Kode dan data wilayah administrasi pemerintahan. Jakarta: Ditjen Kependudukan dan Catatan Sipil Kemendagri Per Semester I.Klahr, A.M., McGue, M., Lacono, W.G., & Burt, S.A. (2011). The association between parent–child conflict and adolescent conduct problems over time: Results from a longitudinal adoption study. Journal Abnormal Psychology, 120, 46–56.Masten, A. S. (2001) Resiliensi process in development. American Psichological Association, 56(3), 227-228.Mathijssen, J. P. J., Janssen, M. M., Bon-Martens, M., Oers, H. A., Boer, A. D., & Garretsen, H. F. (2014). Alcohol segment-specific associations between the quality of the parent-child relationship and adolescent alcohol use. Journal of Public Health, 872, 1471-2458.Leather, N. C. (2009). Risk-taking behaviour in adolescence: A literature review. Journal of Child Health Care,13(3), 295–304. Oni, A. A. (2010). Peer group pressure as a determinant of adolescent social adjustment in Nigerian schools. Asian Pasific Journal of Educators and Education, 25, 189-202.Peacock, A., & Bruno, R. (2015). Young adults who mix alcohol with energy drink: Typology of risk taking behaviour. Addictive Behaviours, 45, 252-258.Qu, Y., Fuligni, A. J., Galvan, A., & Telzer, E. H. (2015). Buffering effect of positive parent–child relationships on adolescent risk taking: A longitudinal neuro imaging investigation. Developmental Cognitive Neuroscience, 15, 26–34.Ritcher. (2010). Risk behavior in adolescence, patterns, determinants, and consequences. Germany: Springer Fachmedien.Sales, J. M., & Irwin, C. E., Jr. (2009). Theories of adolescent risk-taking: A biopsychosocial model. In R. DiClemente & R. Crosby (Eds.), Adolescent health:Understanding and preventing risk behaviors andadverse health outcomes (pp. 31–50). San Francisco, CA: Jossey-Bass.Santrock, J. W. (2003). Adolescene: Perkembangan remaja. Jakarta: Erlangga.Savitri, A. R. (2015, Desember 11). Inilah organisasi paling nge-hits di Yogyakarta. Youth Forum. Retrieved from http://www.duniaremaja. jogjaprov.go.id/detilberita/14/1/Inilah-Organisasi-Paling-Nge-Hits-di-Yogyakarta,-YouthForum-DIYSkaar, N. R. (2009). Development of the adolescent exploratory and health risk behaviour rating scale(Unpublished dissertation). University of Minnesota, United Stated.Sofronoff, Dalgliesh, & Kosky. (2004). Out of options, a cognitive model of adolescent suicide and risk-taking. USA: Cambridge University Press.Stattin, H., & Kerr, M. (2000). Parental monitoring: A reinterpretation. Child Developmental, 71, 1072-1085.Survei Demografi dan Kesehatan Indonesia. (2013). Kesehatan reproduksi remaja. Badan Pusat Statistik. Jakarta: Indonesia.Tsai, K. M. (2013). Continuity and discontinuity in perceptions of family relationship from adolescence to young adulthood. Journal of Child Development, 84(2), 471-484.Turley, R. N. L., Desmond, M., & Bruch, S. K. (2010). Unanticipated educational consequences of a positive parent-child relationship. Journal of Marriage and Family, 72(5), 1377-1390

Antecedents-Consequences Modification to Decrease Hyper-activity and Improve Attention of Child with ADHD

The prevalence of ADHD children increases every year. Some researchers have shown that psychosocial behavior therapy (antecedents-consequences modification) was effective to decrease hyperactivity and increase attention to ADHD children. This study aims to find out the effectiveness of antecedents-consequences modification by parents and teachers to decrease hyperactivity and increase attention to a 6 years old boy with ADHD. The study was a single case experimental design. Psychosocial behavior therapy has been used with antecedents-consequences modification. The antecedents-consequences modification was applied by teacher at school and parents at home. Data were analyzed using Wilcoxon Signed Rank Test. Results showed that there’s a significant decrease of hyperactivity behavior and significant increase of doing his assignment both at school and also at home. Not only about the content of behavior therapy itself, but how to give the therapy is important. Parents and teacher should do the therapy consistently, immediately, specifically and saliency to reach the target of intervention. Keywords: ADHD Children, Antecedents, Consequences, Modification Reference: (APA), A. A. P. (2013). Diagnostic and Manual of Mental Disorder (5th ed.). Arlington: American Psychiatric Association. Amalia, R. (2018). Intervensi terhadap Anak Usia Dini yang Mengalami Gangguan ADHD Melalui Pendekatan Kognitif Perilaku dan Alderian Play Therapy. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 2(1), 27. https://doi.org/10.31004/obsesi.v2i1.4 Anastopoulos, A.D; Farley, S. . (2003). A Cognitive Behavioural Training Program for Parents of Children with Attention-Deficit/Hyperactivity Disorder. In W. J. Kazdin, Alan E (Ed.), Evidence-based psychotherapies for children and adolescents (pp. 187–203). New York: Guildford Press. Barkley, Russell A; DuPaul, G.L ; McMurray, M. . (1990). A comprehensive evaluation of attention deficit disorder with and without hyperactivity. Journal of Consulting and Clinical Psychology, 58, 775–789. Barkley, R. A. (2006). Attention-deficit hyperactivity disorder : A handbook for diagnosis and treatment (3rd ed.). New York City: Guildford Press. Barlow, D.H ; Hersen, M. (1984). Single case experimental design : Strategies for studying behavior change (2nd ed.). New York: Pergamon Press. Baumeister, S., Wolf, I., Holz, N., Boecker-Schlier, R., Adamo, N., Holtmann, M., … Brandeis, D. (2018). Neurofeedback Training Effects on Inhibitory Brain Activation in ADHD: A Matter of Learning? Neuroscience, 378, 89–99. https://doi.org/10.1016/j.neuroscience.2016.09.025 Cantwell, D. P., & Baker, L. (1991). Association between attention deficit-hyperactivity disorder and learning disorders. Journal of Learning Disabilities, 24(2), 88–95. https://doi.org/10.1177/002221949102400205 Center for Children and Families. (2019). Evidence-based Psychosocial Treatment for ADHD Children and Adolescents. Retrieved from http://ccf.fiu.edu Davidson, G. C. (2010). Abnormal Psychology. New Jersey: Wiley. DuPaul, George; Stoner, G. (2003). ADHD in the schools. New York: Guildford Press. DuPaul, G., & Weyandt, L. (2006). School-based intervention for children with attention deficit hyperactivity disorder: Effects on academic, social, and behavioural functioning. International Journal of Disability, Development and Education, 53(2), 161–176. https://doi.org/10.1080/10349120600716141 Erinta, D. B. M. S. (2012). Efektivitas penerapan terapi permainan sosialisasi untuk menurunkan perilaku impulsif pada anak dengan attention deficit hyperactive disorder (ADHD). Jurnal Psikologi : Teori & Terapan, 3(1). Evans, Steven W; Owens, Julie; Bunford, M. N. (2014). Evidence-Based Psychosocial Treatments for Children and Adolescents with Attention-Deficit/Hyperactivity Disorder. Journal Clinical Child Adolescence Psychology, 43(4), 527–551. https://doi.org/10.1038/jid.2014.371 Fabiano, G. A., Pelham, W. E., Coles, E. K., Gnagy, E. M., Chronis-Tuscano, A., & O’Connor, B. C. (2009). A meta-analysis of behavioral treatments for attention-deficit/hyperactivity disorder. Clinical Psychology Review, 29(2), 129–140. https://doi.org/10.1016/j.cpr.2008.11.001 Gerdes, A. C., Hoza, B., & Pelham, W. E. (2003). Attention-deficit/hyperactivity disordered boys’ relationships with their mothers and fathers: Child, mother, and father perceptions. Development and Psychopathology, 15(2), 363–382. https://doi.org/10.1017/S0954579403000208 Haas, S. M., Waschbusch, D. A., Pelham, W. E., King, S., Andrade, B. F., & Carrey, N. J. (2011). Treatment response in CP/ADHD children with callous/unemotional traits. Journal of Abnormal Child Psychology, 39(4), 541–552. https://doi.org/10.1007/s10802-010-9480-4 Helseth, S. A., Waschbusch, D. A., Gnagy, E. M., Onyango, A. N., Burrows-MacLean, L., Fabiano, G. A., … Pelham, W. E. (2015). Effects of behavioral and pharmacological therapies on peer reinforcement of deviancy in children with ADHD-Only, ADHD and conduct problems, and controls. Journal of Consulting and Clinical Psychology, 83(2), 280–292. https://doi.org/10.1037/a0038505 Hidayati, DM Ria ; Purwandari, E. (2010). Time Out : Alternatif Modifikasi Perilaku Anak ADHD (Attention Deficit/ Hyperacitivity Disorder). Indigenous, Jurnal Ilmiah Berkala Psikologi, 12(2), 101–114. Hinshaw, S. P., Owens, E. B., Wells, K. C., Kraemer, H. C., Abikoff, H. B., Arnold, L. E., … Wigal, T. (2000). Family processes and treatment outcome in the MTA: Negative/ineffective parenting practices in relation to multimodal treatment. Journal of Abnormal Child Psychology, 28(6), 555–568. https://doi.org/10.1023/A:1005183115230 Hinshaw, Stephen P., Owens, E. B., Zalecki, C., Huggins, S. P., Montenegro-Nevado, A. J., Schrodek, E., & Swanson, E. N. (2012). Prospective follow-up of girls with attention-deficit/hyperactivity disorder into early adulthood: Continuing impairment includes elevated risk for suicide attempts and self-injury. Journal of Consulting and Clinical Psychology,80(6), 1041–1051. https://doi.org/10.1037/a0029451 Jackson, N. A. (2003). A Survey of Music Therapy Methods and Their Role in the Treatment of Early Elementary School Children with ADHD. Journal of Music Therapy, 40(4), 302–323. https://doi.org/10.1093/jmt/40.4.302 Johnston, Charlotte; Mash, E. J. (2001). Families of Children With Attention-Deficit/Hyperactivity Disorder : Review and Recommendations for Future Research. Clinical Child and Family Psychology Review, 4(3), 183–207. Jr, W. E. P., Fabiano, G. A., & Pelham, W. E. (2008). Evidence-Based Psychosocial Treatments for Attention- Deficit / Hyperactivity Disorder (Vol. 4416). https://doi.org/10.1080/15374410701818681 Kaiser, N. M., McBurnett, K., & Pfiffner, L. J. (2011). Child ADHD severity and positive and negative parenting as predictors of child social functioning: Evaluation of three theoretical models. Journal of Attention Disorders, 15(3), 193–203. https://doi.org/10.1177/1087054709356171 Kazdin, A. E. (1984). Behavior Modification in Applied Settings. New York: Dorsey Press. Krasny-Pacini, A., & Evans, J. (2018). Single-case experimental designs to assess intervention effectiveness in rehabilitation: A practical guide. Annals of Physical and Rehabilitation Medicine, 61(3), 164–179. https://doi.org/10.1016/j.rehab.2017.12.002 Langberg, J. M., Molina, B. S. G., Arnold, L. E., Epstein, J. N., Altaye, M., Hinshaw, S. P., … Hechtman, L. (2011). Patterns and predictors of adolescent academic achievement and performance in a sample of children with attention-deficit/hyperactivity disorder. Journal of Clinical Child and Adolescent Psychology, 40(4), 519–531. https://doi.org/10.1080/15374416.2011.581620 Nigg, J.T ; Barkley, R. . (2014). (Attention-deficit Hyperactivity Disorder). In R. A. Barkley (Ed.), E-book Pediatric เรื่องPsychiatry (Third Edit, Vol. 54, pp. 1–17). Retrieved from http://www.thaipediatrics.org/pages/Doctor/Download/48aedb8880cab8c45637abc7493ecddd:e0a186938dc3b74657fd46d32fac5fe6 Pastor, P., Reuben, C., Duran, C., & Hawkins, L. J. (2015). Association between diagnosed ADHD and selected characteristics among children aged 4-17 years: United States, 2011-2013. NCHS Data Brief, (201), 201. Patterson, G. . (1982). Coercive Family Process. Eugene: Castalia. Pfiffner, L. J ; Barkley, R. . (1990). Educational Placement and Classroom Management. In R. A. Barkley (Ed.), Attention Deficit Hyperactivity Disorder : A Handbook for Diagnosis and Treatment. New York: Guildford Press. Pfiffner, Linda J; Barkley, R; DuPaul, G. (2006). Treatment of ADHD in school settings. In R. A. Barkley (Ed.), Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment (3th ed., pp. 547–589). New York: Guildford Press. Pfiffner, L. J., Calzada, E., & McBurnett, K. (2000). Interventions to enhance social competence. Child and Adolescent Psychiatric Clinics of North America, 9(3), 689–709. https://doi.org/10.1016/s1056-4993(18)30113-5 Pfiffner, Linda J., Hinshaw, S. P., Owens, E., Zalecki, C., Kaiser, N. M., Villodas, M., & McBurnett, K. (2014). A two-site randomized clinical trial of integrated psychosocial treatment for ADHD-inattentive type. Journal of Consulting and Clinical Psychology, 82(6), 1115–1127. https://doi.org/10.1037/a0036887 Pfiffner, Linda J, & Haack, L. M. (2014). Behavior Management for School - Aged Children with ADHD. 23, 731–746. Pfiffner, Linda J, Hinshaw, S. P., Owens, E., Zalecki, C., Kaiser, N. M., Villodas, M., & Mcburnett, K. (2015). A two-site randomized clinical trial of Integrated Psychosocial Treatment for ADHD-Inattentive Type. Journal of Consulting and Clinical Psychology, 82(6), 1115–1127. https://doi.org/10.1037/a0036887.A Riddle, M. A., Yershova, K., Lazzaretto, D., Paykina, N., Yenokyan, G., Greenhill, L., … Posner, K. (2013). The preschool attention-deficit/hyperactivity disorder treatment study (PATS) 6-year follow-up. Journal of the American Academy of Child and Adolescent Psychiatry, 52(3). https://doi.org/10.1016/j.jaac.2012.12.007 Saputro, D. (2009). ADHD (Attention Deficit/ Hyperactivity Disorder). Jakarta: Sagung Seto. Schunk, D. H. (2012). Learning Theories : An Educational Perspective (6th ed.; Pearson Education, Ed.). Boston. Shriver, M. D., Segool, N., & Gortmaker, V. (2011). Behavior observations for linking assessment to treatment for selective mutism. Education and Treatment of Children, 34(3), 389–411. https://doi.org/10.1353/etc.2011.0023 Suyanto, B. N., & Wimbarti, S. (2019). Program Intervensi Musik terhadap Hiperaktivitas Anak Attention Deficit Hyperactivity Disorder (ADHD). Gadjah Mada Journal of Professional Psychology (GamaJPP), 5(1), 15. https://doi.org/10.22146/gamajpp.48584 Taylor, E. (2009). Developing ADHD. Journal of Child Psychology and Psychiatry, 50, 126–132. Thomas, R., Sanders, S., Doust, J., Beller, E., & Glasziou, P. (2015). Prevalence of attention-deficit/hyperactivity disorder: A systematic review and meta-analysis. Pediatrics, 135(4), e994–e1001. https://doi.org/10.1542/peds.2014-3482 Tran, J. L. A., Sheng, R., Beaulieu, A., Villodas, M., McBurnett, K., Pfiffner, L. J., & Wilson, L. (2018). Cost-Effectiveness of a Behavioral Psychosocial Treatment Integrated Across Home and School for Pediatric ADHD-Inattentive Type. Administration and Policy in Mental Health and Mental Health Services Research, 45(5), 741–750. https://doi.org/10.1007/s10488-018-0857-y Tresco, K. E., Lefler, E. K., & Power, T. J. (2010). Psychosocial Interventions to Improve the School Performance of Students with Attention-Deficit/Hyperactivity Disorder. Mind & Brain : The Journal of Psychiatry, 1(2), 69–74. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/21152355%0Ahttp://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=PMC2998237 U.S. Department of Health and Human Services. (2014). US Department of Health and Human Services. The Health and Well-Being of Children: A Portrait of States and the Nation, 2011-2012. (June), 1–109. Weiss, Gabrielle ; Hechtman, L. T. (1993). Hyperactive Children Grown Up. New York: Guildford Press

Paediatric Illness: The Role of Social Context in Childhood Cancer

The impact and interaction of paediatric illness on child, family and the broader social context represent key areas of concern for both researcher and practitioner. The prevalence of paediatric chronic illness has been estimated at as high as 19% (Newacheck & Stoddard, 1994). In the past many paediatric illnesses were identified, treated, and conceptualised within a biomedical context which left little room for the examination of how other factors such as social context may contribute. This was, in part, due to the dominance of the biomedical model (Ogden, 2004) but also due to the fact that, historically, many paediatric illnesses had survival rates as low as 26% (Patenaude & Kupst, 2005). This resulted in a tendency to focus on mortality and a reduction in attention to psychosocial factors (Eiser, 1994). Paediatric cancer serves as a useful example of this.div_PaSBanez, G. A., & Compas, B. E. (1990). Children's and parents' daily stressful events and psychological symptoms. Journal of Abnormal Child Psychology, 18, 591-605. Barrera, M. (2000). Brief clinical report: Procedural pain and anxiety management with mother and sibling as co-therapist. Journal of Paediatric Psychology, 25, 117-121. Bessell, A. G. (2001). Children surviving cancer: Psychosocial adjustment, quality of life, and school experiences. The Council for Exceptional Children, 67, 345-359. Bugenthal, D. B. (2003). Thriving in the face of childhood adversity. New York and Hove: Psychology Press. Coyne, I. T. (1997). Chronic illness: the importance of support for families caring for a child with cystic fibrosis. Journal of Clinical Nursing, 6, 121- 129 Eiser, C. (1990). Psychological effects of chronic disease. Journal of Child Psychology and Psychiatry, 31, 85-98. Eiser, C. (1994). Making sense of chronic disease: The 11th Jack Tizard memorial lecture. Journal of Child Psychology and Psychiatry and Allied Disciplines, 35, 1373-1389. Eiser, C. (1998). Practitioner review: Long-term consequences of childhood cancer. Journal of Child Psychology and Psychiatry, 39, 621-633. Eiser, C., Hill, J. J., & Vance, Y. H. (2000). Examining the psychological consequences of surviving childhood cancer: Systematic review as a research method in paediatric psychology. Journal of Paediatric Psychology, 25(6), 449-460. Garrison, W. T., & McQuiston, S. (1989) Chronic Illness During Childhood and Adolescence: Psychological Aspects. Sage Publications: CA. Gattellari, M., Voigt, K. J., Butow, P. N., & Tattersall, M. H. N. When the treatment goal is not cure: Are cancer patients equipped to make informed decisions? Journal of Clinical Oncology, 20 (2), 503-513. Hagerty, R. G., Butow, P. N., Ellis, P. M., Dimitry, S., & Tattersall, M. H. N. (2005). Communicating prognosis in cancer care: a systematic review of the literature. Annals of Oncology, 16(7), 1005-1053. Helgeson, V. & Cohen, S. (1996). Social support and adjustment to cancer: Reconciling descriptive, correlational, and intervention research. Health Psychology, 15, 135-148. Hoekstra-Weebers, J. E., Jaspers, J. P., Kamps, W. A., & Klip, C. (2001). Psychological adaptation and social support of parents of paediatric cancer patients: A prospective study. Journal of Paediatric Psychology, 26, 225-235. Johnson, S. B. (1995). Insulin-Dependent diabetes mellitus in childhood. In M. C. Roberts (Ed.), Handbook of paediatric psychology (2nd ed., pp. 84-98). New York: Guilford. Kaugars, A. S., Klinnert, M. D., & Bender, B. G. (2004). Family influences on paediatric asthma. Journal of Paediatric Psychology, 29, 475-491. Kazak, A. E. (1992). The social context of coping with childhood chronic illness: Family systems and social support. In A. LaGreca, L.J. Siegel, J.L. Wallander & C.E. Walker (Eds), Stress and coping in child health (pp. 262-278). New York: Guilford Press. Kazak, A. E. (2005). Evidence-based interventions for survivors of childhood cancer and their families. Journal of Paediatric Psychology, 30, 29-39. Kazak, A. E., Barakat, L. P., Meeske, K., & Christakis, D. (1997). Posttraumatic stress, family functioning, and social support in survivors of childhood cancer and their mothers and fathers. Journal of Consulting and Clinical Psychology, 65, 120-129. Kazak, A. E., Cant. C. M., Jensen, M. M., McSherry, M., Rourke, M. T., Wei-Ting Hwang, M. A., Alderfer, D. B., Simms, S., & Lange, B. J. (2003). Identifying psychosocial risk indicative of subsequent resource use in families of newly diagnosed paediatric oncology patients. Journal of Clinical Oncology, 21, 3220-3225. Kazak, A. E., Simms, S., & Rourke, M. T. (2002). Family systems practice in paediatric psychology. Journal of Paediatric Psychology, 27, 133-143. Kliewer, W. (1997). Children's coping with chronic illness. In S. A. Wolchik & I. N. Sandler (Eds), Handbook of children's coping: Linking theory and intervention (pp. 41-70). New York: Plenum Press. Kupst, A. E., Natta, M., Richardson, C., et al. (1995). Family coping with paediatric leukemia. Journal of Paediatric Psychology, 22, 749-758. Kupst, M. & Schulman, A. (1988). Long term coping with paediatric leukemia. Journal of Paediatric Psychology, 13, 7-22. Newacheck, P. A. & Stoddard, J. J. (1994). Prevalence an impact of multiple childhood chronic illnesses. Journal of Paediatrics, 124, 40-48. Ogden, J. (2004). Health psychology: A textbook. New York: Open University Press. Patenaude, A. F. & Kupst, M. J. (2005). Psychosocial functioning in paediatric cancer. Journal of Paediatric Psychology, 30, 9-27. Rait, D. S., Ostroff, J. S., Smith, K., Cella, D. F., Tan, C. & Lesko, L. M. (1992). Lives in balance: Perceived family functioning and the psychosocial adjustment of adolescent cancer survivors. Family Process, 31, 383- 393. Schapira, L. (2006). Communication as a therapeutic tool. Supportive Oncology, 4, 74-75. Schofield, P. E., Butow, P. N., Thompson, J. F., Tattersall, M. H. N, Beeney, L. J. & Dunn, S.M. (2003). Psychological responses of patients receiving a diagnosis of cancer. Annals of Oncology, 14, 48-56. Seagull, E. A. (2000). Beyond mothers and children: Finding the family in paediatric psychology. Journal of Paediatric Psychology, 25, 161-169. Stuber, M. L., Kazak, A. E., Meeske, K., Barakat, L., Guthrie, D., Garnier, H., Pynoss R., & Meadows, A. (1997). Predictors of posttraumatic stress in childhood cancer survivors. Paediatrics, 100, 958-964. Thompson, R. J., Hodges, K. A., Hamlett, K. W. & Spock, A. (1992). Psychological adjustment of children with cystic fibrosis: The role of child cognitive processes and maternal adjustment. Journal of Paediatric Psychology, 17, 741-755. Thorne, S.E, Bultz, B.D. & Daile, F. W. (2005). Is there a cost to poor communication in cancer care? A critical review of the literature. Psycho Oncology, 14, 875-884. UK Childhood Cancer Research Group, National Registry of Childhood Tumours (2004). Retrieved: 11/01/2008 from: http: //www.ukccsg.org.uk/public/ childrens_cancer/index.html Vannatta, K., Gartstein, M. A., Short, A., & Noll, R. B. (1998). A controlled study of peer relationships of children surviving brain tumors: Teacher, peer, and self-ratings. Journal of Paediatric Psychology, 23, 279-287. Wallander, J. L. & Thompson, R. J. (1992). Psychosocial adjustment of children with chronic physical conditions. In M. C. Roberts (Ed.), Handbook of paediatric psychology (2nd ed., pp. 124-141). New York: Guilford. World Health Organisation. (2003). Adherence to long-term therapies: Evidence for action. Retrieved: 11/01/ 2008 from http://www.emro.who.int/ ncd/Publications/adherence_ report.pdf34pub918pub

Civil status of child as confi rmation of belonging to the family

The article contains theoretical considerations in the field of law and psychological sciences concerning the civil status of the child who is shown as a member of a social group – family. The legal situation of the child is described on the basis of legal regulations and conventions being in force in Poland. The article concerns the concept of the family, parenting, motherhood and fatherhood, in the context of dynamically evolving relationships and social situations, which are not always described by law. These concepts are shown in the context of the guarantee function of the state expressed in the catalogue of rules of social coexistence aimed at the determination of the boundaries between the sphere of dominion and individual freedom. The main scientific problem presented in this article, which is “what is the correlation between the compliance of the civil status and the belonging to the family?”, was presented in the light of the knowledge of the law and psychological theories referring to numerous studies. The article describes J. Bowlby’s attachment theory (1988) and the styles of attachment by M. Ainsworth (1978). It is assumed that the knowledge of the factors or elements which determine the need to belong to the family still seems to be an important issue and raises the question whether the child’s status is one of them. This article contains theoretical considerations and implications beginning the research project and constituting the introduction to scientific discussion. If the welfare of the child requires to pursue the compliance of marital status confirmed by a civil status act with the real belonging to the family, then it is very important for the family to satisfy the need for affiliation of the child and provide the quality of its functioning. It is assumed that the type of interaction between the child and parents can be reflected by the type of attachment.Elżbieta Makarewicz: [email protected] Iłendo-Milewska: [email protected]żbieta Makarewicz - Uniwersytet w BiałymstokuAgnieszka Iłendo-Milewska - Wyższa Szkoła im. B. Jańskiego w WarszawieAinsworth M., Blehar M., Waters E., Wall S., Patterns of attachment: a psychological study of the strange situation, New York 1978.Anzieu D., Przywiązanie: ujęcie interdyscyplinarne, Warszawa 1978.Augustyn J., Ojcostwo. Aspekty pedagogiczne i duchowe, Kraków 2012.Belsky J., Developmental risks (Still) Associated with Early Child Care, „Child Psychology and Psychiatry” 2001, t. 42, nr 7.Bishop G. D., Psychologia zdrowia – zintegrowany umysł i ciało, Wrocław 2000.Bowlby A., A secure base, New York 1988.Bowlby J., Attachment and loss, t. 2: Separation, New York 1973.Bolwby J., Przywiązanie, Warszawa 2007.Bretherton I., Munholland K. A., International working models in attachment relationship: A construck revisited, [w:] Handbook of attachment, red. J. Cassidy, P. R. Shaver, New York 1999.Brown G. W., Harris T., Are the Brown and Harris „vulnerability factors” risk factors for depression?, „Journal of Psychiatry Neuroscience” 1991, nr 16 (5).Collins N., Read S., Cognitive representations of attachement: The content and function of working models [w:] Advances in personal relationships, red. K. Bartholomew, D. Perlman, London 1994.Gajda J., Pietrzykowski J., Pietrzykowski K., System Informacji Prawnej Legalis, Kodeks rodzinny i opiekuńczy. Komentarz, wyd. 4, Warszawa 2015.Gasiul H., W poszukiwaniu podstaw rozwoju ja emocjonalnego, Warszawa 2001.Greenberg L. S., Ideal psychotherapy research: A study of signifi cant change peocesses, „Journal of Clinical Psychology” 1999, nr 12 (55).Gromek K., System Informacji Prawnej Legalis, Kodeks rodzinny i opiekuńczy. Komentarz, wyd. 5, Warszawa 2016.Hazan C., Shaver P.R., Romantic love conceptualized as an attachment process, „Journal of Personality and Social Psychology” 1987, nr 52.Ijzendoom M.H. van, Juff er F., Duyvesteyn M.G., Breaking the intergenerational cycle of insecure attachment: a review of the effects of attachment-based interventions on mental sensivity and infant security, „Child Psychology and Psychiatry” 1995, nr 36 (2).Jankowska M., Postawy rodzicielskie ojca a styl przywiązaniowy w dorosłych relacjach córki, „Kwartalnik Naukowy Fides et Ratio” 2013, nr 1 (13).John-Borys M., Zaburzenia strukturalne i funkcjonalne przestrzeni życiowej dziecka, [w:] Pomoc dzieciom zagrożonym patologią środowiska rodzinnego i lokalnego, red. M. John-Borys, Katowice 2007.Kawula S., Brągiel J., Janke A. W., Pedagogika rodziny, Obszary i panorama problematyki, Toruń 2009.Kenrick D. T., Neuberg S. L., R Cialdini. B., Psychologia społeczna – rozwiązane tajemnice, Gdańsk 2002.Knoll N., Schwarzer R., „Prawdziwych przyjaciół“ – wsparcie społeczne, stres choroba i śmierć, [w:] Wsparcie społeczne, stres, zdrowie, red. H. Sęk, R. Cieslak, Warszawa 2004.Kozińska B., Typ przywiązania a zdrowie psychiczne, „Psychoterapia” 2006, nr 3 (138).Król B., Prawidłowości strukturalne i funkcjonalne przestrzeni życiowej dziecka, [w:] Pomoc dzieciom zagrożonym patologią środowiska rodzinnego i lokalnego, red. M. John-Borys, Katowice 2007.Mahoney M. J., Human change process: The scientifi c foundations of psychoterapy, New York 1991.Marczak M., Style przywiązania a relacje społeczne w dorosłości, „Remedium” 2001, nr 2.Meissner K., Ojciec – potrzeby dziecka a wzorzec męskości, Lublin 2012.Mika S., Wstęp do psychologii społecznej, Warszawa 1972.Mostowik P., Pochodzenie dziecka (macierzyństwo i ojcostwo) w prawie prywatnym międzynarodowym, „Studia Prawa Prywatnego” 2014, z. 3(33)-4(34).Okoń W., Nowy słownik pedagogiczny, Warszawa 2004.Plopa M., Więzi w małżeństwie i rodzinie. Metody badań, Kraków 2006.Plopa M., Psychologia rodziny. Teoria i badania, Kraków 2011.Plopa M., Retrospektywna ocena postaw rodzicielskich. Podręcznik, Warszawa 2011.Poprawa R., Zasoby osobiste w radzeniu sobie ze stresem, [w:] Podstawy psychologii zdrowia, Wrocław 2001.Sheridan Ch. L., Radmacher S. A., Psychologia zdrowia, Warszawa 1998 .Sherry A., Lyddon W.J., Henson R. K., Adult Attachement and Developmental Personality Styles: An Empirical Study, „Journal of Counseling and Development” 2007.Sosnowski T., Ojciec we współczesnej rodzinie. Kontekst pedagogiczny, Warszawa 2013.Strelau J., Psychologia. Podręcznik akademicki, t. 2, Psychologia ogólna, Gdańsk 2007.System Informacji Prawnej Legalis, Kodeks cywilny. Komentarz, red. E. Gniewek, P. Machnikowski, wyd. 7, Warszawa 2016.Tryjarska B., Bliskość w rodzinie. Więzi w dzieciństwie a zaburzenia w dorosłości, Warszawa 2001.Waters E., Marrick S., Treboux D., Crowell J., Albersheim L., Attachment security in infancy and early adulthood: a twenty-year longitudinal study, „Child Development” 2000, nr 71 (3).Waters E., Hamilton C.E., Weinfi eld N.S., The stability of Attachment Security from Infancy to Adolescent and Early Adulthood: General Introduction, „Child Development” 2000, nr 71 (3).Weiss R., Attachment in Adult Life, w: The Place of Attachment in Human Behaviour, red. C. M. Parkes, J. Stevenson-Hinde, London 1982.Wielki słownik języka polskiego, www.wsjp.pl (26.05.2016).Witczak J., Ojcostwo bez tajemnic, Warszawa 2007.317-33

Comparative Study of Sustained Attentional Bias on Emotional Processing in ADHD Children to Pictures with Eye-Tracking

How to Cite This Article: Pishyareh E, Tehrani-doost M, Mahmoodi-gharaie J, Khorrami A, Rahmdar SR. A Comparative Study of SustainedAttentional Bias on Emotional Processing in ADHD Children to Pictures with Eye-Tracking. Iran J Child Neurol. 2015 Winter;9(1):64-70.AbstractObjectiveADHD children have anomalous and negative behavior especially in emotionally related fields when compared to other. Evidence indicates that attention has an impact on emotional processing. The present study evaluates the effect of emotional processing on the sustained attention of children with ADHD type C.Materials & Methods Sixty participants form two equal groups (each with 30 children) of normal and ADHD children) and each subject met the required selected criterion as either a normal or an ADHD child. Both groups were aged from 6–11-years-old. All pictures were chosen from the International Affective Picture System (IAPS) and presented paired emotional and neutral scenes in the following categories: pleasant-neutral; pleasant-unpleasant; unpleasant-neutral; and neutral–neutral. Sustained attention was evaluated based on the number and duration of total fixation and was compared between the groups with MANOVA analysis.ResultsThe duration of sustained attention on pleasant in the pleasant-unpleasant pair was significant. Bias in duration of sustained attention on pleasant scenes in pleasant-neutral pairs is significantly different between the groups.ConclusionSuch significant differences might be indicative of ADHD children deficiencies in emotional processing. It seems that the highly deep effect of emotionally unpleasant scenes to gain the focus of ADHD children’s attention is responsible for impulsiveness and abnormal processing of emotional stimuli. References1. Sadock, B.J., H.I. Kaplan, and V.A. Sadock, Kaplan & Sadcok’s Synopsis of Psychiatry: Behavioral Sciences, Clinical Psychiatry. Lippincott; Williams & Wilkins. 2003.2. Cormier, E., Attention deficit/hyperactivity disorder: a review and update. Journal of Pediatric Nursing, 2008. 23(5): p. 345-357.3. Casey, R.J., Emotional competence in children with externalizing and internalizing disorders. Emotional development in atypical children 1996: p. 161-183.4. Cadesky, E.B., V.L. Mota, and R.J. Schachar, Beyond words: How do children with ADHD and/or conduct problems process nonverbal information about affect? Journal of the American Academy of Child & Adolescent Psychiatry 2000. 39(9): p. 1160-1167.5. Norbury, C., et al., Eye-movement patterns are associated with communicative competence in autistic spectrum disorders. Journal of Child Psychology and Psychiatry 2009. 50(7): p. 834-842.6. Vike E. The Perception of Emotional Expressions in Incarcerated Youth 2002.7. Oades, R., Frontal, temporal and lateralized brain function in children with attention-deficit hyperactivity disorder: a psychophysiological and neuropsychological viewpoint on development. Behavioural Brain Research 1998; 94(1): p. 83-95.8. Singh SD, et al. Recognition of facial expressions of emotion by children with attention-deficit hyperactivity disorder. Behavior Modification 1998. 22(2): p. 128-142.9. Yuill N, Lyon J. Selective difficulty in recognizing facial expressions of emotion in boys with ADHD. European child & adolescent psychiatry  2007;16(6):398-404.10. LeDoux J. Emotion circuits in the brain. Annual review of neuroscience 2000;12(1):155-184.11. Da Fonseca, D., et al., Emotion understanding in children with ADHD. Child Psychiatry & Human Development 2009; 40(1):111-121.12. Guevremont DC, Dumas MD. Peer relationship problems and disruptive behavior disorders. Journal of Emotional and Behavioral Disorders 1994; 2(3):164.13. Tucha L, et al. Vigilance and sustained attention in children and adults with ADHD. Journal of Attention Disorders 2009;12(5): 410.14. Barry, T.D., Robert D. Lyman, and L.G. Klinger, Academic Underachievement and Attention-Deficit/Hyperactivity Disorder: The Negative Impact of Symptom Severity on School Performance. Journal of School Psychology 2002;40(3):259-283.15. Douglas VI. Stop, look and listen: The problem of sustained attention and impulse control in hyperactive and normal children. Canadian Journal of Behavioural Science/Revue canadienne des sciences du comportement. 1972; 4(4):259.16. Lang P, Bradley M, Cuthbert B. International affective picture system (IAPS): Technical manual and affective ratings. NIMH Center for the Study of Emotion and Attention, 1997.17. Watts SE, Weems . CF. Associations among selective attention, memory bias, cognitive errors and symptoms of anxiety in youth. Journal of abnormal child psychology 2006; 34(6):838-849.18. Nummenmaa L, Hyo¨na J, Calvo MG. Eye Movement Assessment of Selective Attentional Capture by Emotional Pictures. Emotion 2006; 6(2):257-268.19. Kiss M, et al. Efficient attentional selection predicts distractor devaluation: event-related potential evidence for a direct link between attention and emotion. J Cogn Neurosci 2007. 19(8): p. 1316-22.20. Kinsbourne M, Bemporad B. Lateralization of emotion: A model and the evidence. The psychobiology of affective development, 1984: p. 259-291.21. Da Fonseca D, et al. Emotion understanding in children with ADHD. Child psychiatry and human development 2009; 40(1): 111-121.22. Calvo MG, Lang PJ. Gaze patterns when looking at emotional pictures: Motivationally biased attention . Motivation and Emotion 2004; 28:221-243.23. Armony JL, Dolan RJ. Modulation of spatial attention by fear-conditioned stimuli: an event-related fMRI study. Neuropsychologia 2002; 40(7): p. 817-826.24. Kanske, P., Exploring Executive Attention in Emotion: ERP and FMRI Evidence2008: Max Planck Inst. For Human Cognitive and Brain Sciences.25. Whalen CK, Henker B. Attention-deficit/hyperactivity disorders. Handbook of child psychopathology 1998; 3: 181-211.26. Shaywitz BA, Shaywitz SE. Comorbidity: A critical issue in attention deficit disorder. Journal of Child Neurology 1991; 6(1 suppl): S13.27. Pennington BF,Ozonoff S. Executive functions and developmental psychopathology. Journal of Child Psychology and Psychiatry 1996. 37(1): p. 51-87.28. Vike E. The Perception of Emotional Expressions in Incarcerated Youth 2001.29. Deans P, et al. Use of Eye Movement Tracking in the Differential Diagnosis of Attention Deficit Hyperactivity Disorder (ADHD) and Reading Disability Psychology 2010; 1: 238-246.31. Caseras X, et al., Biases in visual orienting to negative and positive scenes in dysphoria: An eye movement study. Journal of abnormal psychology 2007; 116(3): 491.32. Eizenman M, et al. A naturalistic visual scanning approach to assess selective attention in major depressive disorder. Psychiatry research 2003; 118(2):117-128.33. Kellough J, et al. Time course of selective attention in clinically depressed young adults: An eye tracking study. Behaviour Research and Therapy 2008; 46(11): 1238-1243.34. Krauel K, et al. Emotional memory in ADHD patients with and without comorbid ODD/CD. Journal of Neural Transmission 2009; 116(1):117-120

The Effect of Edutainment Learning Model on Early Childhood Socio-emotional Development

The idea of edutainment began to become the interest of early childhood educators to make the learning process more holistic, including knowledge about how the brain works, memory, motivation, self-image, emotions, learning styles, and other learning strategies. This study aims to analyse and compare the effect of edutainment and group learning on the socio-emotional development of early childhood. This research method uses a quasi-experimental design with data collection techniques derived from the results of the pre-test and post-test on 20 children. The results of this study indicate that there are differences in the influence of edutainment learning with the control group on the social-emotional development of early childhood. Although both groups affect the socio-emotional development, edutainment learning has a better effect than the control group. For further research, it is recommended to create various types of edutainments learning to improve various aspects of children development. Keywords: Early Childhood, Edutainment Learning Model, Socio-emotional Development References: Afrianti, N. (2018). Permainan Tradisional, Alternatif Media Pengembangan Kompetensi Sosial-Emosi Anak Usia Dini [Traditional Games, Alternative Media for Early Childhood Social-Emotional Competence Development]. Cakrawala Dini: Jurnal Pendidikan Anak Usia Dini, 5(1). https://doi.org/10.17509/cd.v5i1.10405 Alwaely, S. A., Yousif, N. B. A., & Mikhaylov, A. (2021). Emotional development in preschoolers and socialization. Early Child Development and Care, 191(16), 2484–2493. https://doi.org/10.1080/03004430.2020.1717480 Andri Oza, & Zaman, B. (2016). Edutainment dalam Mata Pelajaran Pendidikan Agama Islam. Mudarrisa: Jurnal Kajian Pendidikan Islam, 8(1). https://doi.org/10.18326/mdr.v8i1.117-144 Aubert, A., Molina, S., Schubert, T., & Vidu, A. (2017). Learning and inclusivity via Interactive Groups in early childhood education and care in the Hope school, Spain. Learning, Culture and Social Interaction, 13, 90–103. https://doi.org/10.1016/j.lcsi.2017.03.002 Breaux, R. P., Harvey, E. A., & Lugo-Candelas, C. I. (2016). The Role of Parent Psychopathology in Emotion Socialization. Journal of Abnormal Child Psychology, 44(4), 731–743. PubMed. https://doi.org/10.1007/s10802-015-0062-3 Capurso, M., & Ragni, B. (2016). Bridge Over Troubled Water: Perspective Connections between Coping and Play in Children. Frontiers in Psychology, 7, 1953. https://doi.org/10.3389/fpsyg.2016.01953 Cheng, Y.-J., & Ray, D. C. (2016). Child-Centered Group Play Therapy: Impact on Social-Emotional Assets of Kindergarten Children. The Journal for Specialists in Group Work, 41(3), 209–237. https://doi.org/10.1080/01933922.2016.1197350 Chilingaryan, K., & Zvereva, E. (2020). Edutainment As a New Tool for Development. JAEDU- International E-Journal of Advances in Education, 16, 9. Chiu, M. M., & Chow, B. W. Y. (2011). Classroom Discipline Across Forty-One Countries: School, Economic, and Cultural Differences. Journal of Cross-Cultural Psychology, 42(3), 516–533. https://doi.org/10.1177/0022022110381115 Chung, K. K. H., Lam, C. B., & Liew, J. (2020). Studying Children’s Social-Emotional Development in School and at Home through a Cultural Lens. Early Education and Development, 31(6), 927–929. https://doi.org/10.1080/10409289.2020.1782860 Crescenzi-Lanna, L., & Grané-Oró, M. (2016). An Analysis of the Interaction Design of the Best Educational Apps for Children Aged Zero to Eight = Análisis del diseño interactivo de las mejores apps educativas para niños de ceroa ocho años. Creswell, J. W. (2015). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (Fifth edition). Pearson. Dandashi, A., Karkar, A. G., Saad, S., Barhoumi, Z., Al-Jaam, J., & El Saddik, A. (2015). Enhancing the Cognitive and Learning Skills of Children with Intellectual Disability through Physical Activity and Edutainment Games. International Journal of Distributed Sensor Networks, 11(6), 165165. https://doi.org/10.1155/2015/165165 Denham, S. A. (2006). Social-Emotional Competence as Support for School Readiness: What Is It and How Do We Assess It? Early Education and Development, 17(1), 57–89. https://doi.org/10.1207/s15566935eed1701_4 Eurenius, E., Richter Sundberg, L., Vaezghasemi, M., Silfverdal, S.-A., Ivarsson, A., & Lindkvist, M. (2019). Social-emotional problems among three-year-olds differ based on the child’s gender and custody arrangement. Acta Paediatrica (Oslo, Norway: 1992), 108(6), 1087–1095. PubMed. https://doi.org/10.1111/apa.14668 Goldschmidt, T., & Pedro, A. (2019). Early childhood socio-emotional development indicators: Pre-school teachers’ perceptions. Journal of Psychology in Africa, 29(5), 474–479. https://doi.org/10.1080/14330237.2019.1665887 Guran, A.-M., Cojocar, G. S., & Dioşan, L. S. (2020). Developing smart edutainment for preschoolers: A multidisciplinary approach. Proceedings of the 2nd ACM SIGSOFT International Workshop on Education through Advanced Software Engineering and Artificial Intelligence, 20–26. https://doi.org/10.1145/3412453.3423197 Halle, T. G., & Darling-Churchill, K. E. (2016). Review of measures of social and emotional development. Measuring Social and Emotional Development in Early Childhood, 45, 8–18. https://doi.org/10.1016/j.appdev.2016.02.003 Hamada, M., & Tsubaki, M. (2021). Relationship Analysis between Children Interests and Their Positive Emotions for Mobile Libraries’ Community Development in a Tsunami Area. Qualitative and Quantitative Methods in Libraries, 31. Heller, S. S., Rice, J., Boothe, A., Sidell, M., Vaughn, K., Keyes, A., & Nagle, G. (2012). Social-Emotional Development, School Readiness, Teacher–Child Interactions, and Classroom Environment. Early Education & Development, 23(6), 919–944. https://doi.org/10.1080/10409289.2011.626387 Hirsh-Pasek, K., Zosh, J. M., Golinkoff, R. M., Gray, J. H., Robb, M. B., & Kaufman, J. (2015). Putting Education in “Educational” Apps: Lessons from the Science of Learning. Psychological Science in the Public Interest, 16(1), 3–34. https://doi.org/10.1177/1529100615569721 Hurlock, E. B. (2001). Developmental Psychology. McGraw-Hill Education. https://books.google.co.id/books?id=DiovBU8zMA4C Maitner, A. T., Mackie, D. M., Pauketat, J. V. T., & Smith, E. R. (2017). The Impact of Culture and Identity on Emotional Reactions to Insults. Journal of Cross-Cultural Psychology, 48(6), 892–913. https://doi.org/10.1177/0022022117701194 Marcelo, A. K., & Yates, T. M. (2014). Prospective relations among pre-schoolers’ play, coping, and adjustment as moderated by stressful events. Journal of Applied Developmental Psychology, 35(3), 223–233. https://doi.org/10.1016/j.appdev.2014.01.001 McClelland, M. M., & Cameron, C. E. (2011). Self-regulation and academic achievement in elementary school children. New Directions for Child and Adolescent Development, 2011(133), 29–44. https://doi.org/10.1002/cd.302 Mohd Yusof, A., Daniel, E. G. S., Low, W. Y., & Ab. Aziz, K. (2014). Teachers’ perception of mobile edutainment for special needs learners: The Malaysian case. International Journal of Inclusive Education, 18(12), 1237–1246. https://doi.org/10.1080/13603116.2014.885595 Mok, M. M. C. (2019). Social and emotional learning. Educational Psychology, 39(9), 1115–1118. https://doi.org/10.1080/01443410.2019.1654195 Munirah. (2018). Urgensi Pengembangan Sosial dan Emosional Anak Usia Dini. Irfani, 14(1), 19–27. Nasser, I., Miller-Idriss, C., & Alwani, A. (2019). Reconceptualizing Education Transformation in Muslim Societies: The Human Development Approach. The Journal of Education in Muslim Societies, 1(1), 3–25. JSTOR. Nikolayev, M., Reich, S. M., Muskat, T., Tadjbakhsh, N., & Callaghan, M. N. (2021). Review of feedback in edutainment games for preschoolers in the USA. Journal of Children and Media, 15(3), 358–375. https://doi.org/10.1080/17482798.2020.1815227 Nurmalitasari, F. (2015). Perkembangan Sosial Emosi Pada Anak Usia Prasekolah. Psikologi UGM, 23(2). https://doi.org/10.22146/bpsi.10567 Okan, Z. (2003). Edutainment: Is learning at risk? Br. J. Educ. Technol., 34, 255–264. Pojani, D., & Rocco, R. (2020). Edutainment: Role-Playing versus Serious Gaming in Planning Education. Journal of Planning Education and Research, 0739456X2090225. https://doi.org/10.1177/0739456X20902251 Protassova, E. (2021). Emotional development in the educational preschool programs of Soviet and Post-Soviet Times. Russian Journal of Communication, 13(1), 97–109. https://doi.org/10.1080/19409419.2021.1884338 Purwanto, S. (2019). Unsur Pembelajaran Edutainment dalam Quantum Learning. Al-Fikri: Jurnal Studi Dan Penelitian Pendidikan Islam, 2(2). https://doi.org/10.30659/jspi.v2i2.5149 Ren, L., Knoche, L. L., & Edwards, C. P. (2016). The Relation between Chinese Preschoolers’ Social-Emotional Competence and Preacademic Skills. Early Education and Development, 27(7), 875–895. https://doi.org/10.1080/10409289.2016.1151719 Rose-Krasnor, L. (1997). The Nature of Social Competence: A Theoretical Review. Social Development, 6, 111–135. Rusydi, N. A. (2018). Pengaruh Penerapan Metode Edutainment Dalam Pembelajaran Terhadap Hasil Belajar IPS Murid SD Kartika XX-1. Dikdas Matappa: Jurnal Ilmu Pendidikan Dasar, 1(2). https://doi.org/10.31100/dikdas.v1i2.281 Shodiqin, R. (2016). Pembelajaran Berbasis Edutainment [Edutainment-Based Learning]. Jurnal Al-Maqayis, 4(1). https://doi.org/doi:http://dx.doi.org/10.18592/jams.v4i1.792 Sprung, M., Münch, H. M., Harris, P. L., Ebesutani, C., & Hofmann, S. G. (2015). Children’s emotion understanding: A meta-analysis of training studies. Developmental Review, 37, 41–65. https://doi.org/10.1016/j.dr.2015.05.001 Sutherland, S., Stuhr, P. T., Ressler, J., Smith, C., & Wiggin, A. (2019). A Model for Group Processing in Cooperative Learning. Journal of Physical Education, Recreation & Dance, 90(3), 22–26. https://doi.org/10.1080/07303084.2019.1559676 Vygotski, L. S. (2012). Thought and Language. MIT Press. Watanabe, N., Denham, S. A., Jones, N. M., Kobayashi, T., Bassett, H. H., & Ferrier, D. E. (2019). Working Toward Cross-Cultural Adaptation: Preliminary Psychometric Evaluation of the Affect Knowledge Test in Japanese Pre-schoolers. SAGE Open, 9(2), 2158244019846688. https://doi.org/10.1177/2158244019846688 Young, E. L., Moulton, S. E., & Julian, A. (2021). Integrating social-emotional-behavioural screening with early warning indicators in a high school setting. Preventing School Failure: Alternative Education for Children and Youth, 65(3), 255–265. https://doi.org/10.1080/1045988X.2021.189831

Teaching Strategy in Early Childhood Education: Child-Friendly Classroom Management to Anticipate Bullying Behaviours

Bullying behaviour can have a negative impact on a child's physical and psychological health. Bullying in the classroom is a challenge for early-childhood educators. Preschool is the first place outside the home where children face social challenges when interacting with their classmates. Child-Friendly Class is the first step and part of the Children Friendly School (CSF) as a UNICEF program and an important Indonesian government policy to prevent the emergence of child bullying behaviour. This study aims to identify needs in the process of developing a Child-Friendly Classroom Management model to anticipate bullying behaviour. This research and development method uses an adaptation of the Rowntree model which includes three stages of the process and data collection techniques using interviews, questionnaires, and observation. The results of this study indicate that the preparation of an effective classroom management guidebook to create child-friendly classes needs to be followed up immediately. Several findings related to teachers' perceptions of classroom management, and child-friendly classes prove that child-friendly classes have not been implemented properly in PAUD institutions, with bullying behaviour still appearing in early childhood in PAUD institutions. PAUD teachers understand that it is important to implement classroom management but so far there has been no manual on how to manage effective classrooms as well as training related to the implementation of effective classroom management. The creation of child-friendly classes is believed to be able to help teachers suppress the emergence of bullying behaviour in early childhood. Keywords: Child-Friendly Classroom Management, Bullying Prevention, Early Childhood Education References: Allday, R. A., Hinkson-Lee, K., Hudson, T. M., Neilsen-Gatti, S., Kleinke, A., & Russel, C. S. (2012). Training General Educators to Increase Behavior-Specific Praise: Effects on Students with EBD. Behavioral Disorders, 37, 87–98. Alsaker, F. D., & Valkanover, S. (2012). The Bernese Program against Victimization in Kindergarten and Elementary School. New Directions for Youth Development, 2012(133), 15–28. https://doi.org/10.1002/yd.20004 Arseneault, L., Walsh, E., Trzesniewski, K., Newcombe, R., Caspi, A., & Moffitt, T. E. (2006). Bullying Victimization Uniquely Contributes to Adjustment Problems in Young Children: A Nationally Representative Cohort Study. PEDIATRICS, 118(1), 130–138. https://doi.org/10.1542/peds.2005-2388 Benedict, E., Horner, R. H., & Squires, J. (2007). Assessment and Implementation of Positive Behavior Support in Preschools. Topics in Early Childhood Special Education, 27, 174–192. Boz, Y. (2008). Turkish student teachers’ concerns about teaching. European Journal of Teacher Education, 31(4), 367–377. https://doi.org/10.1080/02619760802420693 Bradshaw, C. P., & Johnson, R. M. (2011). The Social Context of Bullying and Peer Victimization: An Introduction to the Special Issue. Journal of School Violence, 10(2), 107–114. https://doi.org/10.1080/15388220.2011.557145 Bradshaw, C. P., Sawyer, A. L., & O’Brennan, L. M. (2009). A Social Disorganization Perspective on Bullying-Related Attitudes and Behaviors: The Influence of School Context. American Journal of Community Psychology, 43(3–4), 204–220. https://doi.org/10.1007/s10464-009-9240-1 Bullock, J. R. (2002). Bullying among Children. Childhood Education, 78(3), 130–133. https://doi.org/10.1080/00094056.2002.10522721 Çobanoğlu, F., Ayvaz-Tuncel, Z., & Ordu, A. (2018). Child-friendly Schools: An Assessment of Secondary Schools. Universal Journal of Educational Research, 6(3), 466–477. https://doi.org/10.13189/ujer.2018.060313 Cothran, D. J., Kulinna, P. H., & Garrahy, D. A. (2003). “This is kind of giving a secret away...”: Students’ perspectives on effective class management. Teaching and Teacher Education, 19(4), 435–444. https://doi.org/10.1016/S0742-051X(03)00027-1 Cross, D., Monks, H., Hall, M., Shaw, T., Pintabona, Y., Erceg, E., Hamilton, G., Roberts, C., Waters, S., & Lester, L. (2011). Three‐year results of the Friendly Schools whole‐of‐school intervention on children’s bullying behaviour. British Educational Research Journal, 37(1), 105–129. https://doi.org/10.1080/01411920903420024 Cross, D., Pintabona, Y., Hall, M., Hamilton, G., & Erceg, E. (2004). Validated Guidelines for School-Based Bullying Prevention and Management. International Journal of Mental Health Promotion, 6(3), 34–42. https://doi.org/10.1080/14623730.2004.9721937 Cross, D., Runions, K. C., Shaw, T., Wong, J. W. Y., Campbell, M., Pearce, N., Burns, S., Lester, L., Barnes, A., & Resnicow, K. (2019). Friendly Schools Universal Bullying Prevention Intervention: Effectiveness with Secondary School Students. International Journal of Bullying Prevention, 1(1), 45–57. https://doi.org/10.1007/s42380-018-0004-z Evertson, C. M., & Weinstein, C. S. (2012). Handbook of Classroom Management: Research, Practice, and Contemporary Issues. Fox, B. H., Farrington, D. P., & Ttofi, M. M. (2012). Successful Bullying Prevention Programs: Influence of Research Design, Implementation Features, and Program Components. Research Design, 6, 10. Georgiou, S. N. (2008). Bullying and victimization at school: The role of mothers. The British Journal of Educational Psychology, 78 Pt 1, 109–125. Hammarberg, T. (1998). A School for Children with Rights. UNICEF International Child Development Centre. Hymel, S., & Swearer, S. M. (2015). Four decades of research on school bullying: An introduction. American Psychologist, 70(4), 293–299. https://doi.org/10.1037/a0038928 Johansen, A., Little, S. G., & Akin-Little, A. (2011). An Examination of New Zealand Teachers’ Attributions and Perceptions of Behaviour, Classroom Management, and the Level of Formal Teacher Training Received in Behaviour Management. King, E. (2020). Implications for the child friendly schools policy within Cambodia’s cultural and primary school context. Asia-Pacific Journal of Teacher Education, 48(4), 375–388. https://doi.org/10.1080/1359866X.2019.1645811 Kirves, L., & Sajaniemi, N. (2012). Bullying in early educational settings. Early Child Development and Care,182(3–4), 383–400. https://doi.org/10.1080/03004430.2011.646724 MacSuga, A. S., & Simonsen, B. (2011). Increasing Teachers’ Use of Evidence-Based Classroom Management Strategies through Consultation: Overview and Case Studies. Beyond Behavior, 20, 4–12. Maida, P. (2006). Child-Friendly-School-Manual. UNICEF. Modipane, M., & Themane, M. (2014). Teachers’ social capital as a resource for curriculum development: Lessons learnt in the implementation of a Child-Friendly Schools programme. South African Journal of Education, 34(4), 1–8. https://doi.org/10.15700/201412052105 Monks, C. P., Smith, P. K., & Swettenham, J. (2005). Psychological correlates of peer victimisation in preschool: Social cognitive skills, executive function and attachment profiles. Aggressive Behavior, 31(6), 571–588. https://doi.org/10.1002/ab.20099 Olweus, D. (1994). Bullying at School: Basic Facts and Effects of a School Based Intervention Program. Journal of Child Psychology and Psychiatry, 35(7), 1171–1190. https://doi.org/10.1111/j.1469-7610.1994.tb01229.x O’Neill, S. C., & Stephenson, J. (2011). Classroom behaviour management preparation in undergraduate primary teacher education in Australia: A web-based investigation. Australian Journal of Teacher Education, 36(10). https://doi.org/10.14221/ajte.2011v36n10.3 O’Neill, S., & Stephenson, J. (2012). Does classroom management coursework influence pre-service teachers’ perceived preparedness or confidence? Teaching and Teacher Education, 28(8), 1131–1143. https://doi.org/10.1016/j.tate.2012.06.008 Osher, D., Kelly, D. L., Tolani-Brown, N., Shors, L., & Chen, C.-S. (2009). American Institutes for Research 1000 Thomas Jefferson Street , NW Washington, DC 20007-3835. 13. Perren, S., Stadelmann, S., & Von Klitzing, K. (2009). Child and family characteristics as risk factors for peer victimization in kindergarten. Swiss Journal of Educational Research, 36(1), 13–32. https://doi.org/10.24452/sjer.36.1.4806 Reinke, W. M., Lewis-Palmer, T., & Merrell, K. (2008). The Classroom Check-up: A Classwide Teacher Consultation Model for Increasing Praise and Decreasing Disruptive Behavior. School Psychology Review, 37(3), 315–332. PubMed. Repo, L., & Sajaniemi, N. (2015). Prevention of bullying in early educational settings: Pedagogical and organisational factors related to bullying. European Early Childhood Education Research Journal, 23(4), 461–475. https://doi.org/10.1080/1350293X.2015.1087150 Rigby, K. (2003). Consequences of Bullying in Schools. The Canadian Journal of Psychiatry, 48(9), 583–590. https://doi.org/10.1177/070674370304800904 Rowntree, D. (1994). Preparing Materials for Open, Distance and Flexible Learning: An Action Guide for Teachers and Trainers. Kogan Page. https://books.google.com.jm/books?id=6Tf1kH6MQZ0C Sainio, M., Veenstra, R., Huitsing, G., & Salmivalli, C. (2011). Victims and their defenders: A dyadic approach. International Journal of Behavioral Development, 35(2), 144–151. https://doi.org/10.1177/0165025410378068 Salmivalli, C. (2002). Is there an age decline in victimization by peers at school? Educational Research, 44(3), 269–277. https://doi.org/10.1080/00131880210135331 Saracho, O. (2016). Contemporary Perspectives on Research on Bullying and Victimization in Early Childhood Education. Information Age Publishing, Incorporated. https://books.google.co.id/books?id=dalCDQAAQBAJ Saracho, O. N. (2017). Bullying Prevention Strategies in Early Childhood Education. Early Childhood Education Journal, 45(4), 453–460. https://doi.org/10.1007/s10643-016-0793-y Sempowicz, T., & Hudson, P. (2011). Analysing Mentoring Dialogues for Developing a Preservice Teacher’s Classroom Management Practices. Australian Journal of Teacher Education, 36(8). https://doi.org/10.14221/ajte.2011v36n8.4 Smith, J. D., Schneider, B. H., Smith, P. K., & Ananiadou, K. (2004). The Effectiveness of Whole-School Antibullying Programs: A Synthesis of Evaluation Research. School Psychology Review, 33, 547–560. Sourander, A., Ronning, J., Brunstein-Klomek, A., Gyllenberg, D., Kumpulainen, K., Niemelä, S., Helenius, H., Sillanmäki, L., Ristkari, T., Tamminen, T., Moilanen, I., Piha, J., & Almqvist, F. (2009). Childhood Bullying Behavior and Later Psychiatric Hospital and Psychopharmacologic Treatment. 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Competitive active video games: Physiological and psychological responses in children and adolescents

[EN] CONCLUSION: Competitive active video games improved children's psychological responses (affect and rate of perceived exertion) compared with single play, providing a solution that may contribute toward improved adherence to physical activity.Lison, JF.; Cebolla, A.; Guixeres Provinciale, J.; Alvarez-Pitti, J.; Escobar, P.; Bruñó, A.; Lurbe, E.... (2015). Competitive active video games: Physiological and psychological responses in children and adolescents. Paediatrics & Child Health. 20(7):373-376. https://doi.org/10.1093/pch/20.7.373S373376207World Health OrganizationGlobal health risks: Mortality and burden of disease attributable to selected major risks2009 (Accessed May 10, 2015)Cummings, H. M., & Vandewater, E. A. (2007). Relation of Adolescent Video Game Play to Time Spent in Other Activities. Archives of Pediatrics & Adolescent Medicine, 161(7), 684. doi:10.1001/archpedi.161.7.684Chaput, J.-P., LeBlanc, A. G., Goldfield, G. S., & Tremblay, M. S. (2013). Are Active Video Games Useful in Increasing Physical Activity and Addressing Obesity in Children? JAMA Pediatrics, 167(7), 677. doi:10.1001/jamapediatrics.2013.2424Smallwood, S. R., Morris, M. M., Fallows, S. J., & Buckley, J. P. (2012). Physiologic Responses and Energy Expenditure of Kinect Active Video Game Play in Schoolchildren. Archives of Pediatrics & Adolescent Medicine, 166(11), 1005. doi:10.1001/archpediatrics.2012.1271Peng, W., & Crouse, J. (2013). Playing in Parallel: The Effects of Multiplayer Modes in Active Video Game on Motivation and Physical Exertion. Cyberpsychology, Behavior, and Social Networking, 16(6), 423-427. doi:10.1089/cyber.2012.0384Chin A Paw, M. J. M., Jacobs, W. M., Vaessen, E. P. G., Titze, S., & van Mechelen, W. (2008). The motivation of children to play an active video game. Journal of Science and Medicine in Sport, 11(2), 163-166. doi:10.1016/j.jsams.2007.06.001Williams, D. M., Dunsiger, S., Ciccolo, J. T., Lewis, B. A., Albrecht, A. E., & Marcus, B. H. (2008). Acute affective response to a moderate-intensity exercise stimulus predicts physical activity participation 6 and 12 months later. Psychology of Sport and Exercise, 9(3), 231-245. doi:10.1016/j.psychsport.2007.04.002Gavarry, O., Bernard, T., Giacomoni, M., Seymat, M., Euzet, J. P., & Falgairette, G. (1997). Continuous heart rate monitoring over 1 week in teenagers aged 11-16 years. European Journal of Applied Physiology and Occupational Physiology, 77(1-2), 125-132. doi:10.1007/s004210050310Svebak, S., & Murgatroyd, S. (1985). Metamotivational dominance: A multimethod validation of reversal theory constructs. Journal of Personality and Social Psychology, 48(1), 107-116. doi:10.1037/0022-3514.48.1.107Eston, R. G., Lambrick, D. M., & Rowlands, A. V. (2009). The perceptual response to exercise of progressively increasing intensity in children aged 7-8 years: Validation of a pictorial curvilinear ratings of perceived exertion scale. Psychophysiology, 46(4), 843-851. doi:10.1111/j.1469-8986.2009.00826.xRobbins, L. B., Pis, M. B., Pender, N. J., & Kazanis, A. S. (2004). Exercise Self-Efficacy, Enjoyment, and Feeling States Among Adolescents. Western Journal of Nursing Research, 26(7), 699-715. doi:10.1177/0193945904267300Haddock, B. L., Siegel, S. R., & Wikin, L. D. (2009). The Addition of a Video Game to Stationary Cycling: The Impact on Energy Expenditure in Overweight Children. The Open Sports Sciences Journal, 2(1), 42-46. doi:10.2174/1875399x00902010042Zabinski, M. F., Saelens, B. E., Stein, R. I., Hayden-Wade, H. A., & Wilfley, D. E. (2003). Overweight Children’s Barriers to and Support for Physical Activity. Obesity Research, 11(2), 238-246. doi:10.1038/oby.2003.37Sallis, J. F., Hovell, M. F., & Richard Hofstetter, C. (1992). Predictors of adoption and maintenance of vigorous physical activity in men and women. Preventive Medicine, 21(2), 237-251. doi:10.1016/0091-7435(92)90022-aTauer, J. M., & Harackiewicz, J. M. (2004). The Effects of Cooperation and Competition on Intrinsic Motivation and Performance. Journal of Personality and Social Psychology, 86(6), 849-861. doi:10.1037/0022-3514.86.6.84