Investigation of the relationship between theory of mind and social problem solving skills of preschool children

The aim of this study is to examine the relationship between theory of mind and social problem solving skills of preschool children. From 60-68 months group, 82 children - with 43 girls and 39 boys were included in the study. To determine the relationship between theory of mind and social problem solving skills, relational screening model was used. In order to measure theory of mind and social problem solving skills of children, Social Problem Solving Skills Scale for 48-72 Month Children and Theory of Mind Tests were used. According to the results of the t-test, it was observed that children's theory of mind and social problem solving skills did not make a significant difference according to gender. The Pearson correlation coefficient results showed a significant positive relationship between children's theory of mind and social problem solving skills. In addition, it was found that theory of mind skills of children explain 68% of the total variance related to social problem solving skills

Outcomes of high-risk breast lesions diagnosed using image-guided core needle biopsy: results from a multicenter retrospective study

PURPOSEThe clinical management of high-risk lesions using image-guided biopsy is challenging. This study aimed to evaluate the rates at which such lesions were upgraded to malignancy and identify possible predictive factors for upgrading high-risk lesions.METHODSThis retrospective multicenter analysis included 1.343 patients diagnosed with high-risk lesions using an image-guided core needle or vacuum-assisted biopsy (VAB). Only patients managed using an excisional biopsy or with at least one year of documented radiological follow-up were included. For each, the Breast Imaging Reporting and Data System (BI-RADS) category, number of samples, needle thickness, and lesion size were correlated with malignancy upgrade rates in different histologic subtypes. Pearson’s chi-squared test, the Fisher–Freeman–Halton test, and Fisher’s exact test were used for the statistical analyses.RESULTSThe overall upgrade rate was 20.6%, with the highest rates in the subtypes of intraductal papilloma (IP) with atypia (44.7%; 55/123), followed by atypical ductal hyperplasia (ADH) (38.4%; 144/375), lobular neoplasia (LN) (12.7%; 7/55), papilloma without atypia (9.4%; 58/611), flat epithelial atypia (FEA) (8.7%; 10/114), and radial scars (RSs) (4.6%; 3/65). There was a significant relationship between the upgrade rate and BI-RADS category, number of samples, and lesion size Lesion size was the most predictive factor for an upgrade in all subtypes.CONCLUSIONADH and atypical IP showed considerable upgrade rates to malignancy, requiring surgical excision. The LN, IP without atypia, pure FEA, and RS subtypes showed lower malignancy rates when the BI-RADS category was lower and in smaller lesions that had been adequately sampled using VAB. After being discussed in a multidisciplinary meeting, these cases could be managed with follow-up instead of excision

EVALUATION OF INTERPERSONAL PROBLEM SOLVING AND SOCIAL SKILLS AND PEER RELATIONS IN EARLY CHILDHOOD

Bu araştırmanın amacı sosyal beceri puanı en düşük ve en yüksek olan okul öncesi dönem çocuklarının kişilerarası problemçözme becerilerinin ve arkadaşlık ilişkilerinin değerlendirilmesidir. Bu amaç doğrultusunda araştırmada, nitel ve nicel verilerinharmanlandığı karma yöntem kullanılmıştır. Çalışma grubunu okul öncesi eğitim almakta olan 17’si 48-60 ay, 92’si ise 60-72ay olan 57 kız ve 52 erkek çocuk olmak üzere toplam 109 çocuk oluşturmaktadır. Araştırmanın sonucunda çocukların sosyalbecerisi ile sosyal olmayan akran çözümleri arasında negatif yönde anlamlı ilişki bulunmuştur. Sosyal becerisi yüksek olançocukların akran ilişkileri incelendiğinde birlikte oyun, akranlarını uyararak uygun davranışa yönlendirme, liderlik,akranlarıyla iletişim kurma, akranlarına yardım etme, nezaket sözcüklerini kullanma, sabretme/bekleme, akranlarıyla fizikselyakınlık kurma, davranışların nedenlerini sorgulama, akranları tarafından reddedilme/tercih edilmeme, akranlarını şikâyetetme, akranlarıyla olumsuz sözel iletişim ve akranlarıyla alay etme temaları ortaya çıkmıştır. Sosyal becerisi düşük olançocukların akran ilişkileri incelendiğinde yalnız kalma isteği, akranlarını fiziksel olarak zorlama/müdahale, akranları tarafındanreddedilme/tercih edilmeme, akranlarını şikâyet etme, otoriteden korkma, arkadaşlığı kaybetme korkusu, akranlarıyla olumsuzsözel iletişim, akranlarıyla sözel iletişim kurmadan oyun oynama ve akranlarıyla iletişim kurma temaları ortaya çıkmıştır.The aim of this study is to evaluate the interpersonal problem-solving skills and friendship relationships of pre-school childrenwith the lowest and highest social skills score. For this purpose, a mixed method was used which combined qualitative andquantitative data. The study group consisted of 109 children, 17 of whom were 48-60 months old and 92 of whom were 60-72months (57 girls and 52 boys). Based on the findings, there exists a negative and significant relationship between children’ssocial skills and non-social peer solutions. When the peer relations of the children with high social skills are examined, it wasfound that those children play together, stimulate their peers, show leadership behaviors, communicate with and help theirpeers, use the words of courtesy, show patience, wait for their turn, show physical closeness with their peers, question thecauses of behaviors, rejection by their peers, complain about their peers, communicate negatively with peers and mockery withtheir peers. When the peer relations of the children with low social skills are examined, the following behaviors have emerged:desire to be alone, show physical coercion/intervention/rejection towards their peers, complain about their peers, show feartowards authority and losing friendship, communicate negatively with their peers, play with their peers without any verbalcommunication