Search results for "EMOTIONAL SUPPORT"
showing 10 items of 26 documents
Parents and their children's school lives--commentary on the special issue, 'Parents' role in children's school lives'.
2014
Although it is teachers who play the key role in supporting children’s learning and theiracademicdevelopmentatschool,parentstoocanbeinvolvedintheirchildren’sacademiclives in many different ways. As the vast majority of parents consider academicachievement and adjustment to be important for their children’s future, parents oftenmake an effort to support their children’s learning, such as helping them with theirhomework. Many kinds of parental involvement have been described in the literature,although not all of them have been shown to be effective in promoting children’sacademic development (Chen & Stevenson, 1989; Cooper, Lindsay, & Nye, 2000; Fan CLevinet al.,1997;Patall,Cooper,RPomerantz,…
Bewältigungsverhalten und ärztliche Informationsvermittlung - eine Studie an Müttern, die ein Kind mit einer Lippen-Kiefer-Gaumen-Spalte geboren haben
1990
To be delivered of a child with cleft lip and palate is an extreme psychic stress factor for the mother. In coping with this, she is left to the support of the caring medical staff. Therefore, the aim of the present study was 1. to ascertain, to what extent mothers of children with cleft lip and palate are given information on the malformation, and receive emotional support by the medical staff; and 2. to determine the effect such experiences have on their ability to cope. For this purpose we developed a special questionnaire, which was completed by 154 mothers of such children. Retrospectively, a relevant part of them criticised not only the communication and the contents of information, b…
Mentor – A Trustee for Disadvantaged Youth
2015
<p><em><span lang="EN-GB">The perception of oneself and the surrounding environment are developed during childhood. The behaviour of others directly influences the attitude towards oneself and decisions and observations about one`s value. One of the biggest deficiencies of institutional out-of-family care that significantly hinders the comprehensive development of children is the inability of children to form close bonds with adults. To come to a conclusion that you are not loved and worthless means the feel of deep disappointment. The child becomes shore that he has been deceived and abandoned. These thoughts evoke protests, depression, and insecurity. Due to these miscon…
Malestar psicológico y apoyo psicosocial en víctimas de ciberbullying
2018
El ciberbullying es un problema creciente que suscita mucha preocupación social. Los estudios sugieren que el ciberbullying conlleva graves consecuencias para el bienestar psicológico de las cibervíctimas, y que éstas se encuentran solas ante la intimidación. En este contexto, el objetivo del presente trabajo fue analizar las consecuencias del ciberbullying en cuanto a la cibervictimización, el malestar psicológico, el apoyo emocional percibido y la soledad en las cibervíctimas en función de la duración de este tipo de intimidación (no me ha pasado, 1 mes (o menos), entre 3 y 6 meses, o 1 año (o más)). La muestra estuvo compuesta por 1023 adolescentes (51.2% chicos y 48.8% chicas), entre 12…
Classroom interaction and literacy activities in kindergarten : Longitudinal links to grade 1 readers at risk and not at risk of reading difficulties
2017
The purpose of the present study is to establish how the quality of kindergarten classroom interactions and the frequency of literacy activities affect reading development among Grade 1 children—both those who are at risk and not at risk of developing reading difficulties. Interaction was assessed in terms of classroom organization, and the level of emotional and instructional support offered in 49 kindergarten classrooms in Finland using the CLASS (Classroom Assessment Scoring System). Kindergarten teachers also recorded the frequency of literacy activities in their classrooms. The phonological awareness and letter knowledge of 515 children (i.e., their pre-reading skills) were assessed at…
Student behavioral engagement as a mediator between teacher, family, and peer support and school truancy
2014
This study investigated the associations between student's behavioral engagement; teacher, family, and peer emotional support; and school truancy. Student-reported data of 821 Finnish junior high school students were analyzed using structural equation modeling. Teacher and family support were positively associated with student behavioral engagement, which in turn was negatively associated with truancy. Behavioral engagement mediated the associations between teacher and family emotional support and truancy. The results highlight the pivotal roles of teacher and family emotional support in fostering student behavioral engagement and preventing truancy in junior high schools. Students who are …
Maternal teaching of reading and children's reading skills in Grade 1: Patterns and predictors of positive and negative associations
2013
Abstract The main aim of the study was to identify subgroups of children based on the associations between the reported frequency of maternal teaching of reading and children's reading skills, and whether these subgroups differ with respect to mother-related (i.e., education, controlling behavior, and emotions in homework situations) and child-related (i.e., reading habits and gender) background factors. Data were gathered from 1460 mother–child dyads. The reading skills of 6- to 7-year-old Finnish-speaking children were measured at the beginning and at the end of Grade 1. Information from mothers was gathered by questionnaires. Regression Mixture Modeling identified four latent subgroups o…
Instructional support predicts children’s task avoidance in kindergarten
2011
Abstract This study examined the role of observed classroom quality in children's task-avoidant behavior and math skills in kindergarten. To investigate this, 1268 children were tested twice on their math skills during their kindergarten year. Kindergarten teachers ( N = 137) filled in questionnaires measuring their professional experience and also rated the children on their task-avoidant versus task-focused behaviors. Trained observers used the CLASS instrument ( Pianta, La Paro, & Hamre, 2008 ) to observe 49 kindergarten teachers (out of 137) on their emotional support, classroom organization, and instructional support. The results of multilevel modeling showed that kindergarten classro…
The cross-lagged associations between classroom interactions and children’s achievement behaviors
2014
This study examined the cross-lagged associations between the quality of classroom interactions and children’s behaviors in achievement situations. The achievement behaviors in challenging test situations of 166 Finnish children from 70 classrooms were rated by trained testers in grades 1 and 2. The quality of classroom interactions in terms of emotional support, classroom organization, and instructional support were observed in 25 classrooms (out of 70) in grades 1 and 2. The results of multilevel modeling showed that classroom teachers’ low emotional support predicted children’s subsequent high passive avoidance, whereas high classroom organization and instructional support predicted chil…
Associations between observed patterns of classroom interactions and teacher wellbeing in lower secondary school
2019
Classroom observations and teacher self-reports were used to examine the relationships between patterns of teacherestudent interactions and the wellbeing of Norwegian lower secondary school teachers. Latent profile analysis identified four subgroups. Teacherestudent interactions and the teachers' wellbeing were inter-related in that teachers who were observed to be high in all the interaction domains (Emotional Support, Classroom Organization, and Instructional Support) perceived themselves as having high job satisfaction. The results showed that improving teachers’ wellbeing has the potential to improve teacherestudent interactions and vice versa. The study also discusses the use of classr…