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adolescence</title> <meta name="description" content="Search results for: early adolescence"> <meta name="keywords" content="early adolescence"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="early adolescence"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 3760</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: early adolescence</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3760</span> Early-Onset Asthma and Early Smoking Increase Risk of Bipolar Disorder in Adolescents and Young Adults</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Meng-Huan%20Wu">Meng-Huan Wu</a>, <a href="https://publications.waset.org/abstracts/search?q=Wei-Er%20Wang"> Wei-Er Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=Tsu-Nai%20Wang"> Tsu-Nai Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=Wei-Jian%20Hsu"> Wei-Jian Hsu</a>, <a href="https://publications.waset.org/abstracts/search?q=Vincent%20Chin-Hung%20Chen"> Vincent Chin-Hung Chen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Objective: Studies have reported a strong link between asthma and bipolar disorder. We conducted a 17-year community-based large cohort study to examine the relationship between asthma, early smoking initiation, and bipolar disorder during adolescence and early adulthood. Methods: A total of 162,766 participants aged 11–16 years were categorized into asthma and non-asthma groups at baseline and compared within the observation period. Covariates during late childhood or adolescence included parental education, cigarette smoking by family members of participants, and participant’s gender, age, alcohol consumption, smoking, and exercise habits. Data for urbanicity, prednisone use, allergic comorbidity, and Charlson comorbidity index were acquired from the National Health Insurance Research Database. The Cox proportional-hazards model was used to evaluate the association between asthma and bipolar disorder. Results: Our findings revealed that asthma increased the risk of bipolar disorder after adjustment for key confounders in the Cox proportional hazard regression model (adjusted HR: 1.31, 95% CI: 1.12-1.53). Hospitalizations or visits to the emergency department for asthma exhibited a dose–response effect on bipolar disorder (adjusted HR: 1.59, 95% CI: 1.22-2.06). Patients with asthma with onset before 20 years of age who smoked during late childhood or adolescence had the greatest risk for bipolar disorder (adjusted HR: 3.10, 95% CI: 1.29-7.44). Conclusions: Patients newly diagnosed with asthma had a 1.3 times higher risk of developing bipolar disorder. Smoking during late childhood or adolescence increases the risk of developing bipolar disorder in patients with asthma. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adolescence" title="adolescence">adolescence</a>, <a href="https://publications.waset.org/abstracts/search?q=asthma" title=" asthma"> asthma</a>, <a href="https://publications.waset.org/abstracts/search?q=smoking" title=" smoking"> smoking</a>, <a href="https://publications.waset.org/abstracts/search?q=bipolar%20disorder" title=" bipolar disorder"> bipolar disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20adulthood" title=" early adulthood"> early adulthood</a> </p> <a href="https://publications.waset.org/abstracts/179219/early-onset-asthma-and-early-smoking-increase-risk-of-bipolar-disorder-in-adolescents-and-young-adults" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/179219.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">337</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3759</span> Externalizing Behavior Problems Influencing Social Behavior in Early Adolescence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zhidong%20Zhang">Zhidong Zhang</a>, <a href="https://publications.waset.org/abstracts/search?q=Zhi-Chao%20Zhang"> Zhi-Chao Zhang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study focuses on early adolescent externalizing behavioral problems which specifically concentrate on rule breaking behavior and aggressive behavior using the instrument of Achenbach System of Empirically Based Assessment (ASEBA). The purpose was to analyze the relationships between the externalizing behavioral problems and relevant background variables such as sports activities, hobbies, chores and the number of close friends. The stratified sampling method was used to collect data from 1975 participants. The results indicated that several background variables as predictors could significantly predict rule breaking behavior and aggressive behavior. Further, a hierarchical modeling method was used to explore the causal relations among background variables, breaking behavior variables and aggressive behavior variables. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=aggressive%20behavior" title="aggressive behavior">aggressive behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=breaking%20behavior" title=" breaking behavior"> breaking behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20adolescence" title=" early adolescence"> early adolescence</a>, <a href="https://publications.waset.org/abstracts/search?q=externalizing%20problem" title=" externalizing problem"> externalizing problem</a> </p> <a href="https://publications.waset.org/abstracts/40188/externalizing-behavior-problems-influencing-social-behavior-in-early-adolescence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40188.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">508</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3758</span> The Effectiveness of Attachment-Based Family Therapy on Maladaptive Schemas and Depressive Symptoms in Adolescence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohamad%20Reza%20Khodabakhsh">Mohamad Reza Khodabakhsh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study investigated the effectiveness of attachment-based family therapy on maladaptive schemas and depressive symptoms of adolescence. This study was a quasi-experimental study, and a pre-test and post-test design with a control group were used. In this study, the study population included all adolescence. The sample consisted of 30 adolescents who were selected by the available sampling method. Then they were randomly divided into experimental (n = 15) and control (n = 15) groups. Data were collected in this study using the Beck Depression Inventory (1974) and the short form of Young's early maladaptive schema questionnaire (1988). After taking the pre-test, group implementation of family therapy based on attachment style was presented for 11 sessions of two and a half hours for two months in the experimental group. At the end of the sessions, both groups were retested, and the data were analyzed using analysis of covariance in SPSS-22 software. The results showed that attachment-based family therapy led to a significant reduction in maladaptive schemas, including emotional deprivation, rejection/abandonment, mistrust/abuse, social isolation, disability/shame, dependence/inadequacy, vulnerability/trauma, and depressive symptoms were compared to the control group. It can be concluded that this treatment has an effect on maladaptive schemas and symptoms of depression. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attachment-based%20family%20therapy" title="attachment-based family therapy">attachment-based family therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=maladaptive%20schemas" title=" maladaptive schemas"> maladaptive schemas</a>, <a href="https://publications.waset.org/abstracts/search?q=depressive%20symptoms" title=" depressive symptoms"> depressive symptoms</a>, <a href="https://publications.waset.org/abstracts/search?q=adolescence" title=" adolescence"> adolescence</a> </p> <a href="https://publications.waset.org/abstracts/156244/the-effectiveness-of-attachment-based-family-therapy-on-maladaptive-schemas-and-depressive-symptoms-in-adolescence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156244.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">106</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3757</span> Schizophrenia in Childhood and Adolescence: Research Topics and Applied Methodology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jhonas%20Geraldo%20Peixoto%20Flauzino">Jhonas Geraldo Peixoto Flauzino</a>, <a href="https://publications.waset.org/abstracts/search?q=Pedro%20Pompeo%20Boechat%20Araujo"> Pedro Pompeo Boechat Araujo</a>, <a href="https://publications.waset.org/abstracts/search?q=Alexia%20Allis%20Rocha%20Lima"> Alexia Allis Rocha Lima</a>, <a href="https://publications.waset.org/abstracts/search?q=Giovanna%20Bi%C3%A2ngulo%20Lacerda%20Chaves"> Giovanna Biângulo Lacerda Chaves</a>, <a href="https://publications.waset.org/abstracts/search?q=Victor%20Ryan%20Ferr%C3%A3o%20Chaves"> Victor Ryan Ferrão Chaves</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Schizophrenia is characterized as a set of psychiatric signs and symptoms (syndrome) that commonly erupt in the stages of adolescence or early adulthood, being recognized as one of the most serious diseases, as it causes important problems during the life of the patient. carrier - both in mental health and in physical health and in social life. Objectives: This is an integrative literature review that aimed to verify what has been produced of scientific knowledge in the field of child and adolescent psychiatry regarding schizophrenia in these stages of life, correlated to the most discussed themes and methodologies of choice for the preparation of studies. Methods: Articles were selected from the following databases: Virtual Health Library and CAPES Journal Portal, published in the last five years; and on Google Scholar, published in 2021, totaling 62 works, searched in September 2021. Results: The studies focus mainly on diagnosis through the DSM-V (25.8%), on drug treatment (25.8%) and in psychotherapy (24.2%), most of them in the literature review format: integrative (27.4%) and systematic (24.2%). Conclusion: The themes and study methods are redundant, and do not cover in depth the immense aspects that encompass Schizophrenia in Childhood and Adolescence, giving attention to the disease in a general way or focusing on the adult patient. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=schizophrenia" title="schizophrenia">schizophrenia</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20health" title=" mental health"> mental health</a>, <a href="https://publications.waset.org/abstracts/search?q=childhood" title=" childhood"> childhood</a>, <a href="https://publications.waset.org/abstracts/search?q=adolescence" title=" adolescence"> adolescence</a> </p> <a href="https://publications.waset.org/abstracts/148255/schizophrenia-in-childhood-and-adolescence-research-topics-and-applied-methodology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/148255.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">183</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3756</span> Maturity Status of Male Boys in Punjab - India</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Parminder%20K.%20Laroiya">Parminder K. Laroiya</a>, <a href="https://publications.waset.org/abstracts/search?q=Sukhdeep%20S.%20Kang"> Sukhdeep S. Kang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Present cross-sectional study was conducted on 610 boys (ranging in age bracket of 11 to 17 years) to assess their developmental age to check percentage of early, normal and late maturity among them, and to check whether there is any significant difference in their calendar age and developmental age. Developmental age of these subjects has been accessed by TW2 method (using hand wrist X-rays) and their chronological age was checked from their date of birth certificate. Developmental status of subjects i.e. early, normal or late mature was considered with +2 years or -2 years from their calendar age. Results of this study shows that 50% boys were normal in their maturity status in all age brackets and rest of subjects were either early maturers 24.92% or late maturers 25.08%. When pattern of maturity was studied in each age group it has been found that till the age of 15 years, percentage of normal maturity was less than 50 % whereas in 16 and 17 years age groups, this percentage of normal maturity increased to 60% - 65 % ( this may be because at this age mostly boys attain adolescence) Further investigation of each age group showed that till the age of 14 years percentage of late maturity among these boys were approximately 35% to 40% whereas early maturity lies between 15% to 20%. It has been found from the present study that at the age of 15 years, there is a twist among percentage of late and early maturity among boys-early maturers are 38.61% and late maturers are 16.84%. At the age of 16 and 17 years percentage of late maturity has been decreased to 3% to 6%, whereas percentage of early maturity increased to 35.64 % and 30.69 % respectively. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=maturity%20status" title="maturity status">maturity status</a>, <a href="https://publications.waset.org/abstracts/search?q=developmental%20age" title=" developmental age"> developmental age</a>, <a href="https://publications.waset.org/abstracts/search?q=chronological%20age" title=" chronological age"> chronological age</a>, <a href="https://publications.waset.org/abstracts/search?q=X-rays" title=" X-rays"> X-rays</a> </p> <a href="https://publications.waset.org/abstracts/171610/maturity-status-of-male-boys-in-punjab-india" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/171610.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">84</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3755</span> Narrative Identity Predicts Borderline Personality Disorder Features in Inpatient Adolescents up to Six Months after Admission</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Majse%20Lind">Majse Lind</a>, <a href="https://publications.waset.org/abstracts/search?q=Carla%20%20Sharp"> Carla Sharp</a>, <a href="https://publications.waset.org/abstracts/search?q=Salome%20Vanwoerden"> Salome Vanwoerden</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Narrative identity is the dynamic and evolving story individuals create about their personal pasts, presents, and presumed futures. This storied sense of self develops in adolescence and is crucial for fostering a sense of self-unity and purpose in life. A growing body of work has shown that several characteristics of narrative identity are disturbed in adults suffering from borderline personality disorder (BPD). Very little research, however, has explored the stories told by adolescents with BPD features. Investigating narrative identity early in the lifespan and in relation to personality pathology is crucial; BPD is a developmental disorder with early signs appearing already in adolescence. In the current study, we examine narrative identity (focusing on themes of agency and communion) coded from self-defining memories derived from the child attachment interview in 174 inpatient adolescents (M = 15.12, SD = 1.52) at the time of admission. The adolescents’ social cognition was further assessed on the basis of their reactions to movie scenes (i.e., the MASC movie task). They also completed a trauma checklist and self-reported BPD features at three different time points (i.e., at admission, at discharge, and 6 months after admission). Preliminary results show that adolescents who told stories containing themes of agency and communion evinced better social cognition, and lower emotional abuse on the trauma checklist. In addition, adolescents who disclosed stories containing lower levels of agency and communion demonstrated more BPD symptoms at all three time points, even when controlling for the occurrence of traumatic life events. Surprisingly, social cognitive abilities were not significantly associated with BPD features. These preliminary results underscore the importance of narrative identity as an indicator, and potential cause, of incipient personality pathology. Thus, focusing on diminished themes of narrative-based agency and communion in early adolescence could be crucial in preventing the development of personality pathology over time. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=borderline%20personality%20disorder" title="borderline personality disorder">borderline personality disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=inpatient%20adolescents" title=" inpatient adolescents"> inpatient adolescents</a>, <a href="https://publications.waset.org/abstracts/search?q=narrative%20identity" title=" narrative identity"> narrative identity</a>, <a href="https://publications.waset.org/abstracts/search?q=follow-ups" title=" follow-ups "> follow-ups </a> </p> <a href="https://publications.waset.org/abstracts/125909/narrative-identity-predicts-borderline-personality-disorder-features-in-inpatient-adolescents-up-to-six-months-after-admission" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/125909.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">157</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3754</span> The Causal Relationships between Educational Environments and Rule-Breaking Behavior Issues in Early Adolescence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zhidong%20Zhang">Zhidong Zhang</a>, <a href="https://publications.waset.org/abstracts/search?q=Zhi-Chao%20Zhang"> Zhi-Chao Zhang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study focused on early adolescent rule-breaking behavioral problems using the instrument of Achenbach System of Empirically Based Assessment (ASEBA). The purpose was to analyze the relationships between the rule-breaking behavioral problems and relevant background variables such as sports activities, hobbies, chores and the number of close friends. The stratified sampling method was used to collect data from 2532 participants. The results indicated that several background variables as predictors could significantly predict rule breaking behavior and aggressive behavior. Further, a path analysis method was used to explore the correlational and causal relationships among background variables and breaking behavior variables. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ASEBA" title="ASEBA">ASEBA</a>, <a href="https://publications.waset.org/abstracts/search?q=rule-breaking" title=" rule-breaking"> rule-breaking</a>, <a href="https://publications.waset.org/abstracts/search?q=path%20analysis" title=" path analysis"> path analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20adolescent" title=" early adolescent"> early adolescent</a> </p> <a href="https://publications.waset.org/abstracts/64648/the-causal-relationships-between-educational-environments-and-rule-breaking-behavior-issues-in-early-adolescence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/64648.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">379</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3753</span> Trajectories of Conduct Problems and Cumulative Risk from Early Childhood to Adolescence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Leslie%20M.%20Gutman">Leslie M. Gutman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Conduct problems (CP) represent a major dilemma, with wide-ranging and long-lasting individual and societal impacts. Children experience heterogeneous patterns of conduct problems; based on the age of onset, developmental course and related risk factors from around age 3. Early childhood represents a potential window for intervention efforts aimed at changing the trajectory of early starting conduct problems. Using the UK Millennium Cohort Study (n = 17,206 children), this study (a) identifies trajectories of conduct problems from ages 3 to 14 years and (b) assesses the cumulative and interactive effects of individual, family and socioeconomic risk factors from ages 9 months to 14 years. The same factors according to three domains were assessed, including child (i.e., low verbal ability, hyperactivity/inattention, peer problems, emotional problems), family (i.e., single families, parental poor physical and mental health, large family size) and socioeconomic (i.e., low family income, low parental education, unemployment, social housing). A cumulative risk score for the child, family, and socioeconomic domains at each age was calculated. It was then examined how the cumulative risk scores explain variation in the trajectories of conduct problems. Lastly, interactive effects among the different domains of cumulative risk were tested. Using group-based trajectory modeling, four distinct trajectories were found including a ‘low’ problem group and three groups showing childhood-onset conduct problems: ‘school-age onset’; ‘early-onset, desisting’; and ‘early-onset, persisting’. The ‘low’ group (57% of the sample) showed a low probability of conducts problems, close to zero, from 3 to 14 years. The ‘early-onset, desisting’ group (23% of the sample) demonstrated a moderate probability of CP in early childhood, with a decline from 3 to 5 years and a low probability thereafter. The ‘early-onset, persistent’ group (8%) followed a high probability of conduct problems, which declined from 11 years but was close to 70% at 14 years. In the ‘school-age onset’ group, 12% of the sample showed a moderate probability of conduct problems from 3 and 5 years, with a sharp increase by 7 years, increasing to 50% at 14 years. In terms of individual risk, all factors increased the likelihood of being in the childhood-onset groups compared to the ‘low’ group. For cumulative risk, the socioeconomic domain at 9 months and 3 years, the family domain at all ages except 14 years and child domain at all ages were found to differentiate childhood-onset groups from the ‘low’ group. Cumulative risk at 9 months and 3 years did not differentiate between the ‘school-onset’ group and ‘low’ group. Significant interactions were found between the domains for the ‘early-onset, desisting group’ suggesting that low levels of risk in one domain may buffer the effects of high risk in another domain. The implications of these findings for preventive interventions will be highlighted. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=conduct%20problems" title="conduct problems">conduct problems</a>, <a href="https://publications.waset.org/abstracts/search?q=cumulative%20risk" title=" cumulative risk"> cumulative risk</a>, <a href="https://publications.waset.org/abstracts/search?q=developmental%20trajectories" title=" developmental trajectories"> developmental trajectories</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20childhood" title=" early childhood"> early childhood</a>, <a href="https://publications.waset.org/abstracts/search?q=adolescence" title=" adolescence"> adolescence</a> </p> <a href="https://publications.waset.org/abstracts/89082/trajectories-of-conduct-problems-and-cumulative-risk-from-early-childhood-to-adolescence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/89082.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">251</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3752</span> Fostering Resilience in Early Adolescents: A Canadian Evaluation of the HEROES Program</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Patricia%20L.%20Fontanilla">Patricia L. Fontanilla</a>, <a href="https://publications.waset.org/abstracts/search?q=David%20Nordstokke"> David Nordstokke</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Today’s children and youth face increasing social and behavioural challenges, leading to delays in social development and greater mental health needs. Early adolescents (aged 9 to 14) are experiencing a rise in mental health symptoms and diagnoses. This study examines the impact of HEROES, a social-emotional learning (SEL) program, on resilience and academic outcomes in early adolescents. The HEROES program is designed to enhance resilience the ability to adapt and thrive in the face of adversity, equipping youth to navigate developmental transitions and challenges. This study’s objective was to evaluate the program’s long-term effectiveness by measuring changes in resilience and academic resilience across 10 months. Methodology: This study collected data from 21 middle school students (grades 7 to 9) in a rural Canadian school. Quantitative data were gathered at four intervals: pre-intervention, post-intervention, and at 2- and 4-month follow-ups. Data were analyzed with linear mixed models (LMM). Results: Findings showed statistically significant increases in academic resilience over time and significant increases in resilience from pre-intervention to 2 and 4 months later. Limitations included a small sample size, which may affect generalizability. Conclusion: The HEROES program demonstrates promise in increasing resilience and academic resilience among early adolescents through SEL skill development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20resilience" title="academic resilience">academic resilience</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20adolescence" title=" early adolescence"> early adolescence</a>, <a href="https://publications.waset.org/abstracts/search?q=resilience" title=" resilience"> resilience</a>, <a href="https://publications.waset.org/abstracts/search?q=SEL" title=" SEL"> SEL</a>, <a href="https://publications.waset.org/abstracts/search?q=social-emotional%20learning%20program" title=" social-emotional learning program"> social-emotional learning program</a> </p> <a href="https://publications.waset.org/abstracts/193551/fostering-resilience-in-early-adolescents-a-canadian-evaluation-of-the-heroes-program" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/193551.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">11</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3751</span> Cultural Practices as a Coping Measure for Women Who Terminated a Pregnancy in Adolescence: A Qualitative Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Botshelo%20Rachel%20Sebola">Botshelo Rachel Sebola</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Unintended pregnancy often results in pregnancy termination. Most countries have legalised the termination of a pregnancy and pregnant adolescents can visit designated clinics without their parents’ consent. In most African and Asian countries, certain cultural practices are performed following any form of childbirth, including abortion, and such practices are ingrained in societies. The aim of this paper was to understand how women who terminated a pregnancy during adolescence coped by embracing cultural practices. A descriptive multiple case study design was adopted for the study. In-depth, semi-structured interviews and reflective diaries were used for data collection. Thirteen women aged 25 to 35 who had terminated a pregnancy in adolescence participated in the study. Three women kept their soiled sanitary pads, burned them to ash and waited for the rainy season to scatter the ash in a flowing stream. This ritual was performed to appease the ancestors, ask them for forgiveness and as a send-off for the aborted foetus. Five women secretly consulted Sangoma (traditional healers) to perform certain rituals. Three women isolated themselves to perform herbal cleansings, and the last two chose not to engage in any sexual activity for one year, which led to the loss of their partners. This study offers a unique contribution to understanding the solitary journey of women who terminated a pregnancy. The study challenges healthcare professionals who work in clinics that offer pregnancy termination services to look beyond releasing the foetus to advocating and providing women with the necessary care and support in performing cultural practices. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adolescence" title="adolescence">adolescence</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20practices" title=" cultural practices"> cultural practices</a>, <a href="https://publications.waset.org/abstracts/search?q=case%20study" title=" case study"> case study</a>, <a href="https://publications.waset.org/abstracts/search?q=pregnancy" title=" pregnancy"> pregnancy</a> </p> <a href="https://publications.waset.org/abstracts/157617/cultural-practices-as-a-coping-measure-for-women-who-terminated-a-pregnancy-in-adolescence-a-qualitative-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/157617.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">131</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3750</span> Cultural Practices as a Coping Measure for Women who Terminated a Pregnancy in Adolescence: A Qualitative Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Botshelo%20Rachel%20Sebola">Botshelo Rachel Sebola</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Unintended pregnancy often results in pregnancy termination. Most countries have legalised the termination of a pregnancy, and pregnant adolescents can visit designated clinics without their parents’ consent. In most African and Asian countries, certain cultural practices are performed following any form of childbirth, including abortion, and such practices are ingrained in societies. The aim of this paper was to understand how women who terminated a pregnancy during adolescence coped by embracing cultural practices. A descriptive multiple case study design was adopted for the study. In-depth, semi-structured interviews and reflective diaries were used for data collection. 13 women aged 20 to 35 years who had terminated a pregnancy in adolescence participated in the study. Three women kept their soiled sanitary pads, burned them to ash and waited for the rainy season to scatter the ash in a flowing stream. This ritual was performed to appease the ancestors, ask them for forgiveness and as a send-off for the aborted foetus. Five women secretly consulted Sangoma (traditional healers) to perform certain rituals. Three women isolated themselves to perform herbal cleansings, and the last two chose not to engage in any sexual activity for one year, which led to the loss of their partners. This study offers a unique contribution to understanding the solitary journey of women who terminate a pregnancy. The study challenges healthcare professionals who work in clinics that offer pregnancy termination services to look beyond releasing the foetus to advocating and providing women with the necessary care and support in performing cultural practices. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adolescence" title="adolescence">adolescence</a>, <a href="https://publications.waset.org/abstracts/search?q=culture" title=" culture"> culture</a>, <a href="https://publications.waset.org/abstracts/search?q=case%20study" title=" case study"> case study</a>, <a href="https://publications.waset.org/abstracts/search?q=pregnancy" title=" pregnancy"> pregnancy</a> </p> <a href="https://publications.waset.org/abstracts/161562/cultural-practices-as-a-coping-measure-for-women-who-terminated-a-pregnancy-in-adolescence-a-qualitative-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/161562.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">85</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3749</span> A Dialectical Behavioral Therapy Adaptation in Reducing Depression, Anxiety, and Self-Harm in Older Adults</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Valerie%20Alexander">Valerie Alexander</a>, <a href="https://publications.waset.org/abstracts/search?q=Amanda%20Gutierrez"> Amanda Gutierrez</a>, <a href="https://publications.waset.org/abstracts/search?q=Veronica%20Campbell"> Veronica Campbell</a>, <a href="https://publications.waset.org/abstracts/search?q=Dara%20Schwartz"> Dara Schwartz</a>, <a href="https://publications.waset.org/abstracts/search?q=B.%20Charles%20Tatum"> B. Charles Tatum</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It has long been assumed that personality disorders (PD) originate in adolescence or early adulthood and that the maladaptive behaviors significantly attenuate over time. The Diagnostic and Statistical Manual of Mental Disorders-5 supports early onset of PD and views the pattern of behaviors as enduring and stable. The premise of this study is that PD may not always begin early in life, that behaviors may change over the lifespan, and that current treatment modalities may be beneficial in seniors. Self-injurious behaviors (SIB) exhibited earlier in life may, in older adults, be manifested in less overt high-risk behaviors but by refusal to take medication and get necessary medical treatment. Dialectical Behavioral Therapy is a well-known treatment modality for teaching emotional regulation and distress tolerance and thus reducing self-injurious behaviors yet very little has been studied about SIB and treatment in older adults. The population for this study was older adults, with a history of SIB, a PD, and depression and/or anxiety. Participants learned an adapted version of Dialectical Behavioral Therapy (DBT) as developed by DBT trained therapists. The results provided clinical potentials for the efficacy of DBT to reduce SIB, decrease depression and anxiety in the older adult population. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anxiety" title="anxiety">anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=depression" title=" depression"> depression</a>, <a href="https://publications.waset.org/abstracts/search?q=dialectical%20behavioral%20therapy" title=" dialectical behavioral therapy"> dialectical behavioral therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=personality%20disorders" title=" personality disorders"> personality disorders</a>, <a href="https://publications.waset.org/abstracts/search?q=self-harm%20behavior" title=" self-harm behavior"> self-harm behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=treatment%20in%20older%20adults" title=" treatment in older adults"> treatment in older adults</a> </p> <a href="https://publications.waset.org/abstracts/56219/a-dialectical-behavioral-therapy-adaptation-in-reducing-depression-anxiety-and-self-harm-in-older-adults" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/56219.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">302</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3748</span> Impact of Early Father Involvement on Middle Childhood Cognitive and Behavioral Outcomes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jamel%20Slaughter">Jamel Slaughter</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Father involvement across the development of a child has been linked to children’s psychological adjustment, fewer behavioral problems, and higher educational attainment. Conversely, there is much less research that highlights father involvement in relation to childhood development during early childhood period prior to preschool age (ages 1-3 years). Most research on fathers and child outcomes have been limited by its focus on the stages of adolescence, middle childhood, and infancy. This study examined the influence of father involvement, during the toddler stage, on 5th grade cognitive development, rule-breaking, and behavior outcomes measured by Child Behavior Checklist (CBCL) scores. Using data from the Early Head Start Research and Evaluation (EHSRE) Study, 1996-2010: United States, a total of 3,001 children and families were identified in 17 sites (cities), representing a diverse demographic sample. An independent samples t-test was run to compare cognitive development, aggressive, and rule-breaking behavior mean scores among children who had early continuous father involvement for the first 14 – 36 months to children who did not have early continuous father involvement for the first 14 – 36 months. Multiple linear regression was conducted to determine if continuous, or non-continuous father involvement (14 month-36 months), can be used to predict outcome scores on the Child Behavior Checklist in aggressive behavior, rule-breaking behavior, and cognitive development, at 5th grade. A statistically significant mean difference in cognitive development scores were found for children who had continuous father involvement (M=1.92, SD=2.41, t (1009) =2.81, p =.005, 95% CI=.146 to .828) compared to those who did not (M=2.60, SD=3.06, t (1009) =-2.38, p=.017, 95% CI= -1.08 to -.105). There was also a statistically significant mean difference in rule-breaking behavior scores between children who had early continuous father involvement (M=1.95, SD=2.33, t (1009) = 3.69, p <.001, 95% CI= .287 to .940), compared to those that did not (M=2.87, SD=2.93, t (1009) = -3.49, p =.001, 95% CI= -1.30 to -.364). No statistically significant difference was found in aggressive behavior scores. Multiple linear regression was performed using continuous father involvement to determine which has the largest relationship to rule-breaking behavior and cognitive development based on CBCL scores. Rule-breaking behavior was found to be significant (F (2, 1008) = 8.353, p<.001), with an R2 of .016. Cognitive development was also significant (F (2, 1008) = 4.44, p=.012), with an R2 of .009. Early continuous father involvement was a significant predictor of rule-breaking behavior and cognitive development at middle childhood. Findings suggest early continuous father involvement during the first 14 – 36 months of their children’s life, may lead to lower levels of rule-breaking behaviors and thought problems at 5th grade. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20development" title="cognitive development">cognitive development</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20continuous%20father%20involvement" title=" early continuous father involvement"> early continuous father involvement</a>, <a href="https://publications.waset.org/abstracts/search?q=middle%20childhood" title=" middle childhood"> middle childhood</a>, <a href="https://publications.waset.org/abstracts/search?q=rule-breaking%20behavior" title=" rule-breaking behavior"> rule-breaking behavior</a> </p> <a href="https://publications.waset.org/abstracts/62535/impact-of-early-father-involvement-on-middle-childhood-cognitive-and-behavioral-outcomes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62535.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">302</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3747</span> An Investigation of Simultaneous Mixed Emotion Experiences for Self and Other in Early Childhood</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Esther%20Burkitt">Esther Burkitt</a>, <a href="https://publications.waset.org/abstracts/search?q=Dawn%20Watling"> Dawn Watling</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Four types of patterns of simultaneous mixed emotions have been identified in middle childhood, adolescence and adulthood. The present study applied an analogue emotion scale which permits measuring of intensity of opposite valence emotions over time rather than bipolar ratings and used an exhaustive coding scheme to investigate whether children in early childhood experience previously identified and additional types of mixed emotional experiences. Methods: To explore the presence of simultaneous mixed emotion experiences in early childhood, 112 children (59 girls) aged 5 years 1 month - 7 years 2 months (X=6 years 1 month; SD = 10 months) were recruited across the UK. They were allocated on the basis of alternation by gender on class lists to one of two conditions hearing vignettes describing mixed emotion events in an age and gender matched protagonist or themselves (other, n = 57 and self, n = 55). Findings: New types of flexuous, vertical and other experiences were identified alongside sequential, prevalent, highly parallel and inverse types of experiences identified in older populations. Conclusions: The analogue emotion scale uncovered a broader range of simultaneous mixed emotional experiences than previously identified. The value of exploring the utility of the findings in emotion assessments is discussed along with suggestions to explore impacts of educational and cultural influences on children’s mixed emotional experiences. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=childhood" title="childhood">childhood</a>, <a href="https://publications.waset.org/abstracts/search?q=emotion" title=" emotion"> emotion</a>, <a href="https://publications.waset.org/abstracts/search?q=graphing" title=" graphing"> graphing</a>, <a href="https://publications.waset.org/abstracts/search?q=self" title=" self"> self</a> </p> <a href="https://publications.waset.org/abstracts/187330/an-investigation-of-simultaneous-mixed-emotion-experiences-for-self-and-other-in-early-childhood" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/187330.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">33</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3746</span> Effects, Causes, and Prevention of Teen Dating Violence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Isabel%20Jones">Isabel Jones</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As adolescence is a formative time, experiences during adolescence often affect the rest of one’s life. Therefore, dating, specifically violence in dating, can have lasting effects on the rest of one’s life. In order to find sources, searches were conducted on PsycINFO, specifically EBSCO, and narrowed down under the criteria that the source contained information about adolescent dating violence rather than adult, and focused on causes, effects, or prevention methods. This literature review examines research regarding the effects and causes of TDV, and then what methods are effective in the prevention of TDV development. This will allow for a clear image of how these prevention methods are effective and why they are important. Effects of TDV extend beyond the physical, including psychological and sexual long-lasting effects. These are caused by a number of concepts, including learned behavior, inhibitory issues/substance abuse, and cultural factors. When both of these are taken into account, preventative measures such as school-based interventions, parental/adult monitoring, and the presence of positive family examples are more clear as to their effectiveness. This literature review may provide further awareness to this public health crisis and give the public a view of how adolescents are affected by TDV on their path from child to adult. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adolescence" title="adolescence">adolescence</a>, <a href="https://publications.waset.org/abstracts/search?q=dating%20violence" title=" dating violence"> dating violence</a>, <a href="https://publications.waset.org/abstracts/search?q=risk%20factors" title=" risk factors"> risk factors</a>, <a href="https://publications.waset.org/abstracts/search?q=predictors" title=" predictors"> predictors</a>, <a href="https://publications.waset.org/abstracts/search?q=relationship" title=" relationship"> relationship</a> </p> <a href="https://publications.waset.org/abstracts/179413/effects-causes-and-prevention-of-teen-dating-violence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/179413.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">68</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3745</span> Learning Environments in the Early Years: A Case Study of an Early Childhood Centre in Australia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mingxi%20Xiao">Mingxi Xiao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Children’s experiences in the early years build and shape the brain. The early years learning environment plays a significantly important role in children’s development. A well-constructed environment will facilitate children’s physical and mental well-being. This case study used an early learning centre in Australia called SDN Hurstville as an example, describing the learning environment in the centre, as well as analyzing the functions of the affordances. In addition, this report talks about the sustainability of learning in the centre, and how the environment supports cultural diversity and indigenous learning. The early years for children are significant. Different elements in the early childhood centre should work together to help children develop better. This case study found that the natural environment and the artificial environment are both critical to children; only when they work together can children have better development in physical and mental well-being and have a sense of belonging when playing and learning in the centre. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=early%20childhood%20center" title="early childhood center">early childhood center</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20childhood%20education" title=" early childhood education"> early childhood education</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20environment" title=" learning environment"> learning environment</a>, <a href="https://publications.waset.org/abstracts/search?q=Australia" title=" Australia"> Australia</a> </p> <a href="https://publications.waset.org/abstracts/150521/learning-environments-in-the-early-years-a-case-study-of-an-early-childhood-centre-in-australia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150521.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">241</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3744</span> Collaborative Early Warning System: An Integrated Framework for Mitigating Impacts of Natural Hazards in the UAE</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdulla%20Al%20Hmoudi">Abdulla Al Hmoudi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The impacts and costs of natural disasters on people, properties and the environment is often severe when they occur on a large scale or when not prepared for. Factors such as impacts of climate change, urban growth, poor planning to mention a few, have continued to significantly increase the frequencies and aggravate the impacts of natural hazards across the world; the United Arab Emirates (UAE) inclusive. The lack of deployment of an early warning system, low risk and hazard knowledge and impact of natural hazard experienced in some communities in the UAE have emphasised the need for more effective early warning systems. This paper focuses on the collaborative approach taken to instituting and implementing an early warning system. Using mixed methods 888 people completed the questionnaire and eight people were interviewed in Abu Dhabi. The results indicate that the collaborative approach to early warning system is UAE is needed, but lacks essential principles of the early warning system and currently underutilised. It is recommended that the collaborative early warning system is applied at every stage of the early warning system with the specific responsibility of each stakeholder and actor. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=community" title="community">community</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20warning%20system" title=" early warning system"> early warning system</a>, <a href="https://publications.waset.org/abstracts/search?q=emergency%20management" title=" emergency management"> emergency management</a>, <a href="https://publications.waset.org/abstracts/search?q=UAE" title=" UAE"> UAE</a> </p> <a href="https://publications.waset.org/abstracts/105105/collaborative-early-warning-system-an-integrated-framework-for-mitigating-impacts-of-natural-hazards-in-the-uae" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/105105.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">144</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3743</span> Interpersonal Emotion Regulation in Adolescence: An Enhanced Critical Incident Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Setareh%20Shayanfar">Setareh Shayanfar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Given the increasing importance of peer relationships during adolescence, the present study aimed to examine peer interactions that facilitate or hinder adolescents’ regulation of negative emotions. Using the Enhanced Critical Incident Technique, 1-hour semi-structured interviews were conducted with 16 junior high school adolescents. Participants were asked to recall situations when they experienced strong negative emotions during the past school year, indicate the peer interactions that helped or hindered their emotion regulation, and identify prospective interactions with the potential to help regulate their emotions. Data analysis extracted 182 critical incidents, including 109 helping incidents, 45 hindering incidents, and 28 wish list items, which generated 10 categories nested within four overarching themes: Positive Personal Support included (a) supportive presence, (b) expressing concern, (c) empathizing, and (d) encouraging and cheering up; while Strategy Transmission included (e) sharing perspective, and (f) giving advice; Activated Support included (g) taking action, and (h) distracting; while Negative Personal Interactions included (i) withdrawing and (j) punishing. Implications for mental health and service providers, as well as recommendations for future research, are presented. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adolescence" title="adolescence">adolescence</a>, <a href="https://publications.waset.org/abstracts/search?q=emotion%20regulation" title=" emotion regulation"> emotion regulation</a>, <a href="https://publications.waset.org/abstracts/search?q=enhanced%20critical%20incident%20technique" title=" enhanced critical incident technique"> enhanced critical incident technique</a>, <a href="https://publications.waset.org/abstracts/search?q=peers" title=" peers "> peers </a> </p> <a href="https://publications.waset.org/abstracts/98325/interpersonal-emotion-regulation-in-adolescence-an-enhanced-critical-incident-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/98325.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">144</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3742</span> A Risk Pathway of Distal and Proximal Factors for Self-Injury among Adolescents </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sarit%20Gideoni%20Cohen">Sarit Gideoni Cohen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of the study was to examine possible risk pathway which initiated by the distal risk factors of insecure attachment to the mother, the father and peers and then developed by means of proximal risk factors: stressful life events and emotional distress. 275 participants (aged 13-26) from high-schools, youth groups and university were requited. Twenty-two percent participants reported at least one episode of self-injury. The relationship between paternal and peer attachment were partly mediated by stressful life events and depressive symptoms. Paternal and peer attachment influences during adolescence as contributing to risk pathway for self-injury were acknowledged. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=self-injury" title="self-injury">self-injury</a>, <a href="https://publications.waset.org/abstracts/search?q=attachment" title=" attachment"> attachment</a>, <a href="https://publications.waset.org/abstracts/search?q=depression" title=" depression"> depression</a>, <a href="https://publications.waset.org/abstracts/search?q=stressful%20life-events" title=" stressful life-events"> stressful life-events</a>, <a href="https://publications.waset.org/abstracts/search?q=adolescence" title=" adolescence"> adolescence</a> </p> <a href="https://publications.waset.org/abstracts/83383/a-risk-pathway-of-distal-and-proximal-factors-for-self-injury-among-adolescents" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/83383.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">229</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3741</span> Characterization and Predictors of Paranoid Ideation in Youths</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marina%20Sousa">Marina Sousa</a>, <a href="https://publications.waset.org/abstracts/search?q=C%C3%A9lia%20Barreto%20Carvalho"> Célia Barreto Carvalho</a>, <a href="https://publications.waset.org/abstracts/search?q=Carolina%20da%20Motta"> Carolina da Motta</a>, <a href="https://publications.waset.org/abstracts/search?q=Joana%20Cabral"> Joana Cabral</a>, <a href="https://publications.waset.org/abstracts/search?q=Vera%20Pereira"> Vera Pereira</a>, <a href="https://publications.waset.org/abstracts/search?q=Suzana%20Nunes%20Caldeira"> Suzana Nunes Caldeira</a>, <a href="https://publications.waset.org/abstracts/search?q=Ermelindo%20Peixoto"> Ermelindo Peixoto</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Paranoid ideation is a common thought process that constitutes a defense against perceived social threats. The current study aimed at the characterization of paranoid ideation in youths and to explore the possible predictors involved in the development of paranoid ideations. Paranoid ideation, shame, submission, early childhood memories and current depressive, anxious and stress symptomatology was assessed in a sample of 1516 Portuguese youths. Higher frequencies of paranoid ideation were observed, particularly in females and youths from lower socio-economic status. The main predictors identified relates to submissive behaviors and adverse childhood experiences, and especially to shame feelings. The current study emphasizes that the these predictors are similar to findings in adults and clinical populations, and future implications to research and clinical practice aiming at paranoid ideations are discussed, as well as the pertinence of the study of mediating factors that allow a wider understanding of this thought process in younger populations and the prevention of psychopathology in adulthood. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adolescence" title="adolescence">adolescence</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20memories" title=" early memories"> early memories</a>, <a href="https://publications.waset.org/abstracts/search?q=paranoid%20ideation" title=" paranoid ideation"> paranoid ideation</a>, <a href="https://publications.waset.org/abstracts/search?q=parenting%20styles" title=" parenting styles"> parenting styles</a>, <a href="https://publications.waset.org/abstracts/search?q=shame" title=" shame"> shame</a>, <a href="https://publications.waset.org/abstracts/search?q=submissiveness" title=" submissiveness"> submissiveness</a> </p> <a href="https://publications.waset.org/abstracts/29207/characterization-and-predictors-of-paranoid-ideation-in-youths" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29207.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">500</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3740</span> Early Warning Signals: Role and Status of Risk Management in Small and Medium Enterprises</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alexander%20Kel%C3%AD%C5%A1ek">Alexander Kelíšek</a>, <a href="https://publications.waset.org/abstracts/search?q=Denisa%20Janasov%C3%A1"> Denisa Janasová</a>, <a href="https://publications.waset.org/abstracts/search?q=Veronika%20Mita%C5%A1ov%C3%A1"> Veronika Mitašová</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Weak signals using is often associated with early warning. It is possible to find a link between early warning, respectively early problems detection and risk management. The idea of early warning is very important in the context of crisis management because of the risk prevention possibility. Weak signals are likened to risk symptoms. Nowadays, their usefulness as a tool of proactive problems solving is emphasized. Based on it, it is possible to use weak signals not only in strategic planning, project management, or early warning system, but also as a subsidiary element in risk management. The main question is how to effectively integrate weak signals into risk management. The main aim of the paper is to point out the possibilities of weak signals using in small and medium enterprises risk management. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=early%20warning%20system" title="early warning system">early warning system</a>, <a href="https://publications.waset.org/abstracts/search?q=weak%20signals" title=" weak signals"> weak signals</a>, <a href="https://publications.waset.org/abstracts/search?q=risk%20management" title=" risk management"> risk management</a>, <a href="https://publications.waset.org/abstracts/search?q=small%20and%20medium%20enterprises%20%28SMEs%29" title=" small and medium enterprises (SMEs)"> small and medium enterprises (SMEs)</a> </p> <a href="https://publications.waset.org/abstracts/59504/early-warning-signals-role-and-status-of-risk-management-in-small-and-medium-enterprises" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59504.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">427</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3739</span> Adolescent Gamers: The Relationship between Berzonsky’s Style of Identity and Immersion: Pilot Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Monika%20Paleczna">Monika Paleczna</a>, <a href="https://publications.waset.org/abstracts/search?q=Barbara%20Szmigielska"> Barbara Szmigielska</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Adolescence is a developmental period, covering the period from 10 to 20 years of age, in which young people face many challenges. One of the most important tasks of the adolescence period is getting a structured identity. The development of identity is possible by undertaking various activities. Nowadays, virtual activities are very common among young people. One of the main adolescents’ activities in the online environment is playing computer games. The main aim of this work is to answer the question about the relationship between the identity style of adolescents and immersion, -a phenomenon often observed while playing computer games. The concept of identity created by Berzonsky is considered as one of the best-defined concepts of identity. He defines identity as both a structure and a process and distinguishes three styles of identity: informational, normative, and diffuse/avoidant. Immersion is a concept that can be applied in a broad context, but in the game environment, it is a specific psychological experience of being involved in a computer game. It refers to the relocation of the attention resources to the game world, with a limited or impossible perception of stimuli from reality. Considering how much time adolescents spend playing computer games, the question about the relationship between their identity and the immersion in the game seems to be extremely interesting. Fifty adolescents aged 15-17 participated in the study. They played a computer game and completed the Identity Style Inventory and the Immersion Questionaire. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=identity" title="identity">identity</a>, <a href="https://publications.waset.org/abstracts/search?q=immersion" title=" immersion"> immersion</a>, <a href="https://publications.waset.org/abstracts/search?q=computer%20games" title=" computer games"> computer games</a>, <a href="https://publications.waset.org/abstracts/search?q=adolescence" title=" adolescence"> adolescence</a> </p> <a href="https://publications.waset.org/abstracts/135329/adolescent-gamers-the-relationship-between-berzonskys-style-of-identity-and-immersion-pilot-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/135329.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">273</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3738</span> Risk Tolerance in Youth With Emerging Mood Disorders</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ange%20Weinrabe">Ange Weinrabe</a>, <a href="https://publications.waset.org/abstracts/search?q=James%20Tran"> James Tran</a>, <a href="https://publications.waset.org/abstracts/search?q=Ian%20B.%20Hickie"> Ian B. Hickie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Risk-taking behaviour is common during youth. In the time between adolescence and early adulthood, young people (aged 15-25 years) are more vulnerable to mood disorders, such as anxiety and depression. What impact does an emerging mood disorder have on decision-making in youth at critical decision points in their lives? In this article, we explore the impact of risk and ambiguity on youth decision-making in a clinical setting using a well-known economic experiment. At two time points, separated by six to eight weeks, we measured risky and ambiguous choices concurrently with findings from three psychological questionnaires, the 10-item Kessler Psychological Distress Scale (K10), the 17-item Quick Inventory of Depressive Symptomatology Adolescent Version (QIDS-A17), and the 12-item Somatic and Psychological Health Report (SPHERE-12), for young help seekers aged 16-25 (n=30, mean age 19.22 years, 19 males). When first arriving for care, we found that 50% (n=15) of participants experienced severe anxiety (K10 ≥ 30) and were severely depressed (QIDS-A17 ≥ 16). In Session 2, taking attrition rates into account (n=5), we found that 44% (n=11) remained severe across the full battery of questionnaires. When applying multiple regression analyses of the pooled sample of observations (N=55), across both sessions, we found that participants who rated severely anxious avoided making risky decisions. We suggest there is some statistically significant (although weak) (p=0.09) relation between risk and severe anxiety scores as measured by K10. Our findings may support working with novel tools with which to evaluate youth experiencing an emerging mood disorder and their cognitive capacities influencing decision-making. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anxiety" title="anxiety">anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=decision-making" title=" decision-making"> decision-making</a>, <a href="https://publications.waset.org/abstracts/search?q=risk" title=" risk"> risk</a>, <a href="https://publications.waset.org/abstracts/search?q=adolescence" title=" adolescence"> adolescence</a> </p> <a href="https://publications.waset.org/abstracts/148801/risk-tolerance-in-youth-with-emerging-mood-disorders" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/148801.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">116</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3737</span> The Special Testimony as a Methodology for Social Workers to Ensure the Rights of Children and Adolescents Who Are Victims of Sexual Violence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Natany%20Rodrigues%20De%20Carvalho">Natany Rodrigues De Carvalho</a>, <a href="https://publications.waset.org/abstracts/search?q=Denise%20Bomtempo%20Birche%20De%20Carvalho"> Denise Bomtempo Birche De Carvalho</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to analyze the Special Testimony as a methodology for social workers to ensure the rights of children and adolescents who are victims of sexual violence. The specific objectives are: a) to contextualize, through the specialized literature, the social history of childhood and adolescence; b) to investigate, in the scientific literature, the sexual violence against children and adolescents as an analytical category; c) identify, with the social workers, if there is any defense of children and adolescents in the special testimony. To answer the research objectives we use qualitative research, in three axes that complement each other: a) participant observation through the insertion in the research field (supervised internship I and II); b) survey of literature on the subject; c) semi-structured interviews with social workers of the TJDFT. We used content analysis to systematize and interpret the collected data. The results of the research were organized into three chapters with the following contents: a) literature review, contextualizing the social history of childhood and adolescence to the present; b) sexual violence against children and adolescents and their categories of analysis; c) understanding of the special testimony in the Federal District and Territories in guaranteeing the rights of children and adolescents, identifying their main points from the perspective of social workers. The results showed how the lack of interdisciplinarity in the Special Testimony can lead to the non-integral protection of children and adolescents victims of sexual violence. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=childhood%20and%20adolescence" title="childhood and adolescence">childhood and adolescence</a>, <a href="https://publications.waset.org/abstracts/search?q=sexual%20violence" title=" sexual violence"> sexual violence</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20testimony" title=" special testimony"> special testimony</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20work" title=" social work"> social work</a> </p> <a href="https://publications.waset.org/abstracts/87204/the-special-testimony-as-a-methodology-for-social-workers-to-ensure-the-rights-of-children-and-adolescents-who-are-victims-of-sexual-violence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/87204.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">319</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3736</span> Exploring 'Attachment Theory' in the Context of Early Childhood Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wendy%20Lee">Wendy Lee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> From the mid-twentieth century onward, the notion of ‘attachment’ has been used to define the optimum relationship between young children and their carers; first applied to parents and young children and more recently with early childhood educators and children in their care. However, it is seldom, if ever, asked whether the notion of ‘attachment’ and more especially so-called Attachment Theory, as propounded by John Bowlby and others, provides a sound basis for conceptualising child-adult relationships in early years. Even if appropriate in the context of family, the use of the term raises a number of questions when used in early childhood education. Research has shown that our youngest children (infants) in early childhood centre based care settings, are given the utmost priority to build 'attachments' with their educators. But exactly when, how and why does this priority diminish - and should it (for preschoolers)? This presentation will elaborate on such issues and will argue that there is a need to reconceptualise and redefine how 'quality relationships' should be measured and implemented in the daily practices and pedagogical methods adopted by early childhood educators. Moreover, this presentation will include data collected from the empirical study conducted, that observed various early childhood educators and children in Australian early childhood centres. Lastly, the thoughts, feelings and desires of parents of children in early childhood centre-based care, regarding the term 'attachment' and 'quality relationships' will be shared in the hope that we can take one step closer in bridging the needs of families, children, early childhood centres, educators, and the wider community. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attachment" title="attachment">attachment</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20childhood%20education" title=" early childhood education"> early childhood education</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=relationships" title=" relationships"> relationships</a> </p> <a href="https://publications.waset.org/abstracts/87601/exploring-attachment-theory-in-the-context-of-early-childhood-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/87601.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">193</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3735</span> Mindfulness as a Predictor of School Results and Well-Being in Adolescence: The Mediating Role of Emotional Intelligence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ines%20Vieira">Ines Vieira</a>, <a href="https://publications.waset.org/abstracts/search?q=Luisa%20Faria"> Luisa Faria</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Globally, half of all mental disorders begin by age 14 and the current gap of poorly addressed adolescent mental health has future consequences in adulthood. Schoolwork pressure to achieve good performance in secondary education might lead to lower levels of life satisfaction in youth and individual emotional competencies are crucial in this life stage. The present study aimed to determine how mindfulness relates to school achievements and well-being in adolescence and whether such a relationship might be mediated by emotional intelligence. We also studied the moderation interaction effects of gender and the involvement in non-curricular activities. A sample of 597 Portuguese adolescents aged 15 to 17 years old (N=597; 292 girls; 298 boys), enrolled in secondary education completed self-report measures of mindfulness (CAMM), emotional intelligence (TEIQue-ASF) and well-being (SWLS) in their Portuguese versions. Using SPSS and AMOS, the results were obtained through path analyses and multiple linear regression. A Confirmatory Factor Analysis was also conducted. The correlation coefficients reported a positive and statistically significant relationship between mindfulness, emotional intelligence and well-being. Regression analysis indicated that mindfulness reduced its influence on well-being and on school results when emotional intelligence was added to the model. Overall, our results provided further evidence supporting the development of robust hypotheses by perceiving the relevance of mindfulness and individual emotional competencies to school achievements and well-being in a way of improving adolescents’ health, wellness, and school success. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mindfulness" title="mindfulness">mindfulness</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence" title=" emotional intelligence"> emotional intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=well-being" title=" well-being"> well-being</a>, <a href="https://publications.waset.org/abstracts/search?q=adolescence" title=" adolescence"> adolescence</a>, <a href="https://publications.waset.org/abstracts/search?q=school" title=" school"> school</a> </p> <a href="https://publications.waset.org/abstracts/175776/mindfulness-as-a-predictor-of-school-results-and-well-being-in-adolescence-the-mediating-role-of-emotional-intelligence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/175776.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">78</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3734</span> Towards a Model of Support in the Areas of Services of Educational Assistance and Mentoring in Middle Education in Mexico</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Margarita%20Zavala">Margarita Zavala</a>, <a href="https://publications.waset.org/abstracts/search?q=Gabriel%20Chavira"> Gabriel Chavira</a>, <a href="https://publications.waset.org/abstracts/search?q=Jos%C3%A9%20Gonz%C3%A1lez"> José González</a>, <a href="https://publications.waset.org/abstracts/search?q=Jorge%20Orozco"> Jorge Orozco</a>, <a href="https://publications.waset.org/abstracts/search?q=Julio%20Rol%C3%B3n"> Julio Rolón</a>, <a href="https://publications.waset.org/abstracts/search?q=Roberto%20Pichardo"> Roberto Pichardo </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Adolescence is a neuralgic stage in the formation of every human being, generally this stage is when the middle school level is studied. In 2006, Mexico incorporated 'mentoring' space to assist students in their integration and participation in life. In public middle schools, it is sometimes difficult to be aware of situations that affect students because of the number of them and traditional records management. With this, they lose the opportunity to provide timely support as a preventive way. In order to provide this support, it is required to know the students by detecting the relevant information that has greater impact on their learning process. This research is looking to check if it is possible to identify student’s relevant information to detect when it is at risk, and then to propose a model to manage in a proper way such information. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adolescence" title="adolescence">adolescence</a>, <a href="https://publications.waset.org/abstracts/search?q=mentoring" title=" mentoring"> mentoring</a>, <a href="https://publications.waset.org/abstracts/search?q=middle%20school%20students" title=" middle school students"> middle school students</a>, <a href="https://publications.waset.org/abstracts/search?q=mentoring%20system%20support" title=" mentoring system support"> mentoring system support</a> </p> <a href="https://publications.waset.org/abstracts/8681/towards-a-model-of-support-in-the-areas-of-services-of-educational-assistance-and-mentoring-in-middle-education-in-mexico" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/8681.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">480</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3733</span> Augmented Reality in Teaching Children with Autism</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Azadeh%20Afrasyabi">Azadeh Afrasyabi</a>, <a href="https://publications.waset.org/abstracts/search?q=Ali%20Khaleghi"> Ali Khaleghi</a>, <a href="https://publications.waset.org/abstracts/search?q=Aliakbar%20Alijarahi"> Aliakbar Alijarahi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Training at an early age is so important, because of tremendous changes in adolescence, including the formation of character, physical changes and other factors. One of the most sensitive sectors in this field is the children with a disability and are somehow special children who have trouble in communicating with their environment. One of the emerging technologies in the field of education that can be effectively profitable called augmented reality, where the combination of real world and virtual images in real time produces new concepts that can facilitate learning. The purpose of this paper is to propose an effective training method for special and disabled children based on augmented reality. Of course, in particular, the efficiency of augmented reality in teaching children with autism will consider, also examine the various aspect of this disease and different learning methods in this area. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=technology%20in%20education" title="technology in education">technology in education</a>, <a href="https://publications.waset.org/abstracts/search?q=augmented%20reality" title=" augmented reality"> augmented reality</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20education" title=" special education"> special education</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20methods" title=" teaching methods"> teaching methods</a> </p> <a href="https://publications.waset.org/abstracts/29455/augmented-reality-in-teaching-children-with-autism" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29455.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">370</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3732</span> Towards a Model of Support in the Areas of Services of Educational Assistance and Tutoring in Middle Education in Mexico</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Margarita%20Zavala">Margarita Zavala</a>, <a href="https://publications.waset.org/abstracts/search?q=Julio%20Rol%C3%B3n"> Julio Rolón</a>, <a href="https://publications.waset.org/abstracts/search?q=Gabriel%20Chavira"> Gabriel Chavira</a>, <a href="https://publications.waset.org/abstracts/search?q=Jos%C3%A9%20Gonz%C3%A1lez"> José González</a>, <a href="https://publications.waset.org/abstracts/search?q=Jorge%20Orozco"> Jorge Orozco</a>, <a href="https://publications.waset.org/abstracts/search?q=Roberto%20Pichardo"> Roberto Pichardo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Adolescence is a neuralgic stage in the formation of every human being, generally at this stage is when the middle school level is studied. In 2006 in Mexico incorporated “mentoring" space to assist students in their integration and participation in life. In public middle schools, is sometimes difficult to be aware of situations that affect students because of the number of them and traditional records management. Whit this they lose the opportunity to provide timely support as a preventive way. In order to provide this support, it is required to know the students by detecting the relevant information that has greater impact on their learning process. This research is looking to check if it is possible to identify student’s relevant information to detect when it is at risk, and then to propose a model to manage in a proper way such information. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adolescence" title="adolescence">adolescence</a>, <a href="https://publications.waset.org/abstracts/search?q=mentoring" title=" mentoring"> mentoring</a>, <a href="https://publications.waset.org/abstracts/search?q=middle%20school%20students" title=" middle school students"> middle school students</a>, <a href="https://publications.waset.org/abstracts/search?q=mentoring%20system%20support" title=" mentoring system support"> mentoring system support</a> </p> <a href="https://publications.waset.org/abstracts/11203/towards-a-model-of-support-in-the-areas-of-services-of-educational-assistance-and-tutoring-in-middle-education-in-mexico" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11203.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">420</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3731</span> The Effects of Early Maternal Separation on Risky Choice in Rats</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Osvaldo%20Collazo">Osvaldo Collazo</a>, <a href="https://publications.waset.org/abstracts/search?q=Cristiano%20Valerio%20Dos%20Santos"> Cristiano Valerio Dos Santos</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Early maternal separation has been shown to bring about many negative effects on behavior in rats. In the present study, we evaluated the effects of early maternal separation on risky choice in rats. One group of male and female Wistar rats was exposed to an early maternal separation protocol while a control group was left undisturbed. Then both groups were exposed to a series of behavioral tests, including a test of risky choice, where one alternative offered a constant reward while the other offered a variable reward. There was a difference between groups when they chose between a variable and a constant reward delay, but no other difference was significant. These results suggest that early maternal separation may be related to a greater preference for shorter delays, which is characteristic of more impulsive choices. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=early%20maternal%20separation" title="early maternal separation">early maternal separation</a>, <a href="https://publications.waset.org/abstracts/search?q=impulsivity" title=" impulsivity"> impulsivity</a>, <a href="https://publications.waset.org/abstracts/search?q=risky%20choice" title=" risky choice"> risky choice</a>, <a href="https://publications.waset.org/abstracts/search?q=variability" title=" variability"> variability</a> </p> <a href="https://publications.waset.org/abstracts/104561/the-effects-of-early-maternal-separation-on-risky-choice-in-rats" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/104561.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">256</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=early%20adolescence&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=early%20adolescence&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=early%20adolescence&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=early%20adolescence&page=5">5</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=early%20adolescence&page=6">6</a></li> <li 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