148 research outputs found
ELTERLICHE ERZIEHUNGSMASSNAHMEN UND GEGENSEITIGE BEZIEHUNGEN ZWISCHEN ADOLESZENTEN
Cilj ovog istraživanja bio je ispitati koji su aspekti odnosa između
roditeija i adolescenata važni za odnose njihove djece
s vršnjacima. U istraživanju je suđjelovalo 508 obitelji. Ispitano je
969 roditelja (502 majke i 467 očeva) i 508 adolescenata (254
djevojke i 254 mladića) starih 12 do 18 godina. Roditelji su ispunjavali
upitnike koji mjere njihove odnose prema djeci, a adolescenti
su ispunjavali upitnike koji mjere njihove odnose s vršnjacima.
Primijenjeno je više ijestvica procjena koje mjere različite oblike
roditeljskih odgojnih postupaka: prihvaćanje, privrženost, uključenost
u odgoj, razumijevanje, uskraćivanje ljubavi i nadzor. Indikatori
odnosa adolescenata s vršnjacima bili su: učestalost druženja
s vršnjacima, imaju li najboljeg prijatelja ili ne, percipirana
prihvaćenost u društvu vršnjaka i privrženost prijateijima. Rezultati
su pokazali da je važno razlikovati dva različita aspekta međusobnih
odnosa adolescenata: uključenost u aktivnosti svršnjacima
(definirana količinom zajedničkih aktivnosti i prijateijstvima koja
su površne naravi) i kvaliteta odnosa s prijateljima (definiran
osjećajem prihvaćenosti u društvu vršnjaka i privrženošću prijateijima).
Među roditeijskim varijablama najvažnijima su se pokazale
prihvaćanje djeteta i nadzor nad djecom. Različiti aspekti odnosa
između roditelja i djece povezani su s intenzitetom i kvalitetom
odnosa adolescenata s vršnjacima. Dok je na]ači prediktor uključenosti
u aktivnosti s vršnjacima niska razina rodlteliskoqnaczora,
kvalitetan odnos s vršnjacima može se najbolje predvidjeti na
temeiju roditeljskog prihvaćanja djeteta. Rezultati također ukazuju
da odgojni postupci očeva i majki imaju slično djelovanje.The aim of this study was to examine which aspects of parentadolescent
relations contribute to the quality of adolescentpeer
relations. Five hundred and eight families participated in the
study. The sample consisted of 969 parents (502 mothers and 467
fathers) and 508 children (254 females and 254 males), 12 to 18
years old. Parents were administered questionnaires measuring
parent-child relationship, while adolescents completed questionnaires
measuring their relationship towards peers. Several aspects
of the quality of parent-child relations were assessed: parental acceptance,
attachment, involvement, responsiveness, love withdrawal
and monitoring of the child. The indicators of the quality of
peer relations were: degree of peer activity, having a best friend,
perceived acceptance by peers and attachment to peers. The
findings suggested that a distinction should be made between two
aspects of adolescents\u27 relationship with peers: involvement with
peers (defined as the degree of activities with peers and friendships
which are more superficial in nature) and the quality of the
relationship with peers (defined as perceived social acceptance
and attachment to peers). Different aspects of the parent-adolescent
relationship predicted involvement with peers and the quality
of peer relations. Parental acceptance and monitoring of the
child appeared to be the most important predictors of the adolescent-
peer relations. Parental acceptance of the child was associated
with a higher quality of the relationship with peers, while low
monitoring of the adolescents\u27 activities was associated with a
higher involvement with peers. Results also indicated that mothers\u27
and fathers\u27 child-rearing practices related in a similar way to
the adolescent-peer relations.Ziel dieser Untersuchung war zu hinterfragen, welche Aspekte
im Verhaltnis zwischen Eltern und Adoleszenten wichtig sind
fur die gegenseitigen Beziehungen der Kinder zu ihren Altersgenossen.
An der Untersuchung nahmen 508 Familien teil. Befragt
wurden insgesamt 969 Eltern (502 MOtter und 467 Vater)
sowie 508 Adoleszenten (254 Madchen und 254 Jungen) im Alter
zwischen 12 und 18 Jahren. Die Eltern fUlIten Fragebogen aus,
anhand deren ihr Verhaltnis zu den Kindern gem essen wurde; die
Jugendlichen wiederum fOIlten Fragebogen aus, anhand deren
man ihre Beziehungen zu denAltersgenossen ermittelte. Es wurden
mehrere Beurteilungsskalen angewandt, um die verschiedenen
elterlichen Erziehungsmar..nahmen zu ermitteln; diese umfassen:
Akzeptieren, Innigkeit, Teilnahme an der Erziehung, Verstandnis,
GefUhlskalte und Kontrolle. Die Indikatoren tur die Ermittlung
der gegenseitigen Beziehungen der Jugendlichen untereinander
lauten: Haufigkeit des Umgangs mit Gleichaltrigen, Bestehen
eines besten Freundes bzw. einer besten Freundin, die
. selbst wahrgenommene eigene Anerkennung unter Gleichaltrigen
sowie ein inniges Verhaltnis zu Freunden. Die Umfrageergebnisse
zeigten, dar.. in bezug auf die gegenseitigen Beziehungen
zwischen den Adoleszenten zwei Aspekte unterschieden
werden mussert zum einen die Teilnahme an Aktivitaten mitAltersgenossen
(definiert durch die Zahl gemeinsamer Unternehmungen
sowie oberflachliche Freundschaften), zum anderen die QuaIitat
der Beziehungen zu Freunden (definiert durch das eigene
Erlebnis der Anerkennung bei den Altersgenossen und ein inniges
Verhaltnis zu Freunden). Auf elterlicher Seite erwiesen sich
das Akzeptieren des Kindes und die Kontrolle Ober das Kind als
die wichtigsten Variablen. Verschiedene Aspekte des Eltern-Kind-
Verhaltnisses stehen in Bezug zur lntensitat und Oualitat des Umgangs
der Adoleszenten miteinander. Wahrend eine schwach ausgepragte
elterliche Kontrolle als starkster Pradiktor fur die Teilnahme
an Aktivitaten mit Gleichaltrigen gilt, kann aufgrund der elterlichen
Akzeptierung des Kindes am ehesten angenommen
werden, dar.. dieses gute Beziehungen zu seinen Altersgenossen
knOpfen wird. Dafš die elterlichen Erziehungsmal:?nahmen eine
ahnliche Wirkung erzieien, ist aus den Ergebnissen ebenfalls einsichtig
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Executive function deficits in preschool children with ADHD and DBD
Background: Impairments in executive functions (EF) are consistently associated with attention deficit hyperactivity disorder (ADHD) and to a lesser extent, with disruptive behavior disorder (DBD), that is, oppositional defiant disorder or conduct disorder, in school-aged children. Recently, larger numbers of children with these disorders are diagnosed earlier in development, yet knowledge about impairments in clinically diagnosed preschool children and the role of comorbidity is limited. Therefore, the aim of the current study was to examine EF in clinically referred preschool children with a clinical diagnosis of ADHD, DBD and ADHD + DBD.
Method: Participants were 202 children aged 3.5–5.5 years, 61 with ADHD only, 33 with DBD only, 52 with comorbid ADHD + DBD and 56 typically developing children. Five EF tasks were administered.
Results: Confirmatory factor analysis showed that the two-factor model (inhibition and working memory) fit the data better than a one-factor model in this clinical sample. Preschoolers with ADHD displayed inhibition deficits, also after controlling for IQ. Likewise, preschoolers with DBD displayed impaired inhibition, but when IQ was controlled differences were carried mostly by the effect on the task where motivational demands were high (i.e. when tangible rewards were used). This pattern was also found in the interaction between ADHD and DBD; impaired inhibition in the comorbid group, however, was more severe than in the DBD group. Regarding working memory, few group differences were found.
Conclusions: Clinically diagnosed preschool children with ADHD showed robust inhibition deficits, whereas preschool children with DBD showed impaired inhibition especially where motivational incentives were prominent. Severity of inhibition impairment in the comorbid group was similar to the ADHD group
Executive function deficits in preschool children with ADHD and DBD
Background: Impairments in executive functions (EF) are consistently associated with attention deficit hyperactivity disorder (ADHD) and to a lesser extent, with disruptive behavior disorder (DBD), that is, oppositional defiant disorder or conduct disorder, in school-aged children. Recently, larger numbers of children with these disorders are diagnosed earlier in development, yet knowledge about impairments in clinically diagnosed preschool children and the role of comorbidity is limited. Therefore, the aim of the current study was to examine EF in clinically referred preschool children with a clinical diagnosis of ADHD, DBD and ADHD + DBD.
Method: Participants were 202 children aged 3.5–5.5 years, 61 with ADHD only, 33 with DBD only, 52 with comorbid ADHD + DBD and 56 typically developing children. Five EF tasks were administered.
Results: Confirmatory factor analysis showed that the two-factor model (inhibition and working memory) fit the data better than a one-factor model in this clinical sample. Preschoolers with ADHD displayed inhibition deficits, also after controlling for IQ. Likewise, preschoolers with DBD displayed impaired inhibition, but when IQ was controlled differences were carried mostly by the effect on the task where motivational demands were high (i.e. when tangible rewards were used). This pattern was also found in the interaction between ADHD and DBD; impaired inhibition in the comorbid group, however, was more severe than in the DBD group. Regarding working memory, few group differences were found.
Conclusions: Clinically diagnosed preschool children with ADHD showed robust inhibition deficits, whereas preschool children with DBD showed impaired inhibition especially where motivational incentives were prominent. Severity of inhibition impairment in the comorbid group was similar to the ADHD group
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Long-Term Developmental Changes in Children's Lower-Order Big Five Personality Facets
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