Indícios de desenvolvimento em crianças com deficiência visual e problemas neurológicos Indications of development in children with visual impairment and neurological problems

A literatura aponta que crianças com diagnóstico de deficiência visual e outras deficiências associadas estão em risco de desenvolvimento. No presente estudo, foram observadas três crianças com esse perfil (quatro a 10 anos), no contexto de grupos de convivência, com o intuito de identificar indícios de desenvolvimento e exemplos de apropriação de práticas sociais. Deu-se destaque aos diferentes usos de objetos, à participação em atividades e à linguagem como lugares para se observar esses processos. Foi realizado estudo de caso e análise microgenética. As sessões semanais foram filmadas e transcritas. Recortou-se o material documentado em episódios que fossem significativos para o propósito do estudo. A análise evidenciou a importância dos processos de significação na constituição dos sujeitos. Os resultados foram discutidos em termos de suas implicações para programas de intervenção.<br>Studies on the development of children with visual impairment associated with other disabilities indicate risks for development. In the present study, three children with this profile (aged four to 10 years) were observed in social group contexts. The aim was to identify indications of development and examples of appropriation of social practices. In order to visualize those processes, the study focused on different uses of objects, participation in activities and language. A case study and microgenetic analysis were carried out. Weekly sessions were filmed and transcribed; episodes were selected from the material that had been registered according to relevance related to the purpose of the study. The analysis showed the importance of signification processes for the constitution of subjects. The results were discussed in terms of implications for intervention programs

Risk-taking as a Learning Process for Shaping Teen's Online Information Privacy Behaviors

Through a secondary data analysis of a nationally representative Pew survey [35-36], we empirically test the validity of two contrasting theoretical models of adolescent information privacy behaviors. Our results suggest that in seeking to understand the underlying processes of teens’ privacy risk-taking and risk-coping behaviors within social media, a “risk-centric ” framework may be more useful than a traditional “concern-centric ” framework that emphasizes privacy antecedents and outcomes. Our newly proposed and validated “risk-centric ” framework implies a possible risk escalation process wherein teens make online disclosures and render themselves more susceptible to experiences of risky online interactions; in turn, these risky experiences are associated with higher levels of teen privacy concern. Higher levels of teen privacy concern predict both advice-seeking and remedy/corrective risk-coping behaviors. Drawing on theories of information privacy and developmental psychology, we discuss these findings from the perspective of allowing teens to experience some level of online risk so that they can learn how to navigate the dangers and reap the benefits of online engagement. Author Keywords Adolescent online behavior; privacy; risk; copin