Relevant bibliographies by topics / Security (Psychology) in children

Contents

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

Academic literature on the topic 'Security (Psychology) in children'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Security (Psychology) in children"

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Capps, Lisa, Marian Sigman, and Peter Mundy. "Attachment security in children with autism." Development and Psychopathology 6, no. 2 (1994): 249–61. http://dx.doi.org/10.1017/s0954579400004569.

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AbstractNineteen autistic children were examined in a modified version of Ainsworth's Strange Situation. The attachment security of 15 children could be classified. Each of these children displayed disorganized attachment patterns, but almost half (40%) of them were subclassified as securely attached. To assess the validity of the attachment classifications, children and their mothers were observed in a separate interaction. Mothers of children who were subclassified as securely attached displayed greater sensitivity than mothers of children who were subclassified as insecurely attached. Children who were subclassified as securely attached more frequently initiated social interaction with their mothers than did children who were subclassified as insecurely attached. Children with secure and insecure subclassifications were compared to investigate correlations between attachment organization and representational ability and social-emotional understanding. Although children with underlying secure attachments were no more likely to initiate joint attention, they were more responsive to bids for joint attention, made requests more frequently, and demonstrated greater receptive language ability than children subclassified as insecurely attached. Discussion focuses on dynamics that may contribute to individual differences in the attachment organization of autistic children and on the reciprocal relationship between advances in our understanding of normal and pathological development.
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McCabe, Allyssa, Carole Peterson, and Dianne M. Connors. "Attachment security and narrative elaboration." International Journal of Behavioral Development 30, no. 5 (September 2006): 398–409. http://dx.doi.org/10.1177/0165025406071488.

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A key means of getting to know someone is through the sharing of personal experience narratives, an ability that shows considerable individual variation. Past research has documented a relationship between narration in conversations between children and their mothers and attachment security. However, children's narrative contributions are often embedded in an ongoing conversation which may be structured differently by mothers who also have assessed the extent to which their children use them as a secure base. In the present project, these two measurements were independent. Children's narration to an attentive, but non-scaffolding, stranger was investigated to see whether that, too, would correlate with security as assessed by mothers. Participants were 32 4-year-old children and their mothers. The security of children's attachment to their mother was assessed using the revised parent-reported 90-item Q-Sort and correlated with two measures of narration. One was simple length in words of the three longest narratives told to a friendly stranger, and the other was a composite formed from specific scored narrative variables. Both narrative measures were significantly correlated with attachment security, even after partialling out the effects of gender, age, and receptive vocabulary.These results suggest that securely-attached children have internalized the inclination to disclose themselves by means of relating narratives of some length and have begun to generalize this to adults outside their family.
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Newcombe, Rhiannon, and Elaine Reese. "Evaluations and orientations in mother–child narratives as a function of attachment security: A longitudinal investigation." International Journal of Behavioral Development 28, no. 3 (May 2004): 230–45. http://dx.doi.org/10.1080/01650250344000460.

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The present study examined the socialisation of children’s narrative ability across the preschool period, exploring the association between children’s and mothers’ narrative style and children’s attachment security. Fifty-six children and their mothers engaged in past event memory conversations about everyday shared past experiences when the children were aged 19, 25, 32, 40, and 51 months. At 19 months, mothers completed the Attachment Q-Set (Version 3.0) as a measure of children’s attachment security. Importantly, the results showed different patterns of narrative use and socialisation as a function of children’s attachment security. Specifically, securely attached children and their mothers used more evaluations over time, had a more consistent narrative style, and had more bidirectional influences. We clarify the narrative socialisation process and discuss the link between attachment and narrative.
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Koomen, Helma M. Y., and Jan B. Hoeksma. "Regulation of Emotional Security by Children after Entry to Special and Regular Kindergarten Classes." Psychological Reports 93, no. 3_suppl (December 2003): 1319–34. http://dx.doi.org/10.2466/pr0.2003.93.3f.1319.

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In this paper early adaptation after children's entry to kindergarten is conceptualized as a process of achieving emotional security. It was hypothesized that children adapt to school by means of security seeking from the teacher and behavioral inhibition. 30 normal children from regular classes and 36 children with a variety of problems, e.g., behavioral, emotional, and family problems, from special classes were rated by their teachers on the Inhibition Scale and Security Seeking Scale on 5 occasions during the first 3 mo. at school. By the end of this period teachers judged the intensity of behavior problems on the Internalizing Problem Scale and the Externalizing Problem Scale. Analysis showed that initial high scores on the Security Seeking Scale and Inhibition Scale decreased sharply during the first weeks, and that children from special classes scored consistently higher on the Security Seeking Scale and more variable on the Inhibition Scale than children from regular classes. Girls had higher scores than boys on both scales. Recent stress in the family as rated by the teacher was positively related to both scores on the Inhibition and Security Seeking Scales after entry. Finally, scores on the Security Seeking and Inhibition Scales over the first three months predicted scores on the Internalizing Problem Scale by the end of this period, especially for children in special classes. We conclude that understanding adaptation after school entry as a process of obtaining emotional security is productive, providing a means to link entry behavior to precursors and consequences.
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Lal, Shafali. "Giving children security: Mamie Phipps Clark and the racialization of child psychology." American Psychologist 57, no. 1 (January 2002): 20–28. http://dx.doi.org/10.1037/0003-066x.57.1.20.

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Koomen, Helma M. Y., Jan B. Hoeksma, Henriette F. C. M. Keller, and Peter F. de Jong. "Scales for Teachers' Assessment of Inhibition and Security Seeking in Kindergarten Children." Psychological Reports 84, no. 3 (June 1999): 767–72. http://dx.doi.org/10.2466/pr0.1999.84.3.767.

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For young children separation from their primary caregivers can give rise to feelings of emotional insecurity, which are manifested by inhibition of behavior and seeking security from a substitute caregiver. The present study examined the quality of two new scales, the Inhibition Scale and the Security Seeking Scale, developed for teachers' assessment of inhibition and security-seeking behaviors. Participants were 121 kindergarten children. Reliability and short-term stability of both scales proved to be good. Relationships with four major dimensions of personality, Extraversion, Conscientiousness Agrceableness, and Emotional Stability, were examined by means of teachers' judgements on the School Behavior Checklist Revised. The validity of the Inhibition Scale and the Security Seeking Scale was supported by the findings. Scores on both scales appeared to be negatively related to those on Extraversion and Emotional Stability. The negative association with scores on Extraversion was stronger for scores on the Inhibition Scale than for those on the Security Seeking Scale. Neither scale was related to the nonemotional dimension Conscientiousness. In addition, scores on both the Inhibition and Security Seeking Scale appeared negatively related to the time passed since entry into kindergarten.
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Kuhlthau, Karen, James M. Perrin, Susan L. Ertner, Thomas J. McLaughlin, and Steven L. Gcrtmaker. "High‐Expenditure Children With Supplemental Security Income." Journal of the American Academy of Child & Adolescent Psychiatry 38, no. 5 (May 1999): 634. http://dx.doi.org/10.1097/00004583-199905000-00039.

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Haen, Craig. "Rebuilding Security: Group Therapy with Children Affected by September 11." International Journal of Group Psychotherapy 55, no. 3 (July 2005): 391–414. http://dx.doi.org/10.1521/ijgp.2005.55.3.391.

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Crowe, Kate. "Secure Welfare Services: Risk, Security and Rights of Vulnerable Young People in Victoria, Australia." Youth Justice 16, no. 3 (July 31, 2016): 263–79. http://dx.doi.org/10.1177/1473225416639396.

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The Victorian Children Youth and Families Act 2005 authorises the detention of children aged 10–17 years in Secure Welfare Services (SWS) if there is a substantial and immediate risk of harm. Children are generally on protection orders and administratively detained by the Department of Human Services. In 2014, the Children, Youth and Families Amendment (Security Measures) Bill 2013 was passed uncontested in parliament. It codifies existing SWS practices including searches, seizure of property, use of force and seclusion. The Security Measures Bill and associated government discourse construct children as risk and security as a necessary precursor to meeting their welfare needs. These conceptualisations problematise the safeguarding of children’s rights.
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Liao, Chuanjing, Yu Hu, and Jinfu Zhang. "Measuring the Sense of Security of Children Left Behind in China." Social Behavior and Personality: an international journal 42, no. 10 (November 18, 2014): 1585–601. http://dx.doi.org/10.2224/sbp.2014.42.10.1585.

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Our primary purpose in this study was to determine the structure of sense of security of children left behind in China, and to develop and validate a suitable measure for this. Participants were 1,836 pupils at rural Chinese schools, 100 of whom completed open surveys and semistructured interviews, 289 of whom completed the preliminary survey, and 1,447 of whom completed the final survey. An exploratory factor analysis resulted in a 5-factor solution, comprising 26 items that explained 56.08% of the variance. A confirmatory factor analysis replicated the initial factor structure, indicating satisfactory goodness-of-fit and internal consistency. The reliability and validity of the resulting Questionnaire of Sense of Security for Children Left Behind has considerable potential for use in the context of rural China for research about children who have been left behind.
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Dissertations / Theses on the topic "Security (Psychology) in children"

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Webber, Melissa. "Relationship between food insecurity and overweight in preschool-aged children in rural West Virginia." Morgantown, W. Va. : [West Virginia University Libraries], 2007. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5244.

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Thesis (M.S.)--West Virginia University, 2007.
Title from document title page. Document formatted into pages; contains v, 39 p. : map. Vita. Includes abstract. Includes bibliographical references (p. 22-24).
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Lam, Sui-bik Brenda, and 林萃碧. "Child anxiety: the conceptual link and respective roles of attachment security and sense of control." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B47657078.

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There has been growing research attention on the topic of child anxiety applying the theoretical framework of Attachment Theory, and the results have been encouraging so far with consistent findings on the positive association between insecure attachment and child anxiety. Child anxiety has also been associated with a diminished sense of control with extensive empirical evidences. Nevertheless, despite the rich empirical support on the associations between insecure attachment and child anxiety, and between diminished sense of control and child anxiety, the potential pathways of anxiety transmission remain largely unclear. In their discussion on the development of child anxiety, Chopita and Barlow (1998) proposed a conceptual link between attachment security and sense of control, even though it has not been followed up with empirical studies. Since available empirical evidences have validated the role of attachment security and sense of control in the development of child anxiety, it will be conceptually meaningful to investigate the potential link between attachment security and sense of control, and their respective and interactive roles in the development of child anxiety. The current study also aspires to improve understanding on the relationships between parental anxiety, parent’s and child’s sense of control, and child anxiety within the context of children undergoing elective surgeries. Children of 151 parents were about to receive elective surgeries participated in this study. Among these parents, 59 of them have children reached age 6 or above and all these children also participated in the current study. Information from 144 parents (95.36%) and 51 children (86.44%) was used for subsequent analyses. Information from 7 parents (4.64%) and 8 children (13.56%) was excluded from further analyses as they filled in less than 30% of the questionnaire items. Findings from present study showed children with insecure attachment and/or high external LOC experienced increased anxiety in preoperative period. The findings are consistent with existing literature. Children with insecure attachment were also found to espouse a higher level of external LOC. Besides, regression analyses showed that attachment security moderated the relationships between child’s external LOC and anxiety. Results also support the notion that secure attachment could be a protective factor against child anxiety development. Moreover, mediation analyses indicated child’s LOC mediated the relationship between parental and child anxiety, thereby supporting the mediation model by Chopita and Barlow. From a theoretical standpoint, findings from current study provided initial support on the linkage between attachment security and sense of control. Child’s external LOC as a potential pathway for intergenerational transmission of anxiety was also supported. The findings also bear significant clinical implications. Specifically, early screening and identification of children with insecure attachment and external LOC would allow more effective allocation of resources targeting at anxiety management in preoperative setting. Besides, taking into consideration the impact of parental anxiety, intervention for child anxiety including components for parental anxiety management should be emphasized.
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Greenlee, Jessica L. "The Family Affective Attitude Rating Scale in Children with Asthma: The Association between Relational Schemas and Emotional Security." VCU Scholars Compass, 2016. http://scholarscompass.vcu.edu/etd/4669.

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The Five Minute Speech sample is a cost effective, efficient means of data collection in developmental research, but recent criticism of traditional coding methods associated with the methodology has spurred the creation of more developmentally appropriate coding systems. The purpose of this study is to examine the reliability and validity of a new coding system, The Family Affective Attitudes Rating Scale (FAARS), for use in children with chronic illness. Results did not support the use of this coding system, at least in its current form, in a pediatric asthma population. Discussion focuses on whether the FAARS may be of use when examined on an item level and directions for future research - such as profile analyses and edits to the coding system - that may better capture the experiences of parenting a child with chronic illness.
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Donovan, Scott Edward. "Relationship of attachment security to shame in young adults." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3304.

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Examines the relationship between early maternal attachment security and shame in young adults. The findings of this study have significant implications for parenting, including providing support for the importance of a secure relationship between mother and child and the developmental consequences of warm and secure caregiving experiences for their child.
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Ramirez, Noemi. "Impact of maternal attachment security on emotional experession in young males." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2968.

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Examines the relationship between early maternal attachment security and verbal emotional expression in males. Participants were 115 male college students aged 18 to 25 years (M=20.0 yrs.) who completed a questionnaire comprised of two measures of early maternal attachment security, two measures of emotional expression, and demographic items. Results showed a low to moderate relationship between early attachment security and verbal emotional expression.
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Oosterhouse, Kendra. "Marital Satisfaction and Parental Mental Health in Association with Secure-Base Provision to School-Age Children." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248440/.

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The current study examines interrelations among family factors in a sample of married couples with children in middle childhood. Specifically, this study tested the associations between parents' mental health, marital satisfaction, and provision of a secure base through emotional sensitivity to the child. We further explored bidirectional and moderation effects between spouses. Participants included 86 heterosexual couples residing in the North Texas community. Using the actor-partner interdependence model, multilevel modeling results indicated that both spouse's mental health symptomology and relationship satisfaction are linked to parent's self-perceived ability to provide a secure base; several gender effects were also found. Additionally, actor relationship satisfaction significantly moderated the association between actor mental health symptomology and secure-base provision. In the context of low actor satisfaction, as the actor's mental health symptomology increases, secure-base provision also increases; however, in the context of high actor satisfaction, as actor's mental health symptomology increases, secure-base provision decreases. Additionally, partner relationship satisfaction significantly moderated the association between partner mental health symptomology and actor secure-base provision. In the context of low partner satisfaction, as partner mental health symptomology increases, actor secure-base provision increases; however, in the context of high partner satisfaction, as partner mental health symptomology increases, actor secure-base provision decreases. Spill-over, compensatory, and cross-over hypotheses, strengths, limitations, implications, and future directions are discussed.
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King, Kathleen. "Differences in Parent Meta-Emotion for Typically Developing Children versus Children with ASD." Thesis, Seattle Pacific University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3590535.

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This study investigated whether parent meta-emotion philosophies, specifically parents' level of emotion coaching, differed between parents of typically developing (TD) children and parents of children diagnosed with autism spectrum disorder (ASD). The study also investigated whether emotion coaching was related to children's accuracy for recognizing facial affect. Participants in the study included 72 families, who were of middle to high socioeconomic status, with a child between the ages of three and six years. The ASD group included 24 children (5 females, 19 males) and had a mean age of 54.73 months (SD = 10.43). The TD group included 48 children (20 females, 28 males) and had a mean age of 65.92 months (SD = 11.84). Parents participated in interviews and completed questionnaires regarding family demographics, their child's behaviors, and their meta-emotion philosophy. Children completed assessments measuring verbal ability and facial affect recognition accuracy. A hierarchical multiple regression analysis was conducted to test the moderation model. The study found that children with ASD had a significant deficit in facial affect recognition compared to TD children, F(1,69) = 13.56, p < .001, R2 change = .15. Further analysis determined that there was not a significant difference between groups in recognizing the emotions of happy, sad, or scared. However, there was a significant difference in facial affect recognition of the emotion anger, [special characters omitted](4) = 9.999, p = .04. Twenty-three percent of the TD group correctly identified all of the angry faces, whereas none of the ASD group could do this. The study did not find a relation between emotion coaching levels and facial affect recognition, F(1,69) = .360, p = .55. No support was found for the hypothesis that child developmental status would predict parent's level of emotion coaching. However, qualitative analysis found that fifty-four percent of parent participants identified their child's general level of sensitivity and emotionality as a primary influence on their meta-emotion philosophy. Four percent of these parents referenced their child's developmental status as an influence. The proposed moderation model was also not supported. Parent meta-emotion philosophy did not affect the relation between developmental status and facial affect recognition.

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Long, Lauren Christine. "Food security and family well-being." Thesis, Montana State University, 2007. http://etd.lib.montana.edu/etd/2007/long/LongL0507.pdf.

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Blythe, John Matthew. "Information security in the workplace : a mixed-methods approach to understanding and improving security behaviours." Thesis, Northumbria University, 2015. http://nrl.northumbria.ac.uk/30328/.

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Traditionally, employees have been viewed as an enemy to information security (IS) within organisations, rather than as an organisational asset that can be harnessed to help protect company information. Existing research is largely fragmented with a distinct lack of theorybased approaches for the design and evaluation of behaviour change interventions. Furthermore, research has largely focussed on employees' compliance with IS policies and less so, the multitude of individual behaviours covered in them. This thesis presents a mixed-method approach to changing employees' security behaviour using theory to inform the design of an intervention. The thesis identified influencers and barriers to specific security behaviours and developed an extended-Protection Motivation Theory model. The model includes information sensitivity appraisal as an important influencer for which a new scale (WISA) was developed and validated. The model was tested on three specific anti-malware behaviours: usage of antimalware software, installing software updates and avoiding suspicious links within emails. The testing allowed the identification of the most influential factors for each behaviour and demonstrated how these factors differ between behaviours. A nuance that is lost when adopting the IS policy compliance approach and was also confirmed by the qualitative findings. The findings from the models informed the design of the behaviour change intervention. Components of the model were utilised in an intervention to promote email security behaviour. The intervention comprised of a motivational component, together with a volitional component based on implementation intentions to help translate good 'intentions' into good 'security actions'. The study found significant improvements in objective performance on email legitimacy tasks that were more sustainable with the addition of implementation intentions. Response efficacy was an identified barrier, demonstrated to influence anti-malware behaviours and was malleable to significant change during the intervention. The theoretical and practical implications of these results are discussed together with suggestions for future research.
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Morelen, Diana. "Empowered Parents Empower Children." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/2726.

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Books on the topic "Security (Psychology) in children"

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Raths, Louis Edward. Meeting the needs of children: Creating trust and security. Troy, NY: Educator's International Press, 1998.

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Davies, Patrick T. Child emotional security and interparental conflict. Malden, MA: Blackwell Publishers, 2000.

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Hunter, Brenda. Home by choice: Rearing emotionally secure children in an insecure world. Sisters, Or: Multnomah Publishers, 2000.

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Carol, Thompson. Noo-Noos! Swindon: Child's Play(International) Ltd., 2009.

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Grossmann, Karin. Bindungen: Das Gefüge psychischer Sicherheit. Stuttgart: Klett-Cotta, 2004.

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Emmeline, Pidgen, ed. The flyaway blanket. Washington, DC: Magination Press, 2012.

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Harris, Susan H. The everyday life experiences of three to six year old children with comforting professions. San Diego, Calif: University of San Diego, 1990.

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Clymer, Eleanor Lowenton. Luke Was There. New York, USA: Yearling, 1989.

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Dargatz, Jan Lynette. 52 ways to help your kids deal with fear and feel secure. Nashville: T. Oliver Nelson, 1994.

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Ibrāhīm, Maʻṣūmah Aḥmad. al- ʻAlāqah bayna al-amān al-ʻāṭifī wa-al-istiqlāl ʻan al-majāl al-idrākī ladá aṭfāl al-rawḍah al-Kuwaytīyīn fī ḍawʾ idrāk al-ummahāt wa-al-muʻallimāt. al-Kuwayt: Jāmiʻat al-Kuwayt, Majlis al-Nashr al-ʻIlmī, 2003.

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Book chapters on the topic "Security (Psychology) in children"

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Miller, Melinda G., Karen Dawson-Sinclair, Areana Eivers, and Karen Thorpe. "Cultural Security in Australian Classrooms: Entanglements with Mainstream Education as Aboriginal and Torres Strait Islander Children Transition to School." In Cultural Psychology of Education, 57–77. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-28412-1_5.

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Howard, Justine. "Securing the Future of Play in Early Childhood Education: Journeying with Children toward the Essence of Play to Evidence its Function and Value." In The SAGE Handbook of Developmental Psychology and Early Childhood Education, 201–22. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2019. http://dx.doi.org/10.4135/9781526470393.n12.

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Nicholls, Adam R. "Coaching Children." In Psychology in Sports Coaching, 57–62. 3rd ed. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003201441-12.

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Peirson, Leslea. "Disadvantaged Children and Families." In Community Psychology, 448–67. London: Macmillan Education UK, 2005. http://dx.doi.org/10.1007/978-0-230-21400-2_22.

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Nelson, Geoffrey, and Isaac Prilleltensky. "Disadvantaged Children and Families." In Community Psychology, 477–97. London: Macmillan Education UK, 2010. http://dx.doi.org/10.1007/978-0-230-37008-1_22.

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Birch, Susan, and Norah Frederickson. "Educating children with autism." In Educational Psychology, 142–62. 3rd ed. London: Routledge, 2023. http://dx.doi.org/10.4324/9780429322815-10.

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Pierce, Scott, Emily Wright, and Melissa A. Chase. "Children." In Routledge Handbook of Applied Sport Psychology, 431–39. 2nd ed. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003173588-50.

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Maddi, Salvatore. "Raising Hardy Children." In SpringerBriefs in Psychology, 43–51. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-5222-1_5.

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Rogers, Rita R. "Common Security." In Politics and Psychology, 231–37. Boston, MA: Springer US, 1991. http://dx.doi.org/10.1007/978-1-4684-5919-7_13.

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McNeil, Cheryl Bodiford, and Toni L. Hembree-Kigin. "Older Children." In Issues in Clinical Child Psychology, 201–23. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-88639-8_10.

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Conference papers on the topic "Security (Psychology) in children"

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Morozova, Natal’ya. "Ensuring psychological safety of children with special educational needs in a rehabilitation center." In Safety psychology and psychological safety: problems of interaction between theorists and practitioners. «Publishing company «World of science», LLC, 2020. http://dx.doi.org/10.15862/53mnnpk20-25.

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The article describes the specifics of providing psychological security in a rehabilitation center for children with special educational needs. Attention should be paid to the organization of space, selection and training of specialists, directions and content of work with children. It is necessary to form their satisfaction in the present and confidence in the future, a sense of security, as well as the possibility of successful integration into the surrounding reality.
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Andreyeva, Alina. "The role of psychological security in the education of primary school children." In Safety psychology and psychological safety: problems of interaction between theorists and practitioners. «Publishing company «World of science», LLC, 2020. http://dx.doi.org/10.15862/53mnnpk20-17.

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The article discusses the concept of psychological safety of a younger student, as well as its importance in the development and formation of the younger generation. The ways of development of psychological safety in students of educational institutions are indicated.
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Sófi, Gyula, and Johanna Farkas. "MAIN CHARACTERISTICS OF JUVENILE PSYCHOPATHY IN LAW ENFORCEMENT ASPECTS." In SECURITY HORIZONS. Faculty of Security- Skopje, 2021. http://dx.doi.org/10.20544/icp.2.5.21.p22.

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It is well recognized that there is a link between psychopathy, violent behaviour, and crime. Psychopathy is a personality construct typically related to deficits in interpersonal (e.g., manipulative, selfish), emotional (e.g., callous-unemotional) functioning, and social deviance with developmental origins. Characteristics associated with adult antisocial behaviour have been identified in children and adolescents. A large number of studies have provided empirical pieces of evidence. Despite researchers agreeing with the most essential components of psychopathy such as agreeableness, conscientiousness, fearlessness, or dominance, there has been some debate in certain areas. The existing literature on the construct of juvenile psychopathy shows that most youths start manifesting antisocial acts in their early life. The focus of this study was to present the role of psychopathic traits in juveniles and connect it to law enforcement, criminal law, child and adolescent psychiatry, and other forensic sciences (criminology, criminal psychology). Juvenile psychopathy is a subgroup of antisocial youth, and their identification is very important because of preventative measures, law enforcement, and more. Youth with high psychopathic traits establish their antisocial career early on. They are aggressive to people and animals, in most cases destroy others’ property, lie, deceive, thieve and commit other serious violent behaviours (not respecting rules). Ultimately, the recognition of such factors has a predictive value not only from the point of view of child and adolescent psychiatry but also from the point of view of law enforcement and forensic psychology, as they can be applied in crime prevention. Keywords: Child and Adolescent Psychiatry, Mental disorders, Fearless Dominance, Agreeableness, Callous/unemotional
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RANI, Dr UMA. "Children with Learning Disabilities and Normal School Going Children." In Annual International Conference on Cognitive and Behavioral Psychology. Global Science & Technology Forum (GSTF), 2013. http://dx.doi.org/10.5176/2251-1865_cbp13.11.

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Telesheva, S. V. "Education and upbringing of children with disabilities and disabilities and families with children with severe multiple developmental disorders." In Scientific trends: pedagogy and psychology. ЦНК МОАН, 2020. http://dx.doi.org/10.18411/sciencepublic-04-07-2020-11.

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Muna, Zurratul, Wiwik Sulistyaningsih, and Liza Marini. "Parent Management Training to Decrease Disruptive Behavior in Children." In International Conference on Psychology. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009438701310136.

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Shumakova, Natalia. "Creativity In Intellectually Gifted Primary School Children And Gifted Children In Art." In ICPE 2018 - International Conference on Psychology and Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.11.02.72.

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Ulfa, Maria. "Effectiveness of Draw Cards for Language Development of Dislexia Children." In International Conference on Psychology. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009447902840290.

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Hornáčková, Vladimíra. "Children´S Creativity In Kindergartens." In 8th International Conference on Education and Educational Psychology. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.10.52.

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Radnaev, B. D., and E. E. Budaeva. "Features of motives for educational activities of primary school children." In Scientific Trends: Pedagogy and Psychology. ЦНК МОАН, 2019. http://dx.doi.org/10.18411/spc-04-05-2019-17.

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Reports on the topic "Security (Psychology) in children"

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Malone, Mary Fran. Why Do the Children Flee? Public Security and Policing Practices in Central America. University of New Hampshire Libraries, 2015. http://dx.doi.org/10.34051/p/2020.250.

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Pecchenino, Rowena A., and Patricia S. Pollard. Dependent Children and Aged Parents: Funding Education and Social Security in an Aging Economy. Federal Reserve Bank of St. Louis, 1995. http://dx.doi.org/10.20955/wp.1995.001.

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Chrismiari Purwestri, Ratna, Nia Novita Wirawan, and Betha Lusiana. Household Food-Security and Nutritional Status of Women and Children in Buol Regency, Central Sulawesi, Indonesia. World Agroforestry Centre, 2017. http://dx.doi.org/10.5716/wp17365.pdf.

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Wooltorton, Sandra, Anne Poelina, Vennessa Poelina, John Guenther, and Ian Perdrisat. Feed the Little Children Evaluative Research Report. Nulungu Research Institute, The University of Notre Dame Australia, 2022. http://dx.doi.org/10.32613/nr/2022.4.

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Taken from executive summary. The purpose of the report is to investigate the social, cultural and health impacts on Broome children and families who are supported through Feed the Little Children Inc. (FTLC) bi-weekly food relief program, and to try to determine what the optimum level of support should be. Researchers have taken an Indigenist research approach, which means that Aboriginal ways, values and goals support research implementation. The research framework focused on the lived experience of the FTLC users and data was collected via conversations with FTLC users’ aunties, grandparents, and long-term Broome residents. The report concludes that Broome children would benefit from a community focus grounded in cultural security for their food provision.
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Bérgolo, Marcelo, and Guillermo Cruces. Labor Informality and the Incentive Effects of Social Security: Evidence from a Health Reform in Uruguay. Inter-American Development Bank, March 2011. http://dx.doi.org/10.18235/0011359.

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This paper studies the incentive effects of social security benefits on labor market informality following a policy reform in Uruguay. The reform extended health benefits to dependent children of private sector salaried workers, and thus altered the incentive structure of holding formal jobs within the household. The identification strategy of the reform¿s effects relies on a comparison between workers with children (affected by the reform) and those without children (unaffected by the reform). Difference in differences estimates indicate a substantial effect of this expansion of coverage on informality rates, which fell significantly by about 1.3 percentage points (a 5 percent change) among workers in the treatment group with respect to those in the control group. The evidence also indicates that individuals within households jointly optimized their allocation of labor to the formal and informal sector. Workers responded to the increased incentives for only one member of the household to work in the formal sector. These findings provide evidence of the relevant and substantial incentive effects of social security benefits on the allocation of employment.
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Broek, Emilie, and Christophe M. Hodder. Towards an Integrated Approach to Climate Security and Peacebuilding in Somalia. Stockholm International Peace Research Institute, June 2022. http://dx.doi.org/10.55163/tuai7810.

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Climate change and its security implications are placing considerable pressures on peacebuilding efforts in Somalia. The country is currently experiencing its worst drought in over four decades, with an unprecedented fourth consecutive failed rainy season recently concluded in May 2022. Around 7.1 million Somalis (almost 50 per cent of the entire population) face food insecurity at crisis levels or worse. Over 800 000 Somalis have been displaced due to extreme drought, most of them women and children. When combined with decades of civil conflict and political strife, these worsening climatic conditions are challenging livelihoods and altering the physical surroundings and security upon which people depend. It is within this context that this SIPRI Report introduces a new integrated approach to addressing climate security and peacebuilding in Somalia. In addition to engaging national and international actors already active in Somalia, this new approach explores the potential contribution of the United Nations Peacebuilding Commission. Taken together, these engagement processes can lead to mutual commitments for climate, peace and security responses in Somalia.
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Rollo, Greta, and Kellie Picker. Unpacking the science of reading research. Australian Council for Educational Research, June 2024. http://dx.doi.org/10.37517/978-1-74286-742-7.

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The science of reading (SoR) is a term used for a body of evidence encompassing multi-disciplinary research from education, cognitive psychology, linguistics, and neuroscience. This evidence points to six key constructs that contribute to proficient reading: oral language, phonological awareness including phonemic awareness, phonics, fluency, vocabulary and reading comprehension. Research around these constructs provides researchers and teachers with an evidence base of the knowledge, skills and strategies involved in competent reading and describes how reading develops in both typical and atypical readers. This paper synthesises evidence reviews conducted by ACER researchers that unpack the science of reading. The aim of this synthesis is to demonstrate the impact that research in reading development is having on current ACER research and products. Most importantly, it supports understanding of the importance of embracing the complexity and nuance of reading research and the need for improved efforts to clearly communicate evolving research evidence. ACER draws on the evolving evidence of the science of reading to inform its approach to developing assessments and resources for teachers, and also refers to this evidence to describe where children are in their reading journey. This means a students' progress through each construct as described in this paper can be tracked and used to inform teaching and learning.
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Rosero, A., J. García, and J. Morelo. Varietal selection of high beta-carotene cassava genotypes adapted to dry and humid Caribbean Region of Colombia. Corporación colombiana de investigación agropecuaria - AGROSAVIA, 2018. http://dx.doi.org/10.21930/agrosavia.poster.2018.6.

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Cassava (Manihot esculenta Crantz) is a four staple crop for human consume worldwide after rice, wheat and corn. Mainly, it is used as energetic source due high carbohydrate content; however, improvement of its nutritional quality can contribute to food security, especially in vulnerable region as Caribe, where several factors have threaten with nutritional balance in children. In Colombia, close to of children are born with a birth weight of less than 2,500 grams, which is one of the main risk factors for the mortality of newborns. In children less than 5 years old, 43,3% has zinc deficiency, 24,3% has A vitamin deficiency and 10,6 has Iron deficiency
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Caulfield, Laura E., Wendy L. Bennett, Susan M. Gross, Kristen M. Hurley, S. Michelle Ogunwole, Maya Venkataramani, Jennifer L. Lerman, Allen Zhang, Ritu Sharma, and Eric B. Bass. Maternal and Child Outcomes Associated With the Special Supplemental Nutrition Program for Women, Infants, and Children (WIC). Agency for Healthcare Research and Quality (AHRQ), April 2022. http://dx.doi.org/10.23970/ahrqepccer253.

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Objectives. The Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) aims to safeguard the health of low-income, nutritionally at-risk pregnant and postpartum women and children less than 5 years old. This systematic review evaluates whether participation in WIC is associated with nutrition and health outcomes for women, infants, and children, and whether the associations vary by duration of participation or across subgroups. Because of major revisions to the WIC food package in 2009, we prioritized studies published since 2009 and included studies comparing outcomes before and after the 2009 food package change. Data sources. Using electronic publication databases, we conducted a literature search from January 2009 to September 2021 and a targeted search for selected outcomes from January 2000 to September 2021. Review methods. Paired team members independently screened search results, serially abstracted data, assessed risk of bias, and graded strength of evidence (SOE) using standard methods for observational studies. Results. We included 82 quantitative observational studies and 16 qualitative studies, with 49 studies comparing outcomes of WIC participants with WIC-eligible non-participants. WIC prenatal participation was associated with lower risk of three outcomes: preterm delivery (moderate SOE), low birth weight (moderate SOE), and infant mortality (moderate SOE). Prenatal WIC participation was associated with better maternal diet quality (low SOE), lower risk of inadequate gestational weight gain (low SOE), lower alcohol use in pregnancy (low SOE), and no difference in smoking (low SOE). Maternal WIC participation was associated with increased child preventive care and immunizations (each low SOE), and higher cognitive scores for children (low SOE). Child WIC participation was associated with better diet quality (moderate SOE), and greater intakes of 100 percent fruit juice, whole grain cereals, and age-appropriate milk (moderate SOE). Household WIC participation was associated with greater purchasing of healthy food groups (moderate SOE). Maternal WIC participation was not associated with breastfeeding initiation (moderate SOE). The evidence was insufficient for other outcomes related to maternal health and child growth. The evidence generally was insufficient on how WIC participation affects outcomes across subgroups. Conclusions. Maternal WIC participation was associated with improved birth outcomes, lower infant mortality, and better child cognitive development. WIC participation was associated with purchasing healthier foods and with improved diets for pregnant women and children. More research is needed on maternal health outcomes; food security; child growth, development, and academic achievement; and effectiveness of WIC in all segments of the eligible population.
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Burnett, Cathy. Scoping the field of literacy research: how might a range of research be valuable to primary teachers? Sheffield Hallam University, 2022. http://dx.doi.org/10.7190/shu-working-papers/2201.

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Literacy research has an important role to play in helping to shape educational policy and practice. The field of literacy research however is difficult to navigate as literacy has been understood and researched in many different ways. It encompasses work from psychology, sociology, philosophy and neuroscience, literary theory, media and literacy studies, and methodologies include a range of qualitative, quantitative and mixed methods approaches. In mapping this complex field, I draw on a systematic ‘scoping survey’ of a sample of peerreviewed articles featuring literacy research relevant to literacy education for children aged 5-11. Studies were deemed relevant if they: addressed literacy pedagogies and interventions; and/or provided pertinent insights (e.g. into children’s experiences of literacy); and/or offered implications for the range and scope of literacy education. The results of this survey are important in two ways. Firstly they help to articulate the range of literacy research and the varied ways that such research might speak to literacy education. Secondly they challenge easy distinctions between paradigms in literacy research. Recognising this complexity and heterogeneity matters given the history of relationships between literacy policy and practice in countries such as England, where polarised debate has often erased the subtle differences of perspective and confluence of interest that this survey illuminates. Based on the results of this survey I argue that an inclusive approach to literacy research is needed in educational contexts. Otherwise alternative and/or complementary ways of supporting children’s literacy learning may be missed, as will important possibilities for literacy education and children’s current and future lives.
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