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Results for “Psychosocial development”

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At least 19 recordsLinked to original sources

PubMed1991

How empathy, egocentrism, Kohlberg's moral development, and Erikson's psychosocial development are related to attitudes toward war.

In this exploratory study 91 students took a questionnaire which measured their feelings of oneness with all humanity, their egocentrism, level of moral development according to Kohlberg, psychosocial development according to Erikson, and their attitude toward war, diplomacy, the Gulf war, civilians and soldiers in the Gulf area, etc. The hypothesis that empathy with humankind leads to concern about those involved and opposition to war was supported. These individuals were more likely to endorse values expressed in Kohlberg's Level 6. Students endorsing Level 4, law-and-order mortality, especially if they had no friends overseas and used no news source other than the usual U.S. mass media, were more likely to be pro-war, believe President Bush and the military briefings, and opposite reliance on diplomacy. If people had experienced war, they were more frequently against it. However, hardship experienced, lack of egocentrism, believing in a greater good for a greater number of people (Kohlberg's Level 5), and Erikson's psychosocial development were not associated with students' orientation toward war. Further research is suggested.

Adult↗

PubMed2000

Developing psychosocial care: the development and evaluation of a short course which aims to introduce psychosocial interventions to inpatient staff.

Following on from the author's previous article (Baker 2000) which emphasizes the need to develop psychosocial interventions within inpatient care, the author describes the process of developing and implementing a short course aiming to introduce psychosocial interventions to inpatient staff. The article also discusses the evaluation of this course and identifies some of the difficulties for acute staff in developing these skills.

Acute Disease↗

PubMed2002

Adolescent satisfaction in family rituals and psychosocial development: a developmental systems theory perspective.

Adolescent satisfaction in family rituals and psychosocial development (E. Greenberger & A. B. Sorenson, 1974) were explored in the context of adolescent personality characteristics (International Personality Item Pool, 1999) and family environment characteristics (S. M. Gavazzi, M. J. Reese, & R. M. Sabatelli, 1998; D. H. Olson et al., 1983). Data were collected from 159 female undergraduates with the Adolescent Satisfaction in Family Rituals Scale (D. G. Eaker & L. H. Walters, 1999). Family ritual satisfaction was positively related to late adolescent psychosocial development and mediated the relation between family boundaries and psychosocial development. Furthermore, the relation between personality (measured as discontentedness, an aspect of neuroticism) and satisfaction with family rituals was found to be mediated by family boundaries in preliminary analyses. These results suggest that the relevance of family ritual experiences to adolescent psychosocial development is in part a function of an individual's personality and the family environment.

Adolescent↗

PubMed1998

Psychosocial development among adolescents with visual impairment.

The psychosocial development of adolescents with visual impairment was studied in a group of 54 adolescents (40 boys, 14 girls) attending Finnish regular schools. Mean age was 14.0 (SD 0.87). The control group consisted of normally sighted adolescents of the same age level (N=385, 172 boys, 213 girls). Data were collected with self-report questionnaires. Results indicated that the adolescent group with visual impairment did not differ from the control group in the frequency of depression, distress symptoms or in their relations with parents and siblings. Adolescents with visual impairment less often had many friends and dates with other young people than those without visual impairment. They also reported more often feelings of loneliness and difficulties in making friends. Self-esteem, school achievement and social skills were lower in girls with visual impairment than in the control girls. In summary, our results showed that the psychosocial developmental outcomes of many adolescents with visual impairment were similar to their peers without visual impairment. However, some adolescents with visual impairment, especially girls, need more support in their psychosocial development.

Adolescent↗

PubMed1997

Factors influencing psychosocial development of preschool children in a rural area of Haryana, India.

In a cross-sectional survey, 3746 children aged less than 6 years residing in 47 randomly selected villages of district Ambala (India), were studied to find out the environmental risk factors influencing psychosocial development. A culture appropriate test battery comprising 67 test items was administered, and psychosocial development score of each child was computed by scoring each test item passed as 1 and failed as 0. At each age level children having score in lower quartile were categorised as having slow psychosocial development and those in upper quartile were labelled as having accelerated development. Logistic regression revealed that per capita income, education of mother, nutritional status of the child, number of rooms and environmental hygiene in the house, presence of a high school within easy travel distance, availability of a caretaker when mother is busy, child attending a nursery (anganwadi), households having access to newspaper, child having toys or toy substitutes, TV, books, story telling by the mother were found to have a significant association with psychosocial development of preschool children. The risk factors identified in this survey can be used for screening families at risk in rural communities and for selection of interventions for promotion of psychosocial development of children.

Analysis of Variance↗

PubMed1998

Nutritional status, psychosocial development and the home environment of Indian rural children.

OBJECTIVE: To assess the psychosocial development of well nourished and malnourished children aged 0-6 years and to identify the microenvironmental factors influencing their growth and development. DESIGN: Multicentric cross-sectional. SETTING: Rural Communities. SUBJECTS: Total of 3668 children of whom 2212 were well nourished and 1456 were malnourished. METHODS: Weight for age index to assess nutritional status. Cut-off < 75% NCHS standards used based on Gomez grades II and III being malnourished and Normal and grade I being well nourished. ICMR Developmental Screening Test to assess psychosocial development and modified WHO parental interview schedule to assess family and micro-environmental factors. RESULTS: Malnourished children attained developmental milestones at a later age. Developmental delay among the malnourished was especially observed in areas like vision and fine motor, language and comprehension and personal social. The delay was to the extent of 7-11 months in these areas in different age groups. Paternal involvement with child care especially, father spending time, telling stories and taking child for outing was found to be important for positive psychosocial development. Other significant factors included parents teaching child, small family size and paternal occupation. Child's appetite, absence of health problems, parental age and family having own house and electricity were the factors significantly related to better nutritional status of children. CONCLUSION: Factors identified in the study are important for the development of relevant intervention at the home level. Appropriate multifaceted community based programmes such as the ICDS are also required for stimulating growth and development of backward rural children.

Child↗

PubMed1995

Influence of British national curriculum physical education on teachers' behaviours associated with pupils' psychosocial development: a case study in one English town.

The purpose of this study was to assess the influence of British National Curriculum Physical Education on the quality of physical education instruction in the five state secondary schools in one southwestern English town in terms of teachers' use of behaviours related with pupils' psychosocial development during the 1994 summer term. Subjects were the 20 physical education teachers employed at the five schools. Two lessons of each teacher's choice in which they taught any activity to pupils in Years 7, 8, and 9 were videotaped. Lessons were coded with the Coaching Behavior Assessment System, an observational instrument designed to record the rate at which teachers use behaviours positively and negatively related with pupils' psychosocial development. Data generated by this system were entered into an SPSS programme to produce descriptive statistics. Regardless of the activity being taught, teachers used behaviours related to pupils' positive psychosocial development much more frequently than they used behaviours linked with pupils' negative psychosocial development. A comparison of the data collected at these five schools during the present study with those collected in the summer term of 1992 indicated that the introduction of the National Curriculum Physical Education did not affect teachers' use of behaviours associated with pupils' psychosocial development when teaching summer activities.

Adolescent↗

PubMed1994

[Transition from adolescence to young adulthood. Empirical comparative studies of the psychosocial development and problems of psychiatric patients and healthy control probands].

The passage from adolescence to young adulthood is characterized by a series of decisive developmental tasks. The significance of the adaptational patterns established in these years derives from their long-lasting influences on the psychosocial development during adult life. The psychosocial development of psychiatrically ill and healthy young adults was compared in respect to self image (Offer), identity status (Adams) and level of ego functionality (Loevinger). Patients showed serious deficits in general psychosocial adaptation (self image) especially pronounced in the areas of private personality development and family life. They were significantly less able to respect a developmental logic of exploration and commitment in the formation of identity. And their level of ego functions was primarily unmature, preconformist. There were important differences in the adaptational patterns of patient subgroups indicating a remarkably unfavourable psychosocial development of the nonpsychotic patients. Subjective (self image) and objective criteria (premorbid adaptation, actual psychosocial competence) of psychosocial development corresponded well.

Adaptation, Psychological↗

PubMed1999

Influence of the National Curriculum for Physical Education on inner-city teachers' behaviours associated with pupils' psychosocial development.

This study examined the quality of instruction provided by a sample of teachers working in a depressed urban setting and within the confines of the National Curriculum for Physical Education in terms of use of behaviours related to pupils' psychosocial development. Subjects were 18 specialist physical education teachers working in seven mixed-sex secondary schools in one large city in southeastern England. Two lessons of each teacher's choice, in which they taught any activity to pupils in Years 7, 8, or 9, were videotaped during the summer term of 1996. Lessons were coded with the Coaching Behavior Assessment System, an observational procedure designed to record the rate at which teachers use behaviours positively and negatively associated with pupils' psychosocial development. Descriptive statistics indicated that teachers used behaviours linked with pupils' positive psychosocial development much more frequently than they used behaviours associated with pupils' negative psychosocial development. A comparison of the data collected at these seven urban schools with those collected previously in a rural setting (Curtner-Smith, Kerr, & Hencken, 1995) suggested that, in general, British physical education teachers' behaviours are similar across the locations.

Adolescent↗

PubMed1985

Psychosocial development and subjective well-being in an age cross-section of adults.

Though often cited, Erikson's theory has been relatively neglected in empirical studies of adult development, partly because few measures operationalize his psychosocial constructs. The present research examined the internal consistency and construct validity of an expanded version of the Inventory of Psychosocial Development (E-IPD) which included the generativity and ego integrity scales created by Boylin et al. [1]. Participants were seventy-nine adults with a mean age of forty-two and mean educational level of fifteen years. Total E-IPD scores were found to have high internal consistency but many individual stage scales did not. Men's E-IPD scores showed discriminant validity with respect to social desirability and women's E-IPD scores showed convergent validity with a measure of subjective well-being. Psychosocial development scores were largely unrelated to age, indicating that the E-IPD may have little validity as a measure of adult development.

Adult↗

PubMed2000

Children of mothers abusing amphetamine: head circumference during infancy and psychosocial development until 14 years of age.

OBJECTIVE: To study the relationship between head circumference (HC) at birth (HO) and at 1 y of age (HI) and later outcome variables in children exposed to amphetamine during fetal life through maternal drug abuse. METHOD: Prospective longitudinal study of 65 children born to women abusing amphetamine. Potential bivariate and partial correlations between HC and outcome variables at 4, 8 and 14 y of age were studied. In multivariate analyses on outcome variables, HC, maternal and perinatal factors were used as predictors. Analyses were performed for all children and separately for boys and girls. RESULTS: Head circumference at birth and 1 y of age were significant predictors for the level of achievement in Swedish language at 14 y. Head circumference at birth was a significant predictor for grades in mathematics in boys. Combined assessment of psychomotor development and psychosocial adjustment at 4 and 8 y correlated with HI in girls. CONCLUSION: Head circumference at birth and at 1 y of age correlated with school achievement at 14 y. HI also correlated with adjustment at 4 and 8 y in girls. A difference in vulnerability between girls and boys is important and should be considered in longitudinal studies of risk cohorts.

Adolescent↗

PubMed1975

Relations among psychosocial development, locus of control, and time orientation.

The research concerned relations among development at Erikson's first six stages of psychosocial development, locus of control, and several measures of time orientation. The investigation involved 68 female and 65 male high school and university students. Development at Erikson's Stages 1,3, 4, and 5 was significantly related to the I-E Scale, with positive development being associated with internal control. Locus of control was also related to sex and age. Women were found to be more externally controlled than men. Internal control was associated with increasing age over the range from 15 to 25 years. Development at each of Erikson's first five stages was significantly correlated with one or more measures of tempiral relatedness, or integration of perceived past, present, and future time zones. Other measures of time orientation failed to show consistent relations to psychosocial development.

Adolescent↗

PubMedDate not supplied

Psychosocial development of the radiography student.

The psychosocial development of radiography students is discussed. A developmental framework of radiography education is presented, along with stresses that may impede the development of radiography students. Some strategies for prevention of such stresses are given also.

Humans↗

PubMedDate not supplied

A screening tool for assessment of the home environment and psychosocial development of preschool children.

The purpose of this study was to develop a short tool for the assessment of home environment and psychosocial development of preschool children, based on the data collected on a sample of one hundred and fifty children in the age range of 2 years 10 months to 3 years 8 months. Co-relation analysis was used in identifying home environment and psychosocial development variables for the development of the tool.

Adaptation, Psychological↗

PubMed1996

Culture and child behavior and psychosocial development.

This paper provides an overview of the relationship between cultural beliefs, values, practices, behavior, and psychosocial development. A framework for analyzing this relationship is presented, illustrated with studies from the cross-cultural literature. We then present a review of the literature concerning the cultural influences on one specific behavioral issue, temperament. We conclude with a critical discussion of the unique methodological issues encountered in the study of child behavior and psychosocial development in a cross-cultural and/or culturally diverse perspective.

Child↗

PubMed1986

The Thompson-Patterson Scale of Psychosocial Development: II. Investigation of its use in the assessment of preschool children.

The Thompson-Patterson Scale of Psychosocial Development (TP) is a parent interview questionnaire, each item scored on a 3 point scale and computer analyzed to yield a histogram profile consisting of 11 scale scores. Eight of these scales measure coping styles characteristic of sequential stages of psychosocial development and the remaining 3 are symptom scales. A pilot study was conducted to assess the usefulness of the TP as a diagnostic and therapeutic assessment instrument for preschoolers. The results indicated the following: i) a "healthy" profile emerged in the control group ii) a significant difference existed in the initial assessment profiles of the clinic and control groups; iii) the control group profiles were stable over the period of study; and iv) the profiles of the clinic group showed a movement towards health with treatment that reflected changes in the clinical status of the children. The promising results of this preliminary study suggest there is value in further investigation of the TP scale as an instrument for the dynamic developmental assessment of preschool children.

Adaptation, Psychological↗

PubMed1996

Promotion of children's early psychosocial development through primary health care services.

The paper presents the study design of the development and organisation of an EU/WHO multicentre study on the promotion of children's early psychosocial development through primary health care services. The aim of the programme is to develop training for primary health care workers (PHCWs) that improves their ability to assess factors relevant to psychosocial development and gives them preventive approaches to foster that development, building on families' strengths. The focus is on the period from conception to the end of the second year of the child's' life. Two main components are the training of the PHCWs and the semi-structured interviews that guide the workers in practice. The training has content and structure that is feasible within primary health care resources working in collaboration with mental health services. The programme is evaluated in terms of (a) the impact of training on both the PHCWs' knowledge and attitudes with regard to infant behaviour and development, and on practice as assessed by the delivery of the semi-structured interview; and (b) the effect of the intervention on maternal well-being, infant language development and behavior, home environment and mother-infant interaction. The programme is taking place in Cyprus, Greece, the Federal Republic of Yugoslavia, Portugal, Slovenia and Turkey.

Child Development↗

PubMed1999

Boredom proneness and psychosocial development.

The effect of boredom proneness as measured by the Boredom Proneness Scale (R. F. Farmer & N. D. Sundberg, 1986) on college students' psychosocial development was investigated via the Student Developmental Task and Lifestyle Assessment (SDTLA; R. B. Winston, T. K. Miller, & J. S. Prince, 1995). Low boredom-prone students had significantly higher scores on the following SDTLA measures: career planning, lifestyle planning, peer relationships, educational involvement, instrumental autonomy, emotional autonomy, interdependence, academic autonomy, and salubrious lifestyle. Gender differences on boredom proneness and psychosocial development measures are discussed.

Adolescent↗