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childhood</title> <meta name="description" content="Search results for: middle childhood"> <meta name="keywords" content="middle childhood"> <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="middle childhood"> <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> 2231</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: middle childhood</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2231</span> The Development of a School-Based Wellbeing Programme to Enhance the Social Functioning of Learners in Middle Childhood</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Soretha%20Beets">Soretha Beets</a>, <a href="https://publications.waset.org/abstracts/search?q=Izanette%20Van%20Schalkwyk"> Izanette Van Schalkwyk</a>, <a href="https://publications.waset.org/abstracts/search?q=Doret%20K.%20Kirsten"> Doret K. Kirsten</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Children in middle childhood are exposed to various risks, for example, risks associated with poverty and/or dysfunctional families, that may threaten their social functioning. The aim of this study was to develop and design a programme that can be presented to children in middle childhood in order to enhance their social functioning towards better wellbeing. The skills and competencies needed to be included in the programme were identified by means of a literature review and 4 focus groups with educators from 4 sub-areas in a certain district in the North-West Province of South Africa. The programme consists of 8 sessions, presented in a certain order. The sessions cover the following aspects: self-esteem and gratitude, self-regulation and goal-setting, values and relationships, communication and listening, conflict management, emotional competence, and resilient coping. These aspects may benefit children in the middle child’s wellbeing and live on the short-term and may also hold long-term benefits. <p class="card-text"><strong>Keywords:</strong> <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=programme%20development" title=" programme development"> programme development</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20functioning" title=" social functioning"> social functioning</a>, <a href="https://publications.waset.org/abstracts/search?q=wellbeing" title=" wellbeing"> wellbeing</a> </p> <a href="https://publications.waset.org/abstracts/96349/the-development-of-a-school-based-wellbeing-programme-to-enhance-the-social-functioning-of-learners-in-middle-childhood" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/96349.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">159</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">2230</span> The Relationship between Religiosity, Childhood Attachment, and Childhood Trauma in Adulthood</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ashley%20Sainvil">Ashley Sainvil</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study explores the relationship and possible effects of religiosity on both adverse childhood experiences and childhood attachment. Furthermore, to explore the idea that adult religiousness may play as a protective role, specifically protecting adults with a past of adverse childhood experiences and an insecure childhood attachment from reporting depression. Analyses are based on 57 participants (N= 57, 32.1% of ages 18-22; 70.2% female, 28.1% male, 1.8% other). In the form of an online Qualtrics survey through questionnaires, childhood attachment, adverse childhood experiences, sense of religiosity, and depression were measured. While not significant at conventional levels, there was no direct relationship between adverse childhood experiences, insecure childhood attachment, and sense of religiosity, and when assessing age for the relationship in later adulthood, there was no significance. Positive childhood experiences of feeling protected, love, and special had a direct relationship with a positive image and sense of closeness to God. Results highlight the importance of positive childhood experiences, secure childhood attachment quality relationship, such as trust, communication for positive health outcomes, such as less depression. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=religiosity" title="religiosity">religiosity</a>, <a href="https://publications.waset.org/abstracts/search?q=childhood%20trauma" title=" childhood trauma"> childhood trauma</a>, <a href="https://publications.waset.org/abstracts/search?q=childhood%20attachment" title=" childhood attachment"> childhood attachment</a>, <a href="https://publications.waset.org/abstracts/search?q=depression" title=" depression"> depression</a> </p> <a href="https://publications.waset.org/abstracts/164203/the-relationship-between-religiosity-childhood-attachment-and-childhood-trauma-in-adulthood" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164203.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">83</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">2229</span> Exploring Subjective Simultaneous Mixed Emotion Experiences in Middle 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> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Evidence is mounting that mixed emotions can be experienced simultaneously in different ways across the lifespan. Four types of patterns of simultaneously mixed emotions (sequential, prevalent, highly parallel, and inverse types) have been identified in middle childhood and adolescence. Moreover, the recognition of these experiences tends to develop firstly when children consider peers rather than the self. This evidence from children and adolescents is based on examining the presence of experiences specified in adulthood. The present study, therefore, applied an exhaustive coding scheme to investigate whether children experience types of previously unidentified simultaneous mixed emotional experiences. Methodology: One hundred and twenty children (60 girls) aged 7 years 1 month - 9 years 2 months (X=8 years 1 month; SD = 10 months) were recruited from mainstream schools across the UK. Two age groups were formed (youngest, n = 61, 7 years 1 month- 8 years 1 months: oldest, n = 59, 8 years 2 months – 9 years 2 months) and allocated to one of two conditions hearing vignettes describing happy and sad mixed emotion events in age and gender-matched protagonist or themselves. Results: Loglinear analyses identified new types of flexuous, vertical, and other experiences along with established sequential, prevalent, highly parallel, and inverse types of experience. Older children recognised more complex experiences other than the self-condition. Conclusion: Several additional types of simultaneously mixed emotions are recognised in middle childhood. The theoretical relevance of simultaneous mixed emotion processing in childhood is considered, and the potential utility of the findings in emotion assessments is discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotion" title="emotion">emotion</a>, <a href="https://publications.waset.org/abstracts/search?q=childhood" title=" childhood"> childhood</a>, <a href="https://publications.waset.org/abstracts/search?q=self" title=" self"> self</a>, <a href="https://publications.waset.org/abstracts/search?q=other" title=" other"> other</a> </p> <a href="https://publications.waset.org/abstracts/165747/exploring-subjective-simultaneous-mixed-emotion-experiences-in-middle-childhood" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/165747.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">2228</span> Parent and Child Body Dissatisfaction: The Roles of Implicit Behavior and Child Gender in Middle Childhood</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vivienne%20Langhorne">Vivienne Langhorne</a>, <a href="https://publications.waset.org/abstracts/search?q=Helen%20Sharpe"> Helen Sharpe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Body dissatisfaction begins developing in middle childhood, with wide-ranging implications for mental health and well-being. Previous research on parent behavior has focused on the role of explicit parent behaviors in adolescent and young adult body dissatisfaction, leaving a gap in understanding how implicit parent behaviors relate to body dissatisfaction in childhood. The current study investigated how implicit parent behavior (such as modeling own body dissatisfaction and dieting) relates to parent and child body dissatisfaction. It was hypothesized that implicit behavior would be directly related to parent and child body dissatisfaction and mediate the relationship between the two. Furthermore, this study aimed to examine child gender as a potential moderator in this mediation, as research shows that boys and girls experience body dissatisfaction differently. This study analyzed survey responses on parent body dissatisfaction, implicit behavior, and child body dissatisfaction measures from a sample of 166 parent-child dyads with children between the ages of 6 to 9 years old. Regression analyses revealed that parent body dissatisfaction is related to both parent-implicit behavior and child body dissatisfaction. However, implicit behavior did not mediate the relationship between the two body dissatisfaction variables. Additionally, the results of moderated mediation indicated there were no child gender differences in the strength of the association between parental implicit behaviors and child body dissatisfaction. These findings highlight the need for further research into the mechanisms behind parent and child body dissatisfaction to better understand the process through which intergenerational transmission occurs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=body%20dissatisfaction" title="body dissatisfaction">body dissatisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=implicit%20behaviour" title=" implicit behaviour"> implicit behaviour</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=parenting" title=" parenting"> parenting</a> </p> <a href="https://publications.waset.org/abstracts/183394/parent-and-child-body-dissatisfaction-the-roles-of-implicit-behavior-and-child-gender-in-middle-childhood" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/183394.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">63</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">2227</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">2226</span> Introduction to Political Psychoanalysis of a Group in the Middle East</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Seyedfateh%20Moradi">Seyedfateh Moradi</a>, <a href="https://publications.waset.org/abstracts/search?q=Abas%20Ali%20Rahbar"> Abas Ali Rahbar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study focuses on investigating group psychoanalysis in the Middle East. The study uses a descriptive-analytic method and library resources have been used to collect the data. Additionally, the researcher’s observations of people’s everyday behavior have played an important role in the production and analysis of the study. Group psychoanalysis in the Middle East can be conducted through people’s daily behaviors, proverbs, poetry, mythology, etc., and some of the general characteristics of people in the Middle East include: xenophobia, revivalism, fatalism, nostalgic, wills and so on. Members of the group have often failed to achieve Libido wills and it is very important in unifying and reproduction violence. Therefore, if libidinal wills are irrationally fixed, it will be important in forming fundamentalist and racist groups, a situation that is dominant among many groups in the Middle East. Adversities, from early childhood and afterwards, in the subjects have always been influential in the political behavior of group members, and it manifests itself as counter-projections. Consequently, it affects the foreign policy of the governments. On the other hand, two kinds of subjects are identifiable in the Middle East, one; classical subject that is related to nostalgia and mythology and, two; modern subjects which is self-alienated. As a result, both subjects are seeking identity and self-expression in public in relation to forming groups. Therefore, collective unconscious in the Middle East shows itself as extreme boundaries and leads to forming groups characterized with violence. Psychoanalysis shows important aspects to identify many developments in the Middle East; totally analysis of Freud, Carl Jung and Reich about groups can be applied in the present Middle East. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=political" title="political">political</a>, <a href="https://publications.waset.org/abstracts/search?q=psychoanalysis" title=" psychoanalysis"> psychoanalysis</a>, <a href="https://publications.waset.org/abstracts/search?q=group" title=" group"> group</a>, <a href="https://publications.waset.org/abstracts/search?q=Middle%20East" title=" Middle East"> Middle East</a> </p> <a href="https://publications.waset.org/abstracts/71015/introduction-to-political-psychoanalysis-of-a-group-in-the-middle-east" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71015.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">310</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">2225</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">34</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">2224</span> Childhood Cataract: A Socio-Clinical Study at a Public Sector Tertiary Eye Care Centre in India</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Deepak%20Jugran">Deepak Jugran</a>, <a href="https://publications.waset.org/abstracts/search?q=Rajesh%20Gill"> Rajesh Gill</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Purpose: To study the demographic, sociological, gender and clinical profile of the children presented for childhood cataract at a public sector tertiary eye care centre in India. Methodology: The design of the study is retrospective, and hospital-based data is available with the Central Registration Department of the PGIMER, Chandigarh. The majority of the childhood cataract cases are being reported in this hospital, yet not each and every case of childhood cataract approaches PGI, Chandigarh. Nevertheless, this study is going to be pioneering research in India, covering five-year data of the childhood cataract patients who visited the Advanced Eye Centre, PGIMER, Chandigarh, from 1.1.2015 to 31.12.2019. The SPSS version 23 was used for all statistical calculations. Results: A Total of 354 children were presented for childhood cataract from 1.1.2015 to 31.12.2019. Out of 354 children, 248 (70%) were male, and 106 (30%) were female. In-spite of 2 flagship programmes, namely the National Programme for Control of Blindness (NPCB) and Aayushman Bharat (PM JAY) for eradication of cataract, no children received any financial assistance from these two programmes. A whopping 99% of these children belong to the poor families. In most of these families, the mothers were house-wives and did not employ anywhere. These interim results will soon be conveyed to the Govt. of India so that a suitable mechanism can be evolved to address this pertinent issue. Further, the disproportionate ratio of male and female children in this study is an area of concern as we don’t know whether the prevalence of childhood cataract is lower in female children or they are not being presented on time in the hospital by the families. Conclusion: The World Health Organization (WHO) has categorized Childhood blindness resulting from cataract as a priority area and urged all member countries to develop institutionalized mechanisms for its early detection, diagnosis and management. The childhood cataract is an emerging and major cause of preventable and avoidable childhood blindness, especially in low and middle-income countries. In the formative years, the children require a sound physical, mental and emotional state, and in the absence of either one of them, it can severely dent their future growth. The recent estimate suggests that India could suffer an economic loss of US$12 billion (Rs. 88,000 Crores) due to blindness, and almost 35% of cases of blindness are preventable and avoidable if detected at an early age. Besides reporting these results to the policy makers, synchronized efforts are needed for early detection and management of avoidable causes of childhood blindness such as childhood cataract. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=childhood%20blindness" title="childhood blindness">childhood blindness</a>, <a href="https://publications.waset.org/abstracts/search?q=cataract" title=" cataract"> cataract</a>, <a href="https://publications.waset.org/abstracts/search?q=Who" title=" Who"> Who</a>, <a href="https://publications.waset.org/abstracts/search?q=Npcb" title=" Npcb"> Npcb</a> </p> <a href="https://publications.waset.org/abstracts/152428/childhood-cataract-a-socio-clinical-study-at-a-public-sector-tertiary-eye-care-centre-in-india" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152428.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">2223</span> Parental Discourse on Childhood Vaccination Programme: A Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tengku%20Farah%20Petri%20Tengku%20Mahmood">Tengku Farah Petri Tengku Mahmood</a>, <a href="https://publications.waset.org/abstracts/search?q=Shameem%20Rafik-Galea"> Shameem Rafik-Galea</a>, <a href="https://publications.waset.org/abstracts/search?q=Zalina%20Mohd%20Kasim"> Zalina Mohd Kasim</a>, <a href="https://publications.waset.org/abstracts/search?q=Norlijah%20Othman"> Norlijah Othman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Childhood vaccination programme is mandatory in Malaysia. However, the decision to vaccinate or not vaccinate children is still left to the parents. Presently, there are parents who are opting out of vaccination claiming that it causes autism and other chronic disorders despite inconclusive evidence. There appears to be a dangerous trend among some Malaysian parents to not vaccinate their children and to not participate in the childhood vaccination programme. This study presents preliminary findings of parental discourse on childhood vaccination programme through the perspective of the Integrated Threat Theory. An in-depth interview was carried out to investigate a parent’s concern of the effects of childhood vaccination on children. A thematic discourse analysis was used to analyse the transcribed data. The emerging themes based on the analysis and their relevance to our understanding of a parent’s concerns of the effects of childhood vaccination on children are discussed. <p class="card-text"><strong>Keywords:</strong> <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=parental%20discourse" title=" parental discourse"> parental discourse</a>, <a href="https://publications.waset.org/abstracts/search?q=thematic%20discourse%20analysis" title=" thematic discourse analysis"> thematic discourse analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=childhood%20vaccination" title=" childhood vaccination"> childhood vaccination</a> </p> <a href="https://publications.waset.org/abstracts/64051/parental-discourse-on-childhood-vaccination-programme-a-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/64051.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">352</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">2222</span> Identifying Factors Linking Childhood Neglect to Opiate Use</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Usha%20Barahmand">Usha Barahmand</a>, <a href="https://publications.waset.org/abstracts/search?q=Ali%20Khazaee"> Ali Khazaee</a>, <a href="https://publications.waset.org/abstracts/search?q=Goudarz%20Sadeghi%20Hashjin"> Goudarz Sadeghi Hashjin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to assess the relative mediating effects of impulsivity and internalizing problems in the relationship between childhood neglect and motives for opiate use. Seventy-two adolescent opiate users were recruited for the study. Participants completed assessments of childhood abuse history, distress, impulsiveness and motives for substance use as well as a socio-demographic information sheet. Findings from bootstrap mediator analyses indicated that distress, but not impulsiveness, mediated the relationship between childhood emotional abuse and expansion and enhancement motives for substance use. The current study provides preliminary evidence that internalizing problems may function as a mechanism linking prior childhood experiences of emotional neglect to subsequent motives for substance use. Clinical implications of these findings suggest that targeting emotion dysregulation problems may be an effective adjunct in the treatment of adolescents with a history of childhood maltreatment that are at risk for substance use. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=childhood%20neglect" title="childhood neglect">childhood neglect</a>, <a href="https://publications.waset.org/abstracts/search?q=impulsiveness" title=" impulsiveness"> impulsiveness</a>, <a href="https://publications.waset.org/abstracts/search?q=internalizing%20problems" title=" internalizing problems"> internalizing problems</a>, <a href="https://publications.waset.org/abstracts/search?q=substance%20use%20motives" title=" substance use motives "> substance use motives </a> </p> <a href="https://publications.waset.org/abstracts/33926/identifying-factors-linking-childhood-neglect-to-opiate-use" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/33926.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">464</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">2221</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">2220</span> The Child Attachment Interview: A Psychometric Longitudinal Validation Study in a German Sample</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jorn%20Meyer">Jorn Meyer</a>, <a href="https://publications.waset.org/abstracts/search?q=Stefan%20Sturmer"> Stefan Sturmer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The assessment of attachment patterns in toddlers and adults has been well researched, and valid diagnostic methods (e.g., Strange Situation Test, Adult Attachment Interview) are applicable. For middle and late childhood, on the other hand, there are only few validated methods available so far. For the Child Attachment Interview (CAI) promising validation studies from English-speaking countries are available, but so far a comprehensive study on the validity of a German sample is lacking. Within the scope of a longitudinal project, the results of the first point of measurement are reported in this study. A German-language version of the CAI was carried out with 111 primary school children (56% female; age: M = 8.34, SD = 0.49). In relation to psychometric quality criteria, parameters on interrater reliability, construct validity and discriminant, and convergent validity are reported. Analyses of the correlations between attachment patterns and internalizing and externalizing behavior problems from parent and teacher reports are presented. The implications for the German-language assessment of attachment in middle and late childhood in research and individual case diagnostics, e.g., in the context of conducting expert evaluation reports for family courts, are discussed. <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=attachment%20assessment" title=" attachment assessment"> attachment assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=developmental%20psychology" title=" developmental psychology"> developmental psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=longitudinal%20study" title=" longitudinal study"> longitudinal study</a> </p> <a href="https://publications.waset.org/abstracts/90922/the-child-attachment-interview-a-psychometric-longitudinal-validation-study-in-a-german-sample" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/90922.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">239</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">2219</span> The Family Sense of Coherence of Early Childhood Education Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Demir">M. Demir</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Demir"> A. Demir</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this study is to examine the family sense of coherence of early childhood education students. The Family Sense of Coherence Inventory has applied to 233 (108 girls and 125 boys) early childhood education students in Turkey. At the stage of data collection, with the aim of determining the family sense of coherence of early childhood education students, Family Sense of Coherence Inventory which was developed by Çeçen (2007) was used. In the process of the analysis of data, independent samples t-test, and one-way ANOVA were used. According to the results of the study, there were significant differences between some demographic variables in terms of the family sense of coherence. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=family%20sense%20of%20coherence" title="family sense of coherence">family sense of coherence</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20childhood%20education%20students" title=" early childhood education students"> early childhood education students</a> </p> <a href="https://publications.waset.org/abstracts/113400/the-family-sense-of-coherence-of-early-childhood-education-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/113400.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">164</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">2218</span> A Systematic Review on Assessing the Prevalence, Types, and Predictors of Sleep Disturbances in Childhood Traumatic Brain Injury</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=E.%20Botchway">E. Botchway</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20Godfrey"> C. Godfrey</a>, <a href="https://publications.waset.org/abstracts/search?q=V.%20Anderson"> V. Anderson</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20Catroppa"> C. Catroppa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Sleep disturbances are common after childhood traumatic brain injury (TBI). This systematic review aimed to assess the prevalence, types, and predictors of sleep disturbances in childhood TBI. Methods: Medline, Pubmed, PsychInfo, Web of Science, and EMBASE databases were searched. Out of the 547 articles assessed, 15 met selection criteria for this review. Results: Sleep disturbances were common in children and adolescents with TBI, irrespective of injury severity. Excessive daytime sleepiness and insomnia were the most common sleep disturbances reported. Sleep disturbance was predicted by sex, injury severity, pre-existing sleep disturbances, younger age, pain, and high body mass index. Conclusions: Sleep disturbances are highly prevalent in childhood TBI, regardless of the injury severity. Routine assessment of sleep in survivors of childhood TBI is recommended. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=traumatic%20brain%20injury" title="traumatic brain injury">traumatic brain injury</a>, <a href="https://publications.waset.org/abstracts/search?q=sleep%20diatiurbances" title=" sleep diatiurbances"> sleep diatiurbances</a>, <a href="https://publications.waset.org/abstracts/search?q=childhood" title=" childhood"> childhood</a>, <a href="https://publications.waset.org/abstracts/search?q=systematic%20review" title=" systematic review"> systematic review</a> </p> <a href="https://publications.waset.org/abstracts/77833/a-systematic-review-on-assessing-the-prevalence-types-and-predictors-of-sleep-disturbances-in-childhood-traumatic-brain-injury" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/77833.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">391</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">2217</span> Mother-Child Attachment and Anxiety Symptoms in Middle Childhood: Differences in Levels of Attachment Security</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Simran%20Sharda">Simran Sharda</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There is increasing evidence that leads psychologists today to believe that the attachment formed between a mother and child plays a much more profound role in later-life outcomes than previously expected. Particularly, the fact that a link may exist between maternal attachment and the development in addition to the severity of social anxiety in middle childhood seems to be gaining ground. This research will examine and address a myriad of major issues related to the impact of mother-child attachment: behaviors of children with different levels of secure attachment, various aspects of anxiety in relation to attachment security as well as other styles of mother-child attachments, especially avoidant attachment and over-attachment. This analysis serves to compile previous literature on the subject and touch light upon a logical extension of the research. Moreover, researchers have identified links between attachment and the externalization of problem behaviors: these behaviors may later manifest as social anxiety as well as increased severity and likelihood of PTSD diagnosis (an anxiety disorder). Furthermore, secure attachment has been linked to increased health benefits, cognitive skills, emotive socialization, and developmental psychopathology. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=child%20development" title="child development">child development</a>, <a href="https://publications.waset.org/abstracts/search?q=anxiety" title=" anxiety"> anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=cognition" title=" cognition"> cognition</a>, <a href="https://publications.waset.org/abstracts/search?q=developmental%20psychopathology" title=" developmental psychopathology"> developmental psychopathology</a>, <a href="https://publications.waset.org/abstracts/search?q=mother-child%20relationships" title=" mother-child relationships"> mother-child relationships</a>, <a href="https://publications.waset.org/abstracts/search?q=maternal" title=" maternal"> maternal</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20development" title=" cognitive development"> cognitive development</a> </p> <a href="https://publications.waset.org/abstracts/145102/mother-child-attachment-and-anxiety-symptoms-in-middle-childhood-differences-in-levels-of-attachment-security" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/145102.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">159</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">2216</span> Childhood Trauma and Identity in Adulthood</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aakriti%20Lohiya">Aakriti Lohiya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examines the commonly recognised childhood trauma that can have a significant and enduring effect on a person's cognitive and psychological health. The purpose of this study was to look at the intricate interactions that exist between negative self-identity, cognitive distortions, and early trauma. For the study, a sample of (200 women were taken, who were socially active) was gathered. Standardised measures were utilised to evaluate the participants' experiences of childhood trauma, and validated psychological tools were employed to assess negative self-identity and cognitive distortions. The links and predicting correlations between childhood trauma, negative self-identity, and cognitive distortions were investigated using statistical techniques, such as correlation analysis and multiple regression modelling. The results demonstrated that there is no correlation between the degree of early trauma and the emergence of a negative self-identity and cognitive distortions. It examines whether cognitive distortion and events in childhood have any relationship with negative self-identity using various scales. Participants completed the Childhood Trauma Questionnaire, which assessed retrospective accounts of childhood trauma; the Cognitive Distortions Scale, which measured internal attributions and perceptions of controllability; and the attachment style questionnaire, which assessed the attachment attribute of their daily life, which will lead negative. The implications for therapy were also considered. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20distortion" title="cognitive distortion">cognitive distortion</a>, <a href="https://publications.waset.org/abstracts/search?q=therapy" title=" therapy"> therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=childhood%20trauma" title=" childhood trauma"> childhood trauma</a>, <a href="https://publications.waset.org/abstracts/search?q=attachment" title=" attachment"> attachment</a> </p> <a href="https://publications.waset.org/abstracts/178974/childhood-trauma-and-identity-in-adulthood" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/178974.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">80</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">2215</span> Character Education Model for Early Childhood Based Javanese Culture</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rafika%20Bayu%20Kusumandari">Rafika Bayu Kusumandari</a>, <a href="https://publications.waset.org/abstracts/search?q=Istyarini"> Istyarini</a>, <a href="https://publications.waset.org/abstracts/search?q=Ispen%20Safrel"> Ispen Safrel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Character education will be more meaningful if carried out since early childhood. This is because early childhood education is the foundation of the formation of character. This study intends to find a model of character education in early childhood based on Javanese culture. In keeping with the focus of the study, long-term goals to be achieved through this research is to find once described the development of a model of character education in early childhood Javanese culture based in Semarang are then applied across early childhood education institutions in Semarang City. The specific objective of the study is: Describe the character models and management education in early childhood Java-based culture in Semarang City. The benefits of this research are; Provide an overview of the model and describe the management of character education in early childhood Java-based culture in Semarang City. Referring to the objectives of the research program was designed with a "Research and Development", meaning that a program of research followed by development programs for improvement or refinement. To produce a prototype model of character education in early childhood Java-based culture in the city, taken systematic measures in the form of the action, reflection, evaluation and innovation by applying qualitative research methods, descriptive, development, experimentation, and evaluation. This study aims to gain in-depth description of the model of character education in early childhood Java-based culture in the city of Semarang. The reason for the use of the use of qualitative methods researcher's knowledge, no study results and empirical research specifically about the model of character education in early childhood Java-based culture in the city of Semarang. On the implementation of character education early childhood adapted to the characteristics of each school and the emphasis of each agency arrangements for early childhood education, culture-based Java. Javanese culture should be introduced early in order not to erode the cultural lost outside the entrance as the era of globalization. In addition, Java is promoting a culture of courtesy and manners are very appropriate for the character formation of children of early age. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education%20character" title="education character">education character</a>, <a href="https://publications.waset.org/abstracts/search?q=Javanese%20culture" title=" Javanese culture"> Javanese culture</a>, <a href="https://publications.waset.org/abstracts/search?q=childhood" title=" childhood"> childhood</a>, <a href="https://publications.waset.org/abstracts/search?q=character" title=" character"> character</a> </p> <a href="https://publications.waset.org/abstracts/27533/character-education-model-for-early-childhood-based-javanese-culture" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27533.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">391</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">2214</span> Progression of Trauma: Myth Mess Mastery, Addressing and Grooming</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Stuart%20Bassman">Stuart Bassman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Services that focus on the synthesis of research and clinical practice are vital in providing efficacious change for the men and women who have been victims of childhood sexual abuse. This study will address what processes have been helpful in being a catalyst in changing one’s inner life as well as providing meaningful applications and fulfilling experiences. Initially, we would focus on the Myths regarding childhood sexual abuse. This would include Grooming behaviors and Delayed Disclosures. Subsequently, we would address the Mess that follows from not recognizing the adverse impairments that result from Childhood Sexual Abuse. Finally, we would conclude by looking at the Mastery that could arise from moving from being a Victim to a Survivor and a Thriver. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=trauma" title="trauma">trauma</a>, <a href="https://publications.waset.org/abstracts/search?q=childhood" title=" childhood"> childhood</a>, <a href="https://publications.waset.org/abstracts/search?q=somatic" title=" somatic"> somatic</a>, <a href="https://publications.waset.org/abstracts/search?q=treatment" title=" treatment"> treatment</a> </p> <a href="https://publications.waset.org/abstracts/184202/progression-of-trauma-myth-mess-mastery-addressing-and-grooming" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/184202.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">56</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">2213</span> The Most Effective Interventions to Prevent Childhood Obesity</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sarah-Anne%20Schumann">Sarah-Anne Schumann</a>, <a href="https://publications.waset.org/abstracts/search?q=Chintan%20Shah"> Chintan Shah</a>, <a href="https://publications.waset.org/abstracts/search?q=Sandeep%20Ponniah"> Sandeep Ponniah</a>, <a href="https://publications.waset.org/abstracts/search?q=Syeachia%20Dennis"> Syeachia Dennis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Effective interventions to prevent childhood obesity include limiting sugar-sweetened beverage intake (SOR: B, longitudinal study), school and home based strategies to reduce total screen time and increase physical activity, behavioral and dietary counseling, and support for parents and families (SOR: A, meta-analysis of randomized and non-randomized controlled trials). Risk factors for childhood obesity include maternal pre-pregnancy weight, high infant birth weight, early infant rapid weight gain and maternal smoking during pregnancy which may provide opportunities to intervene and prevent childhood obesity (SOR: B, meta-analysis of observational studies). <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=obesity" title=" obesity"> obesity</a>, <a href="https://publications.waset.org/abstracts/search?q=prevent%20obesity" title=" prevent obesity"> prevent obesity</a>, <a href="https://publications.waset.org/abstracts/search?q=interventions%20to%20prevent%20obesity" title=" interventions to prevent obesity"> interventions to prevent obesity</a> </p> <a href="https://publications.waset.org/abstracts/36469/the-most-effective-interventions-to-prevent-childhood-obesity" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36469.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">445</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">2212</span> Emerging Issues in Early Childhood Care and Development in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Evelyn%20Fabian">Evelyn Fabian</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The focus of this discussion centres on the emerging issues in Early Childhood Care and development in Nigeria. Early childhood care is the bedrock of Nigeria’s educational system. However, there are critical issues that had not been addressed and it is frustrating the entire educational process. Thus, this paper will show the inter-connectedness between these issues such as poor funding, trained skillful teachers that would supervise the learning process of the kids, unconducive learning environment and lack of relevant facilities. For a clear grasp of these issues, the researcher visited 36 early childhood centres distributed across the 36 spates of Nigeria. The findings which were expressed in simple percentages revealed a near total absence or government neglect of these critical areas. The findings equally showed a misplaced priority in the government allocation of funds to early child care education and development. The study concludes that this mismatch in the training of these categories of pupils, government should expedite action in addressing these emerging issues in early childhood care and development in Nigeria. <p class="card-text"><strong>Keywords:</strong> <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=ECCE" title=" ECCE"> ECCE</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=emerging%20issues" title=" emerging issues"> emerging issues</a> </p> <a href="https://publications.waset.org/abstracts/22207/emerging-issues-in-early-childhood-care-and-development-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22207.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">533</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">2211</span> A Diagnostic Challenge of Drug Resistant Childhood Tuberculosis in Developing World</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Warda%20Fatima">Warda Fatima</a>, <a href="https://publications.waset.org/abstracts/search?q=Hasnain%20Javed"> Hasnain Javed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The emerging trend of Drug resistance in childhood Tuberculosis is increasing worldwide and now becoming a priority challenge for National TB Control Programs of the world. Childhood TB accounts for 10-15% of total TB burden across the globe and same proportion is quantified in case of drug resistant TB. One third population suffering from MDR TB dies annually because of non-diagnosis and unavailability of appropriate treatment. However, true Childhood MDR TB cannot be estimated due to non-confirmation. Diagnosis of Pediatric TB by sputum Smear Microscopy and Culture inoculation are limited due to paucibacillary nature and difficulties in obtaining adequate sputum specimens. Diagnosis becomes more difficult when it comes to HIV infected child. New molecular advancements for early case detection of TB and MDR TB in adults have not been endorsed in children. Multi centered trials are needed to design better diagnostic approaches and efficient and safer treatments for DR TB in high burden countries. The aim of the present study is to sketch out the current situation of the childhood Drug resistant TB especially in the developing world and to highlight the classic and novel methods that are to be implemented in high-burden resource-limited locations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=drug%20resistant%20TB" title="drug resistant TB">drug resistant TB</a>, <a href="https://publications.waset.org/abstracts/search?q=childhood" title=" childhood"> childhood</a>, <a href="https://publications.waset.org/abstracts/search?q=diagnosis" title=" diagnosis"> diagnosis</a>, <a href="https://publications.waset.org/abstracts/search?q=novel%20methods" title=" novel methods"> novel methods</a> </p> <a href="https://publications.waset.org/abstracts/18875/a-diagnostic-challenge-of-drug-resistant-childhood-tuberculosis-in-developing-world" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18875.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">401</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">2210</span> Attachment Patterns in a Sample of South African Children at Risk in Middle Childhood</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Renate%20Gericke">Renate Gericke</a>, <a href="https://publications.waset.org/abstracts/search?q=Carol%20Long"> Carol Long</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Despite the robust empirical support of attachment, advancement in the description and conceptualization of attachment has been slow and has not significantly advanced beyond the identification of attachment security or type (namely, secure, avoidant, ambivalent and disorganized). This has continued despite papers arguing for theoretical refinement in the classification of attachment presentations. For thinking and practice to advance, it is critically important that these categories and their assessment be interrogated in different contexts and across developmental age. To achieve this, a quantitative design was used with descriptive and inferential statistics, and general linear models were employed to analyze the data. The Attachment Story Completion Test (ASCT) was administered to 105 children between the ages of eight and twelve from socio-economically deprived contexts with high exposure to trauma. A staggering 93% of the children had insecure attachments (specifically, avoidant 37%, disorganized 34% and ambivalent 22%) and attachment was more complex than currently conceptualized in the attachment literature. Primary attachment did not only present as one of four discreet categories, but 70% of the sample had a complex attachment with more than one type of maternal attachment style. Attachment intensity also varied along a continuum (between 1 and 5). The findings have implications for a) research that has not considered the potential complexity of attachment or attachment intensity, b) policy to more actively support mother-infant dyads, particularly in high-risk contexts and c) question the applicability of a western conceptualization of a primary maternal attachment figure in non-western collectivist societies. <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=children%20at%20risk" title=" children at risk"> children at risk</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=non-western%20context" title=" non-western context"> non-western context</a> </p> <a href="https://publications.waset.org/abstracts/107719/attachment-patterns-in-a-sample-of-south-african-children-at-risk-in-middle-childhood" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/107719.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">2209</span> Sex Education: The Teacher’s Discourses About the Relation Between the Children and the Media, Concerning Sex Education and the Childhood</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Katerina%20Samartzi">Katerina Samartzi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study focuses on the teacher’s discourses in Greece, about the relation between the children and the media, concerning sex education and widely the childhood. The teachers’ input reflect the anxieties and the dominant discourses that exist around these issues. The study begins with the critical discussion of the available literature concerning the potential impact of media and the ‘moral panics’, their role in sex education and the children’s use of sexual material. Moreover, the study analyses the social construction of childhood and sexuality. Given the lack of explicit and official protocol for the sex education in Greece and due the fact that the young people are familiar with all the material provided by the New Media and their part as an informal education, this project aims to point out the factors that reinforce these gaps. This study focuses on the way the adults and specifically teachers contextualize the children’s relation with media, their sexuality, the sex education, the use of sexual material and the childhood. <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=children%27s%20sexuality" title=" children's sexuality"> children's sexuality</a>, <a href="https://publications.waset.org/abstracts/search?q=media" title=" media"> media</a>, <a href="https://publications.waset.org/abstracts/search?q=moral%20panics" title=" moral panics"> moral panics</a>, <a href="https://publications.waset.org/abstracts/search?q=pornography" title=" pornography"> pornography</a>, <a href="https://publications.waset.org/abstracts/search?q=sex%20education" title=" sex education"> sex education</a> </p> <a href="https://publications.waset.org/abstracts/143933/sex-education-the-teachers-discourses-about-the-relation-between-the-children-and-the-media-concerning-sex-education-and-the-childhood" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/143933.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">175</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">2208</span> The Investigation of Predictor Affect of Childhood Trauma, Dissociation, Alexithymia, and Gender on Dissociation in University Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gizem%20Akcan">Gizem Akcan</a>, <a href="https://publications.waset.org/abstracts/search?q=Erdinc%20Ozturk"> Erdinc Ozturk</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of the study was to determine some psychosocial variables that predict dissociation in university students. These psychosocial variables were perceived childhood trauma, alexithymia, and gender. 150 (75 males, 75 females) university students (bachelor, master and postgraduate) were enrolled in this study. They were chosen from universities in Istanbul at the education year of 2016-2017. Dissociative Experiences Scale (DES), Childhood Trauma Questionnaire (CTQ) and Toronto Alexithymia Scale were used to assess related variables. Demographic Information Form was given to students in order to have their demographic information. Frequency Distribution, Linear Regression Analysis, and t-test analysis were used for statistical analysis. Childhood trauma and alexithymia were found to have predictive value on dissociation among university students. However, physical abuse, physical neglect and emotional neglect sub dimensions of childhood trauma and externally-oriented thinking sub dimension of alexithymia did not have predictive value on dissociation. Moreover, there was no significant difference between males and females in terms of dissociation scores of participants. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=childhood%20trauma" title="childhood trauma">childhood trauma</a>, <a href="https://publications.waset.org/abstracts/search?q=dissociation" title=" dissociation"> dissociation</a>, <a href="https://publications.waset.org/abstracts/search?q=alexithymia" title=" alexithymia"> alexithymia</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a> </p> <a href="https://publications.waset.org/abstracts/86628/the-investigation-of-predictor-affect-of-childhood-trauma-dissociation-alexithymia-and-gender-on-dissociation-in-university-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/86628.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">395</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">2207</span> The Application of Local Wisdom in Health Care of Early Childhood at Ban Nam Chieo Community, Laem Ngop, Trat Province</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Supalak%20Fakkhum">Supalak Fakkhum</a>, <a href="https://publications.waset.org/abstracts/search?q=Wannita%20Pochanakul"> Wannita Pochanakul</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research is qualitative research that aims to study the application of local wisdom in health care of early childhood at Ban Nam Chieo Community, Laem Ngop, Trat Province. The target is one folk medicine healer and 45 parents who have children or grandchildren aged between 0-5 years. The folk medicine healer was interviewed and observed during early childhood health care practice. Parents were interviewed. The results showed that local wisdom in health care of early childhood are as follows: 1. Local wisdom about early childhood diseases: It is believed that the disease was determined while the child was still in the womb, in the third month of pregnancy. When a child is born, they will have La, La-ong and Saang diseases, which are URI (upper respiratory infection) and DI (diarrhea) diseases. Supernatural aspect is also considered. 2. The treatment is chosen to match the symptoms of the disease. Caring for early childhood includes psychological therapy by rituals and spells. 3. For local wisdom concerning prevention and health promotion, parents normally bring their child to folk medicine healers for “throat paint” as an act of protection and health promotion. Folk healers often prescribe food according to belief and local wisdom. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=local%20wisdom" title="local wisdom">local wisdom</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=folk%20medicine" title=" folk medicine"> folk medicine</a>, <a href="https://publications.waset.org/abstracts/search?q=healer" title=" healer"> healer</a> </p> <a href="https://publications.waset.org/abstracts/11736/the-application-of-local-wisdom-in-health-care-of-early-childhood-at-ban-nam-chieo-community-laem-ngop-trat-province" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11736.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">2206</span> The Role of Information and Communication Technology in Early Childhood Education as Perceived by Early Childhood Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rabia%20Khalil">Rabia Khalil</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of the study is to find out the perception of early childhood education teacher‘s about the role and implementation of information communication technology in early childhood education. The main purpose of the study is to investigate the role of information and communication technology in early childhood education as perceived by early childhood education teachers. The objectives of the study were to identify the roles of ICT in today’s early years and the impacts of Information communication technology in early childhood education. This study is to find out the role of ICT at ECE level & how it will be useful for teachers to implement this technique for the development of student skills. This is a quantitative research in which a survey study was conducted. The Population of the study was the primary teachers of the public and private primary schools of Lahore. By using random sampling technique the sample consists of 300 teachers but only 260 respond from 52 primary schools of Lahore. In this research, questionnaire was developed for primary school teachers. The questionnaires were based on liker type scale which comprises of section of strongly agree to strongly disagree. Data were analyzed by using descriptive analysis. The data was arranged and then entered in computer, having the software package for social sciences (SPSS) version 15. The importance of this study is to find out the role of ICT at ECE level & how it will be useful for teachers to implement this technique for the development of student skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ECE" title="ECE">ECE</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT" title=" ICT"> ICT</a>, <a href="https://publications.waset.org/abstracts/search?q=PC" title=" PC"> PC</a>, <a href="https://publications.waset.org/abstracts/search?q=C%20AI" title=" C AI"> C AI</a> </p> <a href="https://publications.waset.org/abstracts/49183/the-role-of-information-and-communication-technology-in-early-childhood-education-as-perceived-by-early-childhood-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/49183.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">344</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">2205</span> Predicting the Relationship Between Childhood Trauma on the Formation of Defense Mechanisms with the Mediating Role of Object Relations in Traders</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ahmadreza%20Jabalameli">Ahmadreza Jabalameli</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Ebrahimpour%20Borujeni"> Mohammad Ebrahimpour Borujeni</a> </p> <p class="card-text"><strong>Abstract:</strong></p> According to psychodynamic theories, the major personality structure of individuals is formed in the first years of life. Trauma is an inseparable and undeniable part of everyone's life and they inevitably struggle with many traumas that can have a very significant impact on their lives. The present study deals with the relationship between childhood trauma on the formation of defense mechanisms and the role of object relations. The present descriptive study is a correlation with structural equation modeling (SEM). Sample selection is available and consists of 200 knowledgeable traders in Jabalameli Information Technology Company. The results indicate that the experience of childhood trauma with a demographic moderating effect, through the mediating role of object relations can lead to vulnerability to ego reality functionality and immature and psychically disturbed defense mechanisms. In this regard, there is a significant negative relationship between childhood trauma and object relations with mature defense mechanisms. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=childhood%20trauma" title="childhood trauma">childhood trauma</a>, <a href="https://publications.waset.org/abstracts/search?q=defense%20mechanisms" title=" defense mechanisms"> defense mechanisms</a>, <a href="https://publications.waset.org/abstracts/search?q=object%20relations" title=" object relations"> object relations</a>, <a href="https://publications.waset.org/abstracts/search?q=trade" title=" trade"> trade</a> </p> <a href="https://publications.waset.org/abstracts/148276/predicting-the-relationship-between-childhood-trauma-on-the-formation-of-defense-mechanisms-with-the-mediating-role-of-object-relations-in-traders" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/148276.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">132</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">2204</span> Transitioning Teacher Identity during COVID-19: An Australian Early Childhood Education Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=J.%20Jebunnesa">J. Jebunnesa</a>, <a href="https://publications.waset.org/abstracts/search?q=Y.%20Budd"> Y. Budd</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20Mason"> T. Mason</a> </p> <p class="card-text"><strong>Abstract:</strong></p> COVID-19 changed the pedagogical expectations of early childhood education as many teachers across Australia had to quickly adapt to new teaching practices such as remote teaching. An important factor in the successful implementation of any new teaching and learning approach is teacher preparation, however, due to the pandemic, the transformation to remote teaching was immediate. A timely question to be asked is how early childhood teachers managed the transition from face-to-face teaching to remote teaching and what was learned through this time. This study explores the experiences of early childhood educators in Australia during COVID-19 lockdowns. Data were collected from an online survey conducted through the official Facebook forum of “Early Childhood Education and Care Australia,” and a constructivist grounded theory methodology was used to analyse the data. Initial research results suggest changing expectations of teachers’ roles and responsibilities during the lockdown, with a significant category related to transitioning teacher identities emerging. The concept of transitioning represents the shift from the role of early childhood educator to educational innovator, essential worker, social worker, and health officer. The findings illustrate the complexity of early childhood educators’ roles during the pandemic. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=changing%20role%20of%20teachers" title="changing role of teachers">changing role of teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=constructivist%20grounded%20theory" title=" constructivist grounded theory"> constructivist grounded theory</a>, <a href="https://publications.waset.org/abstracts/search?q=lessons%20learned" title=" lessons learned"> lessons learned</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20during%20COVID-19" title=" teaching during COVID-19"> teaching during COVID-19</a> </p> <a href="https://publications.waset.org/abstracts/148888/transitioning-teacher-identity-during-covid-19-an-australian-early-childhood-education-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/148888.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">99</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">2203</span> Nurses’ Knowledge and Practice in the Management of Childhood Malnutrition in Selected Health Centers in Rwanda</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Uwera%20Monique">Uwera Monique</a>, <a href="https://publications.waset.org/abstracts/search?q=Bagweneza%20Vedaste"> Bagweneza Vedaste</a>, <a href="https://publications.waset.org/abstracts/search?q=Rugema%20Joselyne"> Rugema Joselyne</a>, <a href="https://publications.waset.org/abstracts/search?q=Lakshmi%20Rajeswaran"> Lakshmi Rajeswaran</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Malnutrition contributes significantly to childhood morbidity and mortality. Nurses usually exhibit inadequate knowledge of childhood malnutrition management. Nurses require appropriate knowledge and skills to manage malnutrition using appropriate protocols. Objectives: The general objective of this study was to assess Nurses’ knowledge and practice in the management of childhood malnutrition in selected health centers in Rwanda. The specific objectives were to assess the level of nurses’ knowledge in the management of childhood malnutrition, to determine the level of practice in the management of childhood malnutrition in selected health centers in Rwanda, and to establish the relationship between the demographic profile and nurses’ knowledge in the management of childhood malnutrition in selected health centers in Rwanda. Methods: The study used a descriptive cross-sectional study design and quantitative approach among 196 nurses from 24 health centers in one district. A questionnaire was used to collect data on knowledge and practice towards childhood malnutrition management. The entire population was used, and SPSS version 25 helped to analyze data. Descriptive statistics helped to produce the frequencies and percentages, while chi-square helped to determine the relationship between demographic variables and knowledge and practice scores. Results: The study findings showed that of 196 participants, 48% had a high level of knowledge about malnutrition management with more than 75% score, and 17% and 35% had low and moderate levels of knowledge, respectively. 61% of them had a high level of practice in malnutrition management, as the acceptable score was 75%. 13% had a low level, while 26% had a moderate level of practice. Most socio-demographic characteristics have shown a statistical relationship with the level of knowledge. Conclusion: The study findings revealed that almost half of the nurses had good knowledge of childhood malnutrition management, and this was associated with many socio-demographic data, while more than half had good practice in that aspect. However, some nurses who still have gaps in knowledge and practice require necessary measures to boost these components. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=nurse" title="nurse">nurse</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge" title=" knowledge"> knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=practice" title=" practice"> practice</a>, <a href="https://publications.waset.org/abstracts/search?q=childhood%20malnutrition" title=" childhood malnutrition"> childhood malnutrition</a> </p> <a href="https://publications.waset.org/abstracts/176717/nurses-knowledge-and-practice-in-the-management-of-childhood-malnutrition-in-selected-health-centers-in-rwanda" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/176717.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">66</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">2202</span> “The Day I Became a Woman” by Marziyeh Meshkiny: An Analysis of the Cinematographic Image of the Middle East</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ana%20Carolina%20Domingues">Ana Carolina Domingues</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This work presents the preliminary results of the above-titled doctoral research. Based on this film and on Middle East authors who discuss films made by women, it has been concluded so far, that it is part of a larger movement, which together with other productions, show the perceptions of the world of these women, who see the world otherwise, for not holding positions of power. These modes of perception revealed from the encounter of women with the cameras, educate viewers to denaturalize the impressions constructed in relation to the Middle East. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cinema" title="cinema">cinema</a>, <a href="https://publications.waset.org/abstracts/search?q=image" title=" image"> image</a>, <a href="https://publications.waset.org/abstracts/search?q=middle%20east" title=" middle east"> middle east</a>, <a href="https://publications.waset.org/abstracts/search?q=women" title=" women"> women</a> </p> <a href="https://publications.waset.org/abstracts/152988/the-day-i-became-a-woman-by-marziyeh-meshkiny-an-analysis-of-the-cinematographic-image-of-the-middle-east" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152988.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right 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