Relevant bibliographies by topics / Preadolescent development

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Preadolescent development'

Author: Grafiati
Published: 4 June 2021
Last updated: 17 February 2022

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Journal articles on the topic "Preadolescent development"

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Chu, Chien-Heng, Arthur F. Kramer, Tai-Fen Song, Chih-Han Wu, Tsung-Min Hung, and Yu-Kai Chang. "Acute Exercise and Neurocognitive Development in Preadolescents and Young Adults: An ERP Study." Neural Plasticity 2017 (2017): 1–13. http://dx.doi.org/10.1155/2017/2631909.

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The purpose of this study was to examine the effect of a single bout of exercise on neurocognitive function in preadolescent children and young adults by determining the modulatory role of age and the neuroelectrical mechanism(s) underlying the association between acute exercise and executive function. Twenty preadolescents and 20 young adults completed the Stroop test, and neuroelectrical activity was recorded during two treatment sessions performed in a counterbalanced order. Exercise treatments involved moderate intensity aerobic exercise for 20 min as the main exercise and two 5 min periods of warm-up and cool-down. The control treatment participants read for a similar duration of time. Acute exercise improved participant reaction times on the Stroop test, regardless of Stroop congruency, and greater beneficial effects were observed in young adults compared to those in preadolescents. The P3 amplitudes increased after acute exercise in preadolescents and young adults, but acute exercise induced lower conflict sustained potential (conflict SP) amplitudes in preadolescent children. Based on these findings, age influences the beneficial effect of acute exercise on cognitive performance in general. Furthermore, the event-related brain potential differences attributed to acute exercise provide a potential clue to the mechanisms that differentiate the effects of acute exercise on individuals from preadolescence to young adulthood.
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Datta, Sumona, and Debdulal Dutta Roy. "Development and Validation of a New Measure of Mental Rotation for Preadolescent and Adolescent Groups." Journal of Cognitive Education and Psychology 20, no. 1 (June 1, 2021): 18–37. http://dx.doi.org/10.1891/jcep-d-20-00014.

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Measurement of mental rotation presents a serious challenge to cognitive researchers owing to the lack of a single comprehensive measure that can be applied across the developing age groups. Objective of the present study was to develop and validate a new measure of mental rotation for preadolescent and adolescent age groups. Items were conceptualized and constructed based on existing theories. Study I checked the suitability of these items among preadolescent and adolescent age groups. After revisions, Study II was done to evaluate the item properties using item response theory. Subsequently done Confirmatory Factor Analysis provided evidence for the construct validity of the new measure. Finally, Study III was done to develop the age wise and gender wise norms for preadolescent and adolescent age groups. The newly developed measure was found to have sufficient reliability and validity and hence can be widely applied for measuring mental rotation of preadolescents and adolescents.
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Wang, Ya-Fen, and Jaclene A. Zauszniewski. "Predictors of Resourcefulness in Preadolescent Children." Western Journal of Nursing Research 40, no. 8 (March 23, 2017): 1163–83. http://dx.doi.org/10.1177/0193945917700139.

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Resourcefulness is a set of cognitive-behavioral self-control skills for coping with stress to maintain quality of life. However, research examining precursors in the development of resourcefulness in preadolescents is scant. A cross-sectional approach was used to investigate hypothesized predicting effects of intrinsic contextual factors (children’s age, gender, and school performance), extrinsic contextual factors (parents’ age, gender, education, income, and resourcefulness), and process regulators (academic stress and dispositional optimism) in a convenience sample of 361 preadolescent–parent dyads. Results show that preadolescents’ process regulators, academic stress, and dispositional optimism were significant predictors of resourcefulness. The findings suggest that preadolescents’ resourcefulness was greatly influenced by process regulators, which are cognitive perceptions intervening the use of resourcefulness. Further research with various study designs is needed to examine additional factors that may influence resourcefulness in large and more diverse child–parent samples.
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Maxim, Lorena, and Igor Racu. "Studiul inteligenței emoționale la vârsta preadolescentă." Psihologia. Pedagogia specială. Asistența socială = Psychology, Special Pedagogy and Social Work 62, no. 1 (March 2021): 29–36. http://dx.doi.org/10.46728/jpspsw.2021.v62.i1.p29-36.

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This article presents partial results of a study on the development of emotional intelligence in preadolescence. The ascertainin experimental research was performed on a sample of 180 preadolescents (93 boys, 87 girls), the purpose of the ascertaining research being o study the development of emotional intelligence in preadolescence, highlightimg the peculiarities in the development of EQ depending on social developmental situation (SSD), gender and age.
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Giardiello, Mauro. "The Neglected Educative Function of Public Space on Preadolescent Development." Journal of Early Adolescence 37, no. 6 (January 7, 2016): 737–59. http://dx.doi.org/10.1177/0272431615624564.

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The crisis of public spaces implies a closure to the private sphere and, as a consequence, the inanity of the education processes. Space privatization involves the supremacy of the “οίκος” (house) on the “αγορα” (public space), so that the house assumes the role of an enclosed community. The effect of this closure is a weakening of the spatial identification and socialization of preadolescents and the exclusion of differences and relationships with their peers. This break prevents and reduces the autonomous exploration of the space as a place of free expression, the communicative acting, the conflict. This article analyzes the efficacy of the educative role of the quarter and its incidence on the preadolescent development from a sheltered to an open space both through a deep relationship with the environment and an aptitude to explore the external world. The validity of these hypotheses has been proved through a study carried out in three cities.
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Davis, Janet Haggerty. "Preadolescent Self-Concept Development and Pet Ownership." Anthrozoös 1, no. 2 (June 1987): 90–94. http://dx.doi.org/10.2752/089279388787058614.

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Davis, Janet Haggerty, and Anne McCreary Juhasz. "The Preadolescent/Pet Bond and Psychosocial Development." Marriage & Family Review 8, no. 3-4 (July 17, 1985): 79–94. http://dx.doi.org/10.1300/j002v08n03_07.

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Murphy, Emma L., and Vicki L. McKenzie. "The Impact of Family Functioning and School Connectedness on Preadolescent Sense of Mastery." Journal of Psychologists and Counsellors in Schools 26, no. 1 (July 29, 2015): 35–51. http://dx.doi.org/10.1017/jgc.2015.17.

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Families and schools are important environments that contribute to the resilience and positive development of preadolescent children. Sense of mastery, including its two central factors of optimism and self-efficacy, forms an important component of resilience during preadolescence (Prince-Embury, 2007). This study examined the interrelationships between family functioning, school connectedness, and sense of mastery in 75 children (46 girls and 29 boys) from a government school in Melbourne, Australia. Data was gathered from students aged 10 to 12 years through three self-report questionnaires. Negative perceptions of family functioning were significantly associated with the resilience factors of low sense of mastery, optimism, and self-efficacy. Higher school connectedness was significantly associated with greater sense of mastery, optimism, and self-efficacy. Additional evaluation revealed school connectedness to partially mediate the relationship between family functioning and sense of mastery. School connectedness appears to be a protective factor against the negative influence of poor family functioning. Findings highlight the important role of school connectedness in preadolescent resilience, as measured in terms of mastery, and suggest that interventions directed to enhance school connectedness are of value, particularly for children from poorly functioning families.
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Van Houtte, Beth A., and Patricia A. Jarvis. "The role of pets in preadolescent psychosocial development." Journal of Applied Developmental Psychology 16, no. 3 (July 1995): 463–79. http://dx.doi.org/10.1016/0193-3973(95)90030-6.

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Bruening, Jennifer E., Kydani M. Dover, and Brianna S. Clark. "Preadolescent Female Development Through Sport and Physical Activity." Research Quarterly for Exercise and Sport 80, no. 1 (March 2009): 87–101. http://dx.doi.org/10.1080/02701367.2009.10599533.

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Dissertations / Theses on the topic "Preadolescent development"

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Weekley, Linda F. "A Program Evaluation of a Preadolescent Girls' Youth Development Program." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5535.

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Programs that include skills to help girls successfully navigate the difficulties of preadolescence have been shown to be beneficial. One such youth development program in the southeastern part of the United States began in 2014 but has had no formal evaluation completed. The purpose of this qualitative study was to conduct a utilization-focused process evaluation, asking questions that addressed the perceptions of a school leader (n = 1) and volunteers of the program (n = 8). Their input was solicited concerning successful implementation strategies used, and recommendations for adaptations, recruitment, and volunteer training. Semistructured interviews were conducted using predetermined open-ended, questions. Open coding was used to discover the most common themes. After analyzing the data using VERBI's Software, MAXQDA, the identified themes were (a) successful elements of the program, (b) elements of the program that were not working, (c) suggestions for adaptations to improve the outcomes for participants, and (d) essential points to consider when recruiting new volunteers. Study participants reported that many of the girls participating in the program made positive changes in their behavior, exhibited improved self-esteem, and expanded their support system. Key findings will be discussed with the program administrators to assist them in recruiting and training new volunteers and to suggest administrative adjustments. Positive social change will be facilitated by offering ideas to the administrators that may result in expansion of the program, allowing more girls in the community to participate and experience positive results.
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Ardington, Angela Mary, University of Western Sydney, of Arts Education and Social Sciences College, and School of Languages and Linguistics. "In and out of play : negotiated activity in preadolescent girls' talk." THESIS_CAESS_LLI_Ardington_A.xml, 2001. http://handle.uws.edu.au:8081/1959.7/209.

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This thesis examines how playful language functions in the friendship talk of preadolescent girls.By experimentation and manipulation of language, speakers negotiate turbulence to accomplish a variety of actions which highlight the talk-as-play function.The analytical focus is on speaker's negotation of talk in and out of play and non play. The methodology is synthesised from interactional sociolinguistics, ethnographic and Conversational Analysis approaches. Findings demonstrate that alliance building is accomplished in a diversity of forms which contribute to the overall game-like key of preadolescent girls' talk.Findings are relevant to applied linguistic and development psychology.The study offers new insights into the acquisition of gendered language practice.
Doctor of Philosophy (PhD)
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Liebenberg, Jacobus Johannes. "'n Kwalitatiewe evaluering van leierskapmodelle vir preadolessente." Thesis, Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-09192005-155942.

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Peacock, Regina, and Julio Cesar Fisher. "The effects of parental attachment and parenting style on the development of violent and general deliquent behaviors in preadolescent youths." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2086.

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The purpose of this study was to determine the extent to which insecure attachment formation and the laissez-faire of authoritarian parenting style predict violent or general delinquent behaviors in preadolescent youths. The present study analyzes archival data from the first wave of a longitudinal study on delinquent behaviors. Two hundred six male and female sixth grade students were surveyed. A correlation design was used to determine predictors of violent and general delinquent behaviors among these preadolescent youths. Regression analysis was used to determine which predictor offered the best explanation of violent and delinquent behavior. It was found that for boys and girls, insecure attachment was indeed significantly correlated with violent and general delinquent behaviors. However, parenting styles was not at all correlated with those behaviors in boys. Conversely, for girls, regression analysis indicated that the Laissez-faire parenting style was a more significant predictor of violent and general delinquent behaviors. These findings are important in that they may be used to help design programs to abate the rising tide of delinquency and violence among preadolescent youths. The results of this study indicate the need for parental involvment in such programs.
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Lacroix, Daniel. "Comment évoluent chez les élèves de CE2 les notions d'ombre et de lumière ?" Grenoble 1, 1996. http://www.theses.fr/1996GRE10088.

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Cette these decrit l'evolution des connaissances des eleves de 6 a 11 ans concernant l'ombre et la lumiere provoquee par un enseignement relatif aux ombres. L'action pedagogique a pour but de favoriser la recherche par des eleves, d'une explication causale commune a deux phenomenes, celui des ombres et celui des taches lumineuses, phenomenes qui donnent lieu initialement a deux explications distinctes. Comme le cadre theorique le laissait prevoir, les contraintes: proprietes degagees des situations observees, connaissances utilisees dans des champs proches, principes qui constituent le systeme explicatif de l'eleves: phenomenes primitifs, causalites, principe mythique de selection des proprietes du champ exprimental, permettent d'interpreter les reponses des eleves, les histoires qu'ils construisent en reponse a la demande d'explication de l'adulte. Nous avons verifie que ces contraintes guident egalement l'acquisition des connaissances de l'eleve. Les resultats montrent aussi que l'action pedagogique entraine l'usage croissant de la causalite efficiente et un accroissement de la reification de l'ombre. Les deux contraintes: reification et causalite efficiente, ne sont donc pas independantes l'une de l'autre. Les resultats montrent enfin que la mise en relation du champ des ombres et de celui des eclairements est laborieuses
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Forns, i. Guzman Joan 1981. "Social and environmental determinants of neuropsychological development from birth to preadolescence." Doctoral thesis, Universitat Pompeu Fabra, 2012. http://hdl.handle.net/10803/96193.

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Introduction Neuropsychological development is a genetically guided process which is continuously modified by socio-environmental factors. This thesis aimed to study the main socio-environmental determinants of neuropsychological development in different time-periods, such in the first two years of life, during preschool, and during preadolescence. This thesis also aimed to summarize the work done in environmental epidemiology on neuropsychological development in a novel conceptual framework. Methods This thesis is based on the data of the INMA (Infancia y Medio Ambiente) Project. The main objective of this project is to evaluate the impact of environmental exposures in children’s health in 7 population-based birth cohorts in different regions of Spain. The neuropsychological development of approximate total of 2,650 children was assessed at different time-periods following the same protocols. Results (1) Maternal cognitive capacities were positively related with child cognitive development early in life in more disadvantaged occupational social classes. (2) The levels of child cortisol were not related to child neuropsychological development during the second year of life. (3) Higher levels of long-chain polyunsaturated fatty acids in colostrum due to prolonged periods of breastfeeding improved early neuropsychological development of children, in particular in those children exposed to maternal smoking during pregnancy. (4) Prenatal exposure to PCBs (specially for PCB congener 153) impacted negatively on psychomotor development during the second year in life and on general neuropsychological development at the age of 4 years. (5) Postnatal exposure to organochlorine compounds was associated with a delay in reaction time (speed processing) during the preadolescent period. (6) The conceptual framework proposed will improve the quality of research in this area. Conclusions Social and cultural determinants such as maternal intelligence, educational level or occupational social class, are configuring the proximal environment in which a child develops and determine their neuropsychological development. Current levels of some organochlorine compounds, particularly polychlorinated byphenils, measured in blood samples (from umbilical cord, mothers, or children) are impairing on neuropsychological development in the general population.
Introducció El desenvolupament neuropsicològic infantil és un procés guiat genèticament, el qual és contínuament influenciat per factors socials i ambientals. L’objectiu d’aquesta tesis fou l’estudi dels principals determinants socio-ambientals del desenvolupament neuropsicològic infantil en diferents períodes de temps. Aquesta tesis també té l’objectiu de resumir en un marc conceptual els diferents components del desenvolupament neuropsicològic pel seu ús en estudis d’epidemiologia ambiental. Mètodes Aquesta tesis està basada en dades del projecte INMA (Infancia y Medio Ambiente). El principal objectiu d’aquest projecte és avaluar l’impacte de les exposicions ambientals en la salud infantil en 7 cohorts de població establides en diferents regions d’Espanya. Dintre del marc d’aquest projecte, s’ha avaluat el desenvolupament neuropsicològic d’aproximadament 2.650 nens en diferents moments, seguint els mateixos protocols. Resultats (1) Les capacitats cognitives maternes estan positivament relacionades amb el desenvolupament cognitiu infantil en les primeres etapes, en les classes socials ocupacionals menys afavorides. (2) Els nivells de cortisol infantil no mostren associació amb el desenvolupament neuropsicològic durant el segon any de vida. (3) Nivells elevats d’àcids grassos poliinsaturats de cadena llarga en conjunció amb períodes prolongats de lactancia materna afavoreixen el desenvolupament neuropsicològic a les primeres etapes, especialment en aquells nens de mares fumadores durant l’embaràs. (4) L’exposició prenatal a PCBs (espcialment, al congener 153) impacta negativament en el desenvolupament psicomotor infantil durant el segon any de vida i en el desenvolupament neuropsicològic general als 4 anys d’edat. (5) L’exposició postnatal a compostos organocloroats està associada a una capacitat de reacció (velocitat de processament) més alentida en etapes preadolescents. (6) L’ús del marc conceptual propossat tesis afavorirà la qualitat de l’investigació en aquesta àrea. Conclussions Els determinants socials, com l’intel•ligència materna, el nivell educatiu o la classe social basada en l’ocupació, configuren l’entorn més proper del nen i determinen el seu desenvolupament neuropsicològic. Els nivells actuals de certs compostos organoclorats, especialment els bifenils policlorinats, mesurats en mostres de sang (de cordó umbilical, mares o nens) mostren efectes negatius sobre el desenvolupament neuropsicològic en la població general.
Introducción El desarrollo neuropsicológico infantil es un proceso guiado genéticamente, el cual está contínuamente influenciado por factores sociales y ambientales. El objetivo de esta tesis fue estudiar los principales determinantes socio-ambientales del desarrollo neuropsicológico infantil en diferentes periodos de tiempo. Esta tesis también tenía como objetivo resumir en un marco conceptual el trabajo hecho en epidemiología ambiental en el estudio del desarrollo neuropsicológico infantil. Métodos Esta tesis está basada en datos del proyecto INMA (Infancia y Medio Ambiente). El principal objetivo de esto proyecto es evaluar el impacto de las exposiciones ambientales en la salud infantil en 7 cohortes de población establecidas en diferentes regiones de España. El desarrollo neuropsicológico de aproximadamente 2.650 niños ha sido evaluado en diferentes momentos siguiendo los mismos protocolos. Resultados (1) Las capacidades cognitivas maternas están positivamente relacionadas con el desarrollo cognitivo infantil en edades tempranas en las clases sociales ocupacionales menos aventajadas. (2) Los niveles de cortisol en el niño no se asocian con el desarrollo neuropsicológico durante el segundo año de vida. (3) Niveles altos de ácidos grasos poliinsaturados de cadena larga debido a periodos largos de lactancia materna mejoraron el desarrollo neuropsicológico a edades tempranas, especialmente en esos niños cuyas madres fumaron durante el embarazo. (4) La exposición prenatal a PCBs (espcialmente para el congener 153) impacta negativamente en el desarrollo psicomotor durante el segundo año de vida y en desarrollo neuropsicológico general a la edad de 4 años. (5) La exposición postnatal a compuestos organoclorados está asociado con una peor capacidad de tiempo de reacción (velocidad de procesamiento) durante la preadolescencia. (6) El marco conceptual propuesto mejorará la calidad de la investigación en esta área. Conclusiones Los determinantes sociales tales como inteligencia maternal, nivel educativo o clase social basada en la ocupación, configuran el entorno más cercano en el cual el niño se desarrolla y determinan su desarrollo neuropsicológico. Los niveles actuales de ciertos compuestos organoclorados, especialmente los bifeniles policlorinados, medidos en sangre (de cordón umbilical, madre, o niño) tienen efectos negativos sobre el desarrollo neuropsicológico de la población general.
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Howell, Angela 1970. "Interpersonal negotiation strategies and ego development in relation to maladaptive behaviour in preadolescents." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=23844.

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Interpersonal negotiation strategies and ego development of 32 preadolescents attending a day treatment program and 33 non-referred, demographically matched preadolescents was compared. The Interpersonal Negotiation Strategies Interview was used to assess perspective taking across contexts of familiar vs. unfamiliar, peer vs. adult interpersonal dilemmas. Referred preadolescents generated developmentally lower strategies than non-referred preadolescents, specifically in contexts involving unfamiliar adults and familiar children. Level of perspective taking predicted parent's rating of maladapted behaviour on the Child Behaviour Checklist-Revised. Ego development was not supported as a moderator but was positively related to perspective taking, suggesting that similar pathways of development underlie each measure.
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Whitaker, Kirstie Jane. "Quantifying development : using T₂ relaxation to investigate myelination of the corpus callosum in preadolescents." Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/29500.

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This thesis describes a novel voxel‐based analysis of the transverse (T₂) relaxation decay curve to quantify myelin water fraction (MWF). Multi‐echo T₂ relaxation decay data was acquired for 5 preadolescent males (age range 9 – 12 years). A novel signal to noise filter appropriate for multi‐exponential T₂ analysis was then applied to remove voxels which did not accurately fit the modelled curve. The remaining voxels were designated “highly myelinated” if their MWF was greater than a certain critical value. A range of signal to noise filter cut‐off values and highly myelinated critical values were investigated. This thesis demonstrates, for the first time, a very strong and significant correlation (r = 0.990, p = 0.001) between verbal intelligence quotient scores on the Wechsler Intelligence Scale for Children – Revised and myelination in the corpus callosum of developing children. This relationship is supported by a growing number of studies showing a correlation between white matter development and cognitive ability. In addition, due to the restricted age range of our subjects, this work is able to show the individual variations in myelin maturation rates.
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Mathews, Rachel Elizabeth. "The Influence of Paternal Factors in Predicting the Pathogenesis of Anxiety in Preadolescent Girls: A Path Analysis." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1592752678554884.

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Pepper, Lisa B. "The Development of Body Image in Young Children: The Role of Muscularity and Adiposity." Thesis, University of Bradford, 2017. http://hdl.handle.net/10454/17406.

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Negative body image can cause serious psychological problems. In some Western societies, body image concerns can develop at a young age, with early preadolescents preferring thinner bodies and reporting body dissatisfaction. The aims here were to clarify the significant gaps in published research, and to challenge existing assumptions around weight, muscularity, and body satisfaction in children. In addition, this novel research focused on young children’s body dissatisfaction, particularly young boys (aged 4-11 years). Traditional measures of body satisfaction are limited and do not incorporate muscularity, assess individual body parts, or indicate the direction of dissatisfaction. Here, new visual measures were developed along with a prototype application for a touch-screen tablet to measure body satisfaction in children. Through 4 innovative experimental studies the current research explored factors influencing body image: including gender, age, ethnicity, BMI, perceived body size, and sociocultural factors (e.g. cultural ideals and body size stereotypes). Results consistently supported the findings of study 1 which showed gender differences in body satisfaction: boys were more dissatisfied with their bodies than girls, and their dissatisfaction varied over the different body parts (torso, arms and legs). Stereotypical idealised body perception was evident: boys wanted to be muscular and girls desired to be lean. In study 2, ideal body choices saw boys choosing more muscular figures and girls more lean figures for the self, than the ones they choose for another boy or girl. Boys desired more muscular ideal figures than what they perceived the opposite sex would choose. Study 3 revealed the pattern of assigning positive attributes was gendered. Boys viewed the hypermuscular figure the most positively and girls the normal weight and lean figures the most positively. However, both sexes did not want to look like the overweight figure as a child or adult. Study 4 showed parent’s body satisfaction and their perception of their child’s current body size predicted child’s body satisfaction, and exposure to media predicted the child’s ideal and future ideal adult figure choices. Overall, a combination of factors involved in the development of children’s body image were revealed, including sociocultural influences, age, ethnicity, and perceived body size. The research carried out within this thesis has extended our knowledge of pre-adolescent’s body dissatisfaction, has developed innovative measures for use with younger children, and revealed fascinating findings around young boys’ body image.
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Books on the topic "Preadolescent development"

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Dietz, Laura J., Laura Mufson, and Rebecca B. Weinberg. Family-based Interpersonal Psychotherapy for Depressed Preadolescents. Oxford University Press, 2018. http://dx.doi.org/10.1093/med-psych/9780190640033.001.0001.

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Family-based Interpersonal Psychotherapy (FB-IPT) for Depressed Preadolescents presents the rationale and basic principles for interpersonal psychotherapy (IPT) and for interpersonal psychotherapy for depressed adolescents (IPT-A), a developmental adaptation that is designed to treat adolescents, ages 12 to 18 years, with depression. The heart of this book introduces family-based interpersonal psychotherapy for depressed preadolescents (FB-IPT), a psychosocial treatment for preadolescent depression for children between 7 and 12 years. FB-IPT is conceptually rooted in an interpersonal model of depression and in developmental research on the antecedents of depression in youth. FB-IPT focuses on improving two domains of interpersonal impairment in depressed preadolescents—parent–child conflict and peer impairment—as a means to decrease preadolescents’ depressive symptoms. Stronger interpersonal skills and relationships buffer depressed preadolescents from stressors that arise during this important developmental period. Research shows that preadolescent depression is an important public health concern because it is often a gateway condition that increases the risk for recurrent depression in adolescence. Preteen depression not only interferes with normative social development at a formative period but also results in residual impairments in interpersonal functioning, which may increase risk for recurrent depression into adolescence and adulthood. Effective interventions for depression in the preadolescent period that target family and interpersonal risk factors may reduce risk for depression recurrence in adolescence. Chapters 5 through 17 of this Therapist Guide describe in detail the steps for conducting FB-IPT with depressed preadolescents and their parents.
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Dietz, Laura J., Jennifer Silk, and Marlissa Amole. Depressive Disorders. Edited by Thomas H. Ollendick, Susan W. White, and Bradley A. White. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190634841.013.19.

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Depressive disorders onset early in development. Depression during childhood and adolescence is associated with serious disruptions in emotional, social, and occupational functioning into adulthood and a high likelihood of recurrence. This chapter discusses clinical manifestations, prevalence, and course of depression presenting in early childhood (ages 3–6), middle childhood/preadolescence (ages 7–12), and adolescence (13–18). An overview is presented of standardized interviews and questionnaires for clinical assessment of depression in children and adolescents; the chapter summarizes research on empirically supported treatments for youth depression. Also included is a case study of a depressed adolescent with treatment plans formulated from both cognitive behavior therapy and interpersonal psychotherapy perspectives. Future directions for research on depressive disorders in youths are discussed, including neuroimaging research using ecologically valid stimuli, empirically supported interventions for younger children and preadolescents, and personalization of psychosocial treatment to youth’s profiles of risk and protective factors to increase effectiveness.
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Your Child: Emotional, Behavioral, and Cognitive Development from Birth through Preadolescence. Collins, 2000.

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B, Pruitt David, and American Academy of Child and Adolescent Psychiatry, eds. Your child: Emotional, behavioral, and cognitive development from birth through preadolescence. New York, NY: HarperCollins Publishers, 1998.

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B, Pruitt David, and American Academy of Child and Adolescent Psychiatry, eds. Your adolescent: Emotional, behavioral, and cognitive development from birth through preadolescence. New York, NY: HarperCollins Publishers, 1999.

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Pruitt, David, and Aacap. Your Child: Emotional, Behavioral, and Cognitive Development from Birth through Preadolescence. Collins, 2000.

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B, Pruitt David, and American Academy of Child and Adolescent Psychiatry., eds. Your child: What every parent needs to know about childhood development from birth to preadolescence. New York: HarperCollins, 1998.

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Dettori, Elizabeth, and Geeta Rao Gupta. Gender Equity and the SDGs. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190847128.003.0021.

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This chapter identifies some of the most stubborn gender-based risks and vulnerabilities girls face as a cohort from preadolescence through late adolescence across the domains of personal capabilities, security, safety, economic resources, and opportunities. It reviews progress made during the Millennium Development Goal era in improving girls’ health and well-being and looks to the role of adolescent girls in advancing the Sustainable Development Goals. The chapter concludes by recommending an approach for global partnership that is linked to national and local actions and that is centered on priority interventions that can catalyze change, at scale, for adolescent girls.
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Book chapters on the topic "Preadolescent development"

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Davis, W. R., and L. Erlenmeyer-Kimling. "Social Development of Children at High Risk for Depression: Preadolescence and Early Adolescence." In New Directions in Affective Disorders, 352–55. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4612-3524-8_77.

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Dietz, Laura J. "Introduction to Preadolescent Depression." In Family-based Interpersonal Psychotherapy for Depressed Preadolescents, edited by Laura J. Dietz, 3–22. Oxford University Press, 2018. http://dx.doi.org/10.1093/med-psych/9780190640033.003.0001.

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Chapter 1 of Family-based Interpersonal Psychotherapy for Depressed Preadolescents discusses preadolescent depression. Marked interpersonal impairment has been associated with depression in preadolescents and appears to be one of the mechanisms for recurrent depression in adolescence and adulthood. Depressed preadolescents experience frequent negative interactions and more distant relationships with parents, as well as more problematic and fewer close peer relationships. Preadolescent depression not only interferes with normative social development at a formative period but also results in residual impairments in interpersonal functioning, which may increase their risk for recurrent depression into adolescence and adulthood. Effective interventions for depression in the preadolescent period that target family and interpersonal risk factors may reduce risk for depression recurrence in adolescence.
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Davis, Janet Haggerty, and Anne McCreary Juhasz. "The Preadolescent/Pet Bond and Psychosocial Development." In Pets and the Family, 79–94. Routledge, 2016. http://dx.doi.org/10.4324/9781315784656-7.

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Bagwell, Catherine L., Andrew F. Newcomb, and William M. Bukowski. "Preadolescent Friendship and Peer Rejection as Predictors of Adult Adjustment." In Interpersonal Development, 267–80. Routledge, 2017. http://dx.doi.org/10.4324/9781351153683-16.

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"Preadolescence." In Normal Child and Adolescent Development. American Psychiatric Publishing, 2013. http://dx.doi.org/10.1176/appi.books.9781615370979.kg07.

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Hobbs, Renee, and Jonelle Rowe. "Creative Remixing and Digital Learning." In Digital Literacy, 230–40. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-798-0.ch013.

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This chapter explores how media literacy education may continue to be responsive and relevant to the continually changing nature of popular culture through the development of innovative online multimedia educational programs. Because preadolescent and adolescent girls are actively involved in the consumption of popular music, competitive performance television programs like American Idol as well as online social networks, it is important to examine the constructed nature of these new types of messages and experiences. My Pop Studio (www.mypopstudio.com), a creative play experience for girls ages 9 to 14, was developed by the authors to address the need for media literacy skills among this group. We present a model for assessing the impact of the program on learning that incorporates the dimensions of pleasure, a sense of mastery, participation in an online community, media literacy skills, and other outcomes. Online games that use creative remixing techniques may promote metacognition, reflection, and critical analysis skills. Girls need opportunities to strengthen critical thinking skills about mass media and popular culture and the use of online learning environments may support the development of adolescents’ media literacy skills.
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Gilmore, Karen J., and Pamela Meersand. "Preadolescence and Early Adolescence." In The Little Book of Child and Adolescent Development, 121–56. Oxford University Press, 2014. http://dx.doi.org/10.1093/med/9780199899227.003.0006.

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Dietz, Laura J. "Developmental Adaptations for FB-IPT for Depressed Preadolescents." In Family-based Interpersonal Psychotherapy for Depressed Preadolescents, edited by Laura J. Dietz, 43–56. Oxford University Press, 2018. http://dx.doi.org/10.1093/med-psych/9780190640033.003.0003.

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Chapter 3 of Family-based Interpersonal Psychotherapy (FB-IPT) for Depressed Preadolescents presents the basics of family-based interpersonal therapy (FB-IPT), which is a psychosocial intervention for treating depression in preadolescents (ages 7–12). Adapted from interpersonal psychotherapy for depressed adolescents (IPT-A), FB-IPT includes several developmental modifications, including systematically involving a parent weekly in treatment, presenting treatment strategies visually, teaching communication skills in age-appropriate language, and having the preteen experiment with initiating social interactions outside of sessions in order to improve her engagement intreatment and acquisition of new skills. FB-IPT identifies treatment targets for both preadolescents and parents and is easily modified to target younger children’s (ages 7–8) cognitive and verbal abilities.
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"Psychosexual development of children: birth through preadolescence." In Sexual Health across the Lifecycle, 31–39. Cambridge University Press, 2004. http://dx.doi.org/10.1017/cbo9780511584480.006.

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Soonpaa, Mark H., and Loren J. Field. "Cardiomyocyte development from mid-gestation through preadolescence." In ESC CardioMed, edited by Miguel Torres, 56–60. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198784906.003.0010.

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After the commitment and differentiation of cardiomyogenic progenitor cells, increases in myocardial mass during embryogenesis result largely from the proliferation of pre-existing, contracting cardiomyocytes. During perinatal life, cardiomyocyte proliferation decreases, and the cells undergo multinucleation, polyploidization, or both. Subsequent increases in myocardial mass occur largely from hypertrophic cardiomyocyte growth. This chapter reviews the landmarks of cardiomyocyte proliferation from mid-gestation through preadolescence. In addition, several examples of how information gained from developmental studies has been exploited to promote de novo regenerative activity in adult hearts are discussed.
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Conference papers on the topic "Preadolescent development"

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Butnaru, Simona. "Perceived Parenting Styles and Identity Development in Preadolescence." In Edu World 7th International Conference. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.05.02.142.

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Sălceanu, Claudia. "Aspects Of Creativity Development At School-Aged Children And Preadolescents." In 2nd Central and Eastern European LUMEN International Conference - Multidimensional Education and Professional Development. Ethical Values. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.07.03.80.

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Vassallo, Mariafrancesca. "TEACHING PREADOLESCENTS SELF-REGULATION: AN EXPLORATORY STUDY ON TEACHERS’ AND PARENTS’ EDUCATIONAL PRACTICES." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.2626.

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You might also be interested in the extended bibliographies on the topic 'Preadolescent development' for particular source types:
Journal articles
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