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emotional support</title> <meta name="description" content="Search results for: children's emotional support"> <meta name="keywords" content="children's emotional support"> <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 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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="children's emotional support"> <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> 10748</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: children's emotional support</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10748</span> Stimulating the Social Emotional Development of Children through Play Activities: The Role of Teachers and Parents Support </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mahani%20Razali">Mahani Razali</a>, <a href="https://publications.waset.org/abstracts/search?q=Nordin%20Mamat"> Nordin Mamat </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this research is to identify the teacher’s role and parent’s participation to develop children`s socio emotion through play activities. This research is based on three main objectives which are to identify children`s socio emotion during play activities, teacher’s role and parent’s participation to develop children`s socio emotion. This qualitative study was carried out among 25 pre-school children, three teachers and three parents as the research sample. On the other hand, parent’s support was obtained from their discussions, supervisions and communication at home. The data collection procedures involved structured observation which was to identify socio emotional development element among pre-school children through play activities; as for semi-structured interviews, it was done to study the perception of the teachers and parents on the acquired socio emotional development among the children. Besides, documentation analysis method was used as to triangulate acquired information with observations and interviews. In this study, the qualitative data analysis was tabulated in descriptive manner with frequency and percentage format. This study primarily focused on five main socio emotional elements among the pre-school children: 1) Cooperation, 2) Confidence and Courage, 3) Ability to communicate, 4) patience, and 5) Tolerance. The findings of this study were presented in the form of case to case manner from the researches sample. Findings revealed that the children showed positive outcomes on the socio emotional development during their play. Both teachers and parents showed positive perceptions towards the acquired socio emotional development during their play activities. In conclusion, this research summarizes that teacher’s role and parent’s support can improve children`s socio emotional development through play activities. As a whole, this research highlighted the significance of play activities as to stimulate socio emotional development among the pre-school children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20emotional" title="social emotional">social emotional</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children"> children</a>, <a href="https://publications.waset.org/abstracts/search?q=play%20activities" title=" play activities"> play activities</a>, <a href="https://publications.waset.org/abstracts/search?q=stimulating" title=" stimulating "> stimulating </a> </p> <a href="https://publications.waset.org/abstracts/31150/stimulating-the-social-emotional-development-of-children-through-play-activities-the-role-of-teachers-and-parents-support" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31150.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">407</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">10747</span> Use of Social Support for Fathers with Developmental Disabilities in Japan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shiori%20Ishida">Shiori Ishida</a>, <a href="https://publications.waset.org/abstracts/search?q=Hiromi%20Okuno"> Hiromi Okuno</a>, <a href="https://publications.waset.org/abstracts/search?q=Hisato%20Igarashi"> Hisato Igarashi</a>, <a href="https://publications.waset.org/abstracts/search?q=Akemi%20Yamazaki"> Akemi Yamazaki</a>, <a href="https://publications.waset.org/abstracts/search?q=Hiroko%20Takahashi"> Hiroko Takahashi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to clarify the differences and similarities regarding the social support of fathers and mothers towards considering increased assistance for the paternity of children with developmental disabilities. Written questionnaires were completed by fathers (n=85) and mothers (n=101) of children using rehabilitation facilities between infancy and 5 years of age. The survey contained multiple-choice questions on four categories: information support (6 items), emotional support (7 items), evaluation support (3 items), and daily living support (3 items). Regarding information support, fathers answered ‘spouse’ as the provider in over 50% of cases for all 6 items, which was significantly different compared with mothers (all p < 0.001). For emotional support, fathers were significantly more likely to get support from the workplace (p < 0.001) and from spouse (p < 0.001). The ‘evaluation support’ did not have significant differences for fathers in all the items, but the most frequent support providers were ‘spouses’. ‘Daily living support’ was significantly different from fathers in the workplace (p < 0.000) in terms of make allowances for work and duties. Thus, it appeared that fathers had fewer social support sources as compared with mothers and limited non-spouse support. The understanding of developmental disabilities, acquisition of methods of rehabilitation, and sources of support might have been inadequately addressed among fathers, which could be a hindrance to the involvement of fathers in the rearing of children with developmental disabilities. On the other hand, we also observed that some fathers were involved in the care of developmentally troubled children while providing mental support for their spouse, cooperating with housework, and adjusting their work life. However, the results on the external and social backgrounds of fathers indicated a necessity for greater empowerment and peer support to improve the paternal care of children with developmental disabilities in the family survey. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=children%20with%20developmental%20disabilities" title="children with developmental disabilities">children with developmental disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=family%20support" title=" family support"> family support</a>, <a href="https://publications.waset.org/abstracts/search?q=father" title=" father"> father</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20support" title=" social support"> social support</a> </p> <a href="https://publications.waset.org/abstracts/114583/use-of-social-support-for-fathers-with-developmental-disabilities-in-japan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/114583.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">10746</span> The Effect of Family SES (Income) On Children’s Socio-Emotional Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Xiao%20Hu">Xiao Hu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Children’s social and emotional development is critical for developing their future relationships and behaviors, and poor social skills may result in serious emotional externalizations such as anxiety, distress and aggression. Recent research has emphasized the role of family socio-economic status on children’s emotional development, and this study contributes to this academic discussion by reviewing how socio-economic status affects children at three critical development stages: infancy (0-3months), pre-school (4 months-5 years) and school aged (6-10 years). Results show a consensus in the research literature on a positive relationship between family socio-economic status and children’s emotional development. Socialization, a crucial development milestone, is highly affected by a family’s socio-economic status, as families with higher incomes have access to improved social environments, healthier parenting styles and greater access to social capital and peer support. In contrast, families with lower income and SES (socio-economic status) have lower access to these benefits and are frequently ignored within social environments. This review concludes with a critical discussion on how family income affects children’s social environment, highlighting the important role that “permanent” income plays in children’s development. Consequently, the review suggests that future governments should provide temporary economic support for lower-income families, allowing children to be raised in a healthy social environment with limited economic fluctuation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=family%20socio-economic%20status" title="family socio-economic status">family socio-economic status</a>, <a href="https://publications.waset.org/abstracts/search?q=parenting%20style" title=" parenting style"> parenting style</a>, <a href="https://publications.waset.org/abstracts/search?q=children%E2%80%99s%20emotional%20development" title=" children’s emotional development"> children’s emotional development</a>, <a href="https://publications.waset.org/abstracts/search?q=family%20permanent%20income" title=" family permanent income"> family permanent income</a> </p> <a href="https://publications.waset.org/abstracts/143301/the-effect-of-family-ses-income-on-childrens-socio-emotional-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/143301.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">141</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">10745</span> The Predictors of Student Engagement: Instructional Support vs Emotional Support</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tahani%20Salman%20Alangari">Tahani Salman Alangari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Student success can be impacted by internal factors such as their emotional well-being and external factors such as organizational support and instructional support in the classroom. This study is to identify at least one factor that forecasts student engagement. It is a cross-sectional, conducted on 6206 teachers and encompassed three years of data collection and observations of math instruction in approximately 50 schools and 300 classrooms. A multiple linear regression revealed that a model predicting student engagement from emotional support, classroom organization, and instructional support was significant. Four linear regression models were tested using hierarchical regression to examine the effects of independent variables: emotional support was the highest predictor of student engagement while instructional support was the lowest. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=student%20engagement" title="student engagement">student engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20support" title=" emotional support"> emotional support</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20support" title=" organizational support"> organizational support</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20support" title=" instructional support"> instructional support</a>, <a href="https://publications.waset.org/abstracts/search?q=well-being" title=" well-being"> well-being</a> </p> <a href="https://publications.waset.org/abstracts/170199/the-predictors-of-student-engagement-instructional-support-vs-emotional-support" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/170199.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">81</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">10744</span> An Investigation into Kenyan Teachers’ Views of Children’s Emotional and Behavioural Difficulties</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fred%20Mageto">Fred Mageto</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A great number of children in mainstream schools across Kenya are currently living with emotional, behavioural difficulties. This study aims to explore teachers’ perceptions of children’s emotional and behavioural difficulties (EBD) and their attributions of the causes of EBD. The relevance of this area of study to current educational practice is illustrated in the fact that primary school teachers in Kenya find classroom behaviour problems one of the major difficulties they face. The information presented in this study was gathered from 182 teachers that responded back to the survey, of whom 27 teachers were later interviewed. In general, teachers’ perceptions of EBD reflect personal experience, training, and attitudes. Teachers appear from this study to use words such as indifferent, frightened, withdrawn, aggressive, disobedient, hyperactive, less ambitious, lacking concentration, and academically weak to describe pupils with emotional and behavioural difficulties (EBD). The implications of this study are envisaged as being extremely important to support teachers addressing children’s EBD and shed light on the contributing factors to EBD for a successful teaching-learning process in Libyan primary schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teachers" title="teachers">teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children"> children</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20and%20behaviour%20difficulties" title=" emotional and behaviour difficulties"> emotional and behaviour difficulties</a> </p> <a href="https://publications.waset.org/abstracts/135783/an-investigation-into-kenyan-teachers-views-of-childrens-emotional-and-behavioural-difficulties" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/135783.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">163</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">10743</span> An Investigation into Libyan Teachers’ Views of Children’s Emotional and Behavioral Difficulties</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdelbasit%20Gadour">Abdelbasit Gadour</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A great number of children in mainstream schools across Libya are currently living with emotional, behavioral difficulties. This study aims to explore teachers’ perceptions of children’s emotional and behavioral difficulties (EBD) and their attributions of the causes of EBD. The relevance of this area of study to current educational practice is illustrated in the fact that primary school teachers in Libya find classroom behavior problems one of the major difficulties they face. The information presented in this study was gathered from 182 teachers that responded back to the survey, of whom 27 teachers were later interviewed. In general, teachers’ perceptions of EBD reflect personal experience, training, and attitudes. Teachers appear from this study to use words such as indifferent, frightened, withdrawn, aggressive, disobedient, hyperactive, less ambitious, lacking concentration, and academically weak to describe pupils with emotional and behavioral difficulties (EBD). The implications of this study are envisaged as being extremely important to support teachers addressing children’s EBD and shed light on the contributing factors to EBD for a successful teaching-learning process in Libyan primary schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=children" title="children">children</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20and%20behavior%20difficulties" title=" emotional and behavior difficulties"> emotional and behavior difficulties</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%27" title=" teachers'"> teachers'</a> </p> <a href="https://publications.waset.org/abstracts/130935/an-investigation-into-libyan-teachers-views-of-childrens-emotional-and-behavioral-difficulties" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/130935.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">10742</span> The Impact of Animal-Assisted Learning on Emotional Wellbeing and Engagement with Reading</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jill%20Steel">Jill Steel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Animal-assisted learning (AAL) interventions are increasing exponentially, yet a paucity of quality research in the field exists. The aim of this study was to evaluate how the promotion of emotional wellbeing, through AAL, in this case, a dog, may support children’s engagement with reading in a Primary 1 classroom. Research indicates that dogs can provide emotional support to children; by forming a trusting attachment with a non-critical ‘friend’ who confers unconditional positive regard on the child, confidence may be boosted and anxiety reduced. By promoting emotional wellbeing through interactions with the dog, it is hoped that children begin to associate reading with feelings of wellbeing, which then results in increased engagement with reading. Methodology: A review of the literature was conducted. The relationship between emotional wellbeing and learning was explored, followed by an examination of the literature relating to Animal-Assisted Therapy and AAL. Scottish educational policy and legislation were analysed to establish the extent to which AAL might be suitable for the Scottish pedagogical context. An empirical study was conducted in a mainstream Primary 1 classroom over a four-week period. An inclusive approach was adopted whereby all children that wanted to interact with the dog were given the opportunity to do so, and all 25 children subsequently chose to participate. Children were not withdrawn from the classroom. Primary methods included interviews, observations, and questionnaires. Three focus children were selected for closer study. Main Results: Results were remarkably close to previous research and literature. Children’s emotional wellbeing was boosted, and engagement in reading improved. Principal Conclusions and Implications for Field: It was concluded that AAL could support emotional wellbeing and, in turn, promote children’s engagement with reading. The main limitation of the study was its short-term nature, and a longer randomised controlled trial with a larger sample, currently being undertaken by the author, would provide a fuller answer to the research question. Barriers to AAL include health and safety concerns and steps to ensure the welfare of the dog. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=animal-assisted%20learning" title="animal-assisted learning">animal-assisted learning</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20wellbeing" title=" emotional wellbeing"> emotional wellbeing</a>, <a href="https://publications.waset.org/abstracts/search?q=reading" title=" reading"> reading</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20to%20dogs" title=" reading to dogs"> reading to dogs</a> </p> <a href="https://publications.waset.org/abstracts/122620/the-impact-of-animal-assisted-learning-on-emotional-wellbeing-and-engagement-with-reading" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/122620.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">130</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">10741</span> The Impact of Stress and Coping Style on Educational Involvement among Fathers to Children with Special Needs in Inclusive Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aviva%20Lvan">Aviva Lvan</a>, <a href="https://publications.waset.org/abstracts/search?q=Lipaz%20Shamoa-Nir"> Lipaz Shamoa-Nir</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Recently, has increased the research interest in modern fatherhood especially, the increasing involvement of fathers in the family. However, there is a little research evidence on fathers to children with special needs. Therefore, the purpose of this study was to examine the effects of stress and coping style on involvement in school among fathers to children with special needs in inclusive education. We compared the fathers to children with special needs (N=72) with fathers to non-special needs children (N = 75), and found that higher stress levels, greater educational involvement and greater use of social support coping style, were found among fathers of children with special needs. In addition, mission coping style and emotional coping style predict involvement in the school and emotional coping style predicts high levels of stress. The above findings contribute to the investigation of changes in the perception of the role of fathers and their involvement in their children's lives especially, among fathers to children with special needs. From the applied aspect, the findings may increase the understanding of the role of fathers and their unique contribution to the social, emotional, and academic development of their children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=coping%20style" title="coping style">coping style</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20involvement" title=" educational involvement"> educational involvement</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20needs" title=" special needs"> special needs</a>, <a href="https://publications.waset.org/abstracts/search?q=stress" title=" stress "> stress </a> </p> <a href="https://publications.waset.org/abstracts/40391/the-impact-of-stress-and-coping-style-on-educational-involvement-among-fathers-to-children-with-special-needs-in-inclusive-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40391.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">436</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">10740</span> The Benefits of Full Day Kindergarten versus Half Day Kindergarten: Review of Literature</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Majedah%20Fawzy%20Abu%20Alrub">Majedah Fawzy Abu Alrub</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to assess the benefits of full-day vs. half-day kindergarten. Research suggests that there is a common trend among full-day kindergarten programs. Academic, social, and emotional benefits are evident, as well as preferential trends among the parents and teachers. The review began by identifying 20 references of literature on full-day kindergarten published in the last two decades (1997-2017). Of these, 20 passed an initial screening designed to identify research reports that examined academic, social, and emotional outcomes of full-day kindergarten programs as compared with half-day programs. Studies indicated that children who attend full-day kindergarten are positively related to high performance through their schools. There is much evidence to support a full-day program for children. Results indicated that full-day programs have obvious benefits for children; however, they may not be the best program for all children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=preschool" title="preschool">preschool</a>, <a href="https://publications.waset.org/abstracts/search?q=full-day%20kindergarten" title=" full-day kindergarten"> full-day kindergarten</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20benefits" title=" academic benefits"> academic benefits</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20and%20emotional%20benefits" title=" social and emotional benefits"> social and emotional benefits</a> </p> <a href="https://publications.waset.org/abstracts/83420/the-benefits-of-full-day-kindergarten-versus-half-day-kindergarten-review-of-literature" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/83420.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">170</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">10739</span> Manifestation of Behavioral and Emotional Disturbances and Perceived Coping Strategies of Earthquake Survived Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mahwish%20Rabia">Mahwish Rabia</a>, <a href="https://publications.waset.org/abstracts/search?q=Najma%20Najam"> Najma Najam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study was conducted to identify emotional and behavioral disturbances among earthquake survived children and the perceived coping strategies of affected children. In the present study, a sample of 50 children (6-16 years) belonging to badly affected areas (earthquake) was selected from different camps in Islamabad. Child Behavioral Checklist (CBCL) and Rotter Incomplete Sentence Blank (RISB) interpretations were used to assess variety of emotional and behavioral patterns, and Child Coping Strategies Checklist (CCSC) was used to assess the perceived coping strategies of affected children. Results showed that some of the frequent emotional/behavioral reactions exhibited by children like withdrawal, anxiety\depression, aggression and attention seeking behavior. Whereas gender-based comparisons indicated that female children showed more internalizing behavioral patterns (withdrawn, somatic complaints) as compared to male children who exhibited more externalizing emotions (aggression, delinquent behavior).Coping strategies in which male children tried to adopt Positive Cognitive Restructuring and for distracting attention they used distraction strategies of coping. It is concluded that significant negative emotional and behavioral reactions are exhibited by the earthquake affected children. Male children adopt coping strategies more as compared to female children. The study identifies the negative emotional and behavioral reactions towards trauma, which can be helpful for identifying the problematic area for counseling and therapeutic interventions for these children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=behavioural%20disturbances" title="behavioural disturbances">behavioural disturbances</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20disturbances" title=" emotional disturbances"> emotional disturbances</a>, <a href="https://publications.waset.org/abstracts/search?q=coping%20strategies" title=" coping strategies"> coping strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=earthquake" title=" earthquake"> earthquake</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children"> children</a> </p> <a href="https://publications.waset.org/abstracts/33082/manifestation-of-behavioral-and-emotional-disturbances-and-perceived-coping-strategies-of-earthquake-survived-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/33082.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">485</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">10738</span> Efficacy of Social-emotional Learning Programs Amongst First-generation Immigrant Children in Canada and The United States- A Scoping Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maria%20Gabrielle%20%22Abby%22%20Dalmacio">Maria Gabrielle "Abby" Dalmacio</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Social-emotional learning is a concept that is garnering more importance when considering the development of young children. The aim of this scoping literature review is to explore the implementation of social-emotional learning programs conducted with first-generation immigrant young children ages 3-12 years in North America. This review of literature focuses on social-emotional learning programs taking place in early childhood education centres and elementary school settings that include the first-generation immigrant children population to determine if and how their understanding of social-emotional learning skills may be impacted by the curriculum being taught through North American educational pedagogy. Research on early childhood education and social-emotional learning reveals the lack of inter-cultural adaptability in social emotional learning programs and the potential for immigrant children as being assessed as developmentally delayed due to programs being conducted through standardized North American curricula. The results of this review point to a need for more research to be conducted with first-generation immigrant children to help reform social-emotional learning programs to be conducive for each child’s individual development. There remains to be a gap of knowledge in the current literature on social-emotional learning programs and how educators can effectively incorporate the intercultural perspectives of first-generation immigrant children in early childhood education. <p class="card-text"><strong>Keywords:</strong> <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=social-emotional%20learning" title=" social-emotional learning"> social-emotional learning</a>, <a href="https://publications.waset.org/abstracts/search?q=first-generation%20immigrant%20children" title=" first-generation immigrant children"> first-generation immigrant children</a>, <a href="https://publications.waset.org/abstracts/search?q=north%20america" title=" north america"> north america</a>, <a href="https://publications.waset.org/abstracts/search?q=inter-cultural%20perspectives" title=" inter-cultural perspectives"> inter-cultural perspectives</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20diversity" title=" cultural diversity"> cultural diversity</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20educational%20frameworks" title=" early educational frameworks"> early educational frameworks</a> </p> <a href="https://publications.waset.org/abstracts/173802/efficacy-of-social-emotional-learning-programs-amongst-first-generation-immigrant-children-in-canada-and-the-united-states-a-scoping-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/173802.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">100</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">10737</span> Mother-Child Conversations about Emotions and Socio-Emotional Education in Children with Autism Spectrum Disorder</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Beaudoin%20Marie-Joelle">Beaudoin Marie-Joelle</a>, <a href="https://publications.waset.org/abstracts/search?q=Poirier%20Nathalie"> Poirier Nathalie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Children with autism spectrum disorder (ASD) tend to lack socio-emotional skills (e.g., emotional regulation and theory of mind). Eisenberg’s theoretical model on emotion-related socialization behaviors suggests that mothers of children with ASD could play a central role in fostering the acquisition of socio-emotional skills by engaging in frequent educational conversations about emotions. Although, mothers’ perceptions of their own emotional skills and their child’s personality traits and social deficits could mitigate the benefit of their educative role. Objective: Our study aims to explore the association between mother-child conversations about emotions and the socio-emotional skills of their children when accounting for the moderating role of the mothers’ perceptions. Forty-nine mothers completed five questionnaires about emotionally related conversations, self-openness to emotions, and perceptions of personality and socio-emotional skills of their children with ASD. Results: Regression analyses showed that frequent mother-child conversations about emotions predicted better emotional regulation and theory of mind skills in children with ASD (p < 0.01). The children’s theory of mind was moderated by mothers’ perceptions of their own emotional openness (p < 0.05) and their perceptions of their children’s openness to experience (p < 0.01) and conscientiousness (p < 0.05). Conclusion: Mothers likely play an important role in the socio-emotional education of children with ASD. Further, mothers may be most helpful when they perceive that their interventions improve their child’s behaviors. Our findings corroborate those of the Eisenberg model, which claims that mother-child conversations about emotions predict socio-emotional development skills in children with ASD. Our results also help clarify the moderating role of mothers’ perceptions, which could mitigate their willingness to engage in educational conversations about emotions with their children. Therefore, in special needs' children education, school professionals could collaborate with mothers to increase the frequency of emotion-related conversations in ASD's students with emotion dysregulation or theory of mind problems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism" title="autism">autism</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20socialization%20of%20emotion" title=" parental socialization of emotion"> parental socialization of emotion</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20regulation" title=" emotional regulation"> emotional regulation</a>, <a href="https://publications.waset.org/abstracts/search?q=theory%20of%20mind" title=" theory of mind"> theory of mind</a> </p> <a href="https://publications.waset.org/abstracts/155620/mother-child-conversations-about-emotions-and-socio-emotional-education-in-children-with-autism-spectrum-disorder" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155620.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">88</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">10736</span> In the Face of Brokenness: Finding Meaning and Purpose in a Shattered World</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Le%20Khanh%20Huyen">Le Khanh Huyen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This dissertation focuses on the psychological study of children, particularly those who lack parental affection or face family pressures. It will analyze the severe consequences of insufficient parental love and familial pressure on children's psychology, including emotional and behavioral disorders, learning difficulties in academics and daily life, loss of faith, and low self-esteem. Additionally, this dissertation will propose solutions to support children in challenging circumstances, contributing to the protection of children's mental health. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=child%20psychology" title="child psychology">child psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=lack%20of%20parental%20love" title=" lack of parental love"> lack of parental love</a>, <a href="https://publications.waset.org/abstracts/search?q=family%20pressure" title=" family pressure"> family pressure</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20and%20behavioral%20disorders" title=" emotional and behavioral disorders"> emotional and behavioral disorders</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20difficulties" title=" learning difficulties"> learning difficulties</a>, <a href="https://publications.waset.org/abstracts/search?q=loss%20of%20faith" title=" loss of faith"> loss of faith</a>, <a href="https://publications.waset.org/abstracts/search?q=self-esteem" title=" self-esteem"> self-esteem</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20health" title=" mental health"> mental health</a> </p> <a href="https://publications.waset.org/abstracts/187461/in-the-face-of-brokenness-finding-meaning-and-purpose-in-a-shattered-world" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/187461.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">35</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">10735</span> Adult-Child Relationships: Nurturing Development and Well-Being</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Obafemi%20Richard%20Jegede">Obafemi Richard Jegede</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The relationship between adults and children is pivotal for the social, emotional, and cognitive development of the latter. This paper explores the multifaceted dynamics of adult-child relationships, emphasizing their significance in fostering positive outcomes for children's well-being. It delves into dimensions such as attachment, communication, and parenting styles, addressing their impact on children's mental health and development. Furthermore, the role of supportive environments and interventions in enhancing adult-child relationships is examined. Understanding the complexities of these relationships is crucial for promoting healthy and nurturing interactions that contribute to children's holistic development. Positive interactions with caring adults promote children's self-regulation, empathy, and resilience, while negative or inconsistent relationships can lead to emotional distress and impaired social skills. Creating supportive environments that prioritize positive adult-child relationships is essential for promoting children's well-being. By comprehensively understanding the factors that shape adult-child relationships, we can better support children's development and well-being. This paper aims to provide insights into the complexities of adult-child relationships and their profound impact on children's development and overall well-being. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=impact%20on%20children%27s%20development" title="impact on children's development">impact on children's development</a>, <a href="https://publications.waset.org/abstracts/search?q=supportive%20environments%20and%20interventions" title=" supportive environments and interventions"> supportive environments and interventions</a>, <a href="https://publications.waset.org/abstracts/search?q=parenting%20style" title=" parenting style"> parenting style</a>, <a href="https://publications.waset.org/abstracts/search?q=communication%20between%20adult%20and%20children" title=" communication between adult and children"> communication between adult and children</a> </p> <a href="https://publications.waset.org/abstracts/181905/adult-child-relationships-nurturing-development-and-well-being" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/181905.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">67</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">10734</span> A Longitudinal Study of Academic Achievement: Parental Warm Support and Moderating Role of Teacher’s Emotional Support and Mediating Role of Self Control on Academic Achievement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maaza%20Saeed">Maaza Saeed</a>, <a href="https://publications.waset.org/abstracts/search?q=Caina%20%20Li"> Caina Li</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The current 2-wave longitudinal study attempts to illuminate the well-established association between parental warm support and academic achievement through the mediating role of self-control while taking into account the moderating role of teacher emotional support. The present research has assessed 2569 Chinese students (aged 10-18 years, M = 13.27, SD = 0.67). They were recruited from the three public middle schools in Xi’an, a middle-sized city in the central part of China. Meditation analysis revealed that self-control mediated the relationship between parental warm support and academic achievement. Additionally, it was found the direct effect of parental warm support was not significant after controlling for the age and gender. Furthermore, moderation analysis revealed high parental warm support and higher teacher emotional support was related to increased self-control compared to lower teacher emotion support. The findings highlighted the importance of parental warm support, teacher emotional support, and self-control on academic achievement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=self%20control" title="self control">self control</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20achievement" title=" academic achievement"> academic achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20emotional%20support%2Fconflict" title=" teacher emotional support/conflict"> teacher emotional support/conflict</a>, <a href="https://publications.waset.org/abstracts/search?q=adolescent" title=" adolescent"> adolescent</a> </p> <a href="https://publications.waset.org/abstracts/105616/a-longitudinal-study-of-academic-achievement-parental-warm-support-and-moderating-role-of-teachers-emotional-support-and-mediating-role-of-self-control-on-academic-achievement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/105616.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">10733</span> Intervention Programs for Children of Divorced Parents: Presentation of the Children’s Support Group Developed in Belgium</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Therese%20Scali">Therese Scali</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Couple separations and divorces seem to be commonplace events. However, their frequency does not reduce their impact. Indeed, the adverse effects of parental divorce on children have been well documented. Thus, supporting the children from divorced families is a key concern. Several preventive interventions have been developed for children of divorced parents, such as Children’s Support Group. The present paper aims at presenting the program that has been created in Liege (Belgium). The setting and the tools will be presented. This Children’s Support Group is based on psychoeducational and systemic principles, art-therapy, and aims at acquiring coping skills and seeking social support. Also, the effectiveness of the program will be discussed. Results show that after parental divorce, a group intervention for children can be efficacious in promoting children’s well-being and parent-child communication. This paper contributes to enrich the understanding of children’s needs and to highlight the existence and efficacy of a program that helps them overcome the difficulties of divorce. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=art-therapy" title="art-therapy">art-therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=children%E2%80%99s%20support%20group" title=" children’s support group"> children’s support group</a>, <a href="https://publications.waset.org/abstracts/search?q=divorce" title=" divorce"> divorce</a>, <a href="https://publications.waset.org/abstracts/search?q=efficacy" title=" efficacy"> efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=separation" title=" separation"> separation</a> </p> <a href="https://publications.waset.org/abstracts/103715/intervention-programs-for-children-of-divorced-parents-presentation-of-the-childrens-support-group-developed-in-belgium" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/103715.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">154</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">10732</span> The Role of Parents on Fear Acquisition of Children in COVID-19 Pandemic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Begum%20Serim-Yildiz">Begum Serim-Yildiz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this study is to examine the role of parents' emotional and behavioral reactions on fears of children in the COVID-19 pandemic considering Rachman’s Three Pathways Theory. For this purpose, a phenomenological qualitative study was conducted. Thirteen participants living with their children were utilized through criterion and snowball sampling. In semi-structured interviews parents were asked about their own and their children’s beahavioral and emotional reactions in the COVID-19 pandemic, and they were expected to give detailed information about fears of their children before and in pandemic. Firstly, parents were asked about their behavioral and emotional reactions in the COVID-19 pandemic. As behavioral reactions, precautions taken by parents to protect the rest of the family from negative physical and emotional impact of the pandemic were mentioned, while emotional reactions were defined as acquisition of negative emotions like fear, anxiety, and worry. Secondly, parents were asked about their children’s behavioral and emotional reactions. Some of the parents talked about positive behavioral changes such as gaining self-control, while some others explained negative behavioral changes like increased time spent with technological tools. In the emotional changes section, all of the parents explained at least one negative emotion. All of the parents stated that their children had COVID-19 related fears. According to parents’ expressions, fears of children in pandemic were examined in two dimensions. Fears directly related to COVID-19 were fear of virus/microbes, illness or death of someone in family and death and fears. Fears indirectly related to COVID-19 were fear of going out, sleep alone at night, separation, touching stuff outside the home, and cold. Considering existing literature and based on the findings of this study, it can be concluded that children’s modelling experiences have impact on acquisition of negative emotions, especially fear, therefore, preventive interventions involving caregivers should be provided by mental health professionals working with children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=children%E2%80%99s%20fears" title="children’s fears">children’s fears</a>, <a href="https://publications.waset.org/abstracts/search?q=COVID-19%20pandemic" title=" COVID-19 pandemic"> COVID-19 pandemic</a>, <a href="https://publications.waset.org/abstracts/search?q=modelling%20experiences" title=" modelling experiences"> modelling experiences</a>, <a href="https://publications.waset.org/abstracts/search?q=parents%E2%80%99%20reactions" title=" parents’ reactions "> parents’ reactions </a> </p> <a href="https://publications.waset.org/abstracts/135378/the-role-of-parents-on-fear-acquisition-of-children-in-covid-19-pandemic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/135378.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">166</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">10731</span> Recognition by the Voice and Speech Features of the Emotional State of Children by Adults and Automatically</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elena%20E.%20Lyakso">Elena E. Lyakso</a>, <a href="https://publications.waset.org/abstracts/search?q=Olga%20V.%20Frolova"> Olga V. Frolova</a>, <a href="https://publications.waset.org/abstracts/search?q=Yuri%20N.%20Matveev"> Yuri N. Matveev</a>, <a href="https://publications.waset.org/abstracts/search?q=Aleksey%20S.%20Grigorev"> Aleksey S. Grigorev</a>, <a href="https://publications.waset.org/abstracts/search?q=Alexander%20S.%20Nikolaev"> Alexander S. Nikolaev</a>, <a href="https://publications.waset.org/abstracts/search?q=Viktor%20A.%20Gorodnyi"> Viktor A. Gorodnyi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study of the children’s emotional sphere depending on age and psychoneurological state is of great importance for the design of educational programs for children and their social adaptation. Atypical development may be accompanied by violations or specificities of the emotional sphere. To study characteristics of the emotional state reflection in the voice and speech features of children, the perceptual study with the participation of adults and the automatic recognition of speech were conducted. Speech of children with typical development (TD), with Down syndrome (DS), and with autism spectrum disorders (ASD) aged 6-12 years was recorded. To obtain emotional speech in children, model situations were created, including a dialogue between the child and the experimenter containing questions that can cause various emotional states in the child and playing with a standard set of toys. The questions and toys were selected, taking into account the child’s age, developmental characteristics, and speech skills. For the perceptual experiment by adults, test sequences containing speech material of 30 children: TD, DS, and ASD were created. The listeners were 100 adults (age 19.3 ± 2.3 years). The listeners were tasked with determining the children’s emotional state as “comfort – neutral – discomfort” while listening to the test material. Spectrographic analysis of speech signals was conducted. For automatic recognition of the emotional state, 6594 speech files containing speech material of children were prepared. Automatic recognition of three states, “comfort – neutral – discomfort,” was performed using automatically extracted from the set of acoustic features - the Geneva Minimalistic Acoustic Parameter Set (GeMAPS) and the extended Geneva Minimalistic Acoustic Parameter Set (eGeMAPS). The results showed that the emotional state is worse determined by the speech of TD children (comfort – 58% of correct answers, discomfort – 56%). Listeners better recognized discomfort in children with ASD and DS (78% of answers) than comfort (70% and 67%, respectively, for children with DS and ASD). The neutral state is better recognized by the speech of children with ASD (67%) than by the speech of children with DS (52%) and TD children (54%). According to the automatic recognition data using the acoustic feature set GeMAPSv01b, the accuracy of automatic recognition of emotional states for children with ASD is 0.687; children with DS – 0.725; TD children – 0.641. When using the acoustic feature set eGeMAPSv01b, the accuracy of automatic recognition of emotional states for children with ASD is 0.671; children with DS – 0.717; TD children – 0.631. The use of different models showed similar results, with better recognition of emotional states by the speech of children with DS than by the speech of children with ASD. The state of comfort is automatically determined better by the speech of TD children (precision – 0.546) and children with ASD (0.523), discomfort – children with DS (0.504). The data on the specificities of recognition by adults of the children’s emotional state by their speech may be used in recruitment for working with children with atypical development. Automatic recognition data can be used to create alternative communication systems and automatic human-computer interfaces for social-emotional learning. Acknowledgment: This work was financially supported by the Russian Science Foundation (project 18-18-00063). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism%20spectrum%20disorders" title="autism spectrum disorders">autism spectrum disorders</a>, <a href="https://publications.waset.org/abstracts/search?q=automatic%20recognition%20of%20speech" title=" automatic recognition of speech"> automatic recognition of speech</a>, <a href="https://publications.waset.org/abstracts/search?q=child%E2%80%99s%20emotional%20speech" title=" child’s emotional speech"> child’s emotional speech</a>, <a href="https://publications.waset.org/abstracts/search?q=Down%20syndrome" title=" Down syndrome"> Down syndrome</a>, <a href="https://publications.waset.org/abstracts/search?q=perceptual%20experiment" title=" perceptual experiment"> perceptual experiment</a> </p> <a href="https://publications.waset.org/abstracts/134192/recognition-by-the-voice-and-speech-features-of-the-emotional-state-of-children-by-adults-and-automatically" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/134192.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">189</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">10730</span> Socio-Emotional Skills of Children with Learning Disability, Their Perceived Self-Efficacy and Academic Achievement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=P.%20Maheshwari">P. Maheshwari</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Brindavan"> M. Brindavan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present research aimed to study the level of socio-emotional skills and perceived self-efficacy of children with learning disability. The study further investigated the relationship between the levels of socio-emotional skills, perceived self-efficacy and academic achievement of children with learning disability. The sample comprised of 40 children with learning disability as their primary condition, belonging to middle or upper middle class, living with both the parents, residing in Mumbai. Purposive or Judgmental and snowball sampling technique was used to select the sample for the study. Proformas in the form of questionnaires were used to obtain the background information of the children with learning disability. A self-constructed Child’s Perceived Self-Efficacy Assessment Scale and Child’s Social and Emotional Skills Assessment Scale was used to measure the level of child’s perceived self-efficacy and their level of social and emotional skill respectively. Academic scores of the child were collected from the child’s parents or teachers and were converted into a percentage. The data was analyzed quantitatively using SPSS. Spearman rho or Pearson Product Moment correlation was used to ascertain the multiple relationships between child’s perceived self-efficacy, child’s social and emotional skills and child’s academic achievement. The findings revealed majority (27) of the children with learning disability perceived themselves having above average level of social and emotional skills while 13 out of 40 perceived their level of social and emotional skills at an average level. Domain wise analyses revealed that, in the domain of self- management (26) and relationship skills (22) more number of the children perceived themselves as having average or below average level of social and emotional skills indicating that they perceived themselves as having average or below average skills in regulating their emotions, thoughts, and behaviors effectively in different situations, establishing and maintaining healthy and rewarding relationships with diverse groups and individuals. With regard to perceived self-efficacy, the majority of the children with learning disability perceived themselves as having above average level of self-efficacy. Looking at the data domain wise it was found that, in the domains of self-regulated learning and emotional self-efficacy, 50% of the children perceived themselves at average or below average level, indicating that they perceived themselves as average on competencies like organizing academic activities, structuring environment to make it conducive for learning, expressing emotions in a socially acceptable manner. Further, the correlations were computed, and significant positive correlations were found between children’s social and emotional skills and academic achievement (r=.378, p < .01), and between children’s social and emotional skills and child’s perceived self-efficacy (r = .724, p < .01) and a positive significant correlation was also found between children’s perceived self-efficacy and academic achievement (r=.332, p < .05). Results of the study emphasize on planning intervention for children with learning disability focusing on improving self-management and relationship skills, self-regulated learning and emotional self-efficacy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20disability" title="learning disability">learning disability</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20and%20emotional%20skills" title=" social and emotional skills"> social and emotional skills</a>, <a href="https://publications.waset.org/abstracts/search?q=perceived%20self-efficacy" title=" perceived self-efficacy"> perceived self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20achievement" title=" academic achievement"> academic achievement</a> </p> <a href="https://publications.waset.org/abstracts/74548/socio-emotional-skills-of-children-with-learning-disability-their-perceived-self-efficacy-and-academic-achievement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/74548.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">10729</span> Stimulating Young Children Social Interaction Behaviour through Computer Play Activities: The Role of Teachers and Parents Support</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mahani%20Razali">Mahani Razali</a>, <a href="https://publications.waset.org/abstracts/search?q=Nordin%20Mamat"> Nordin Mamat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of the study is to explore how computer technology is integrated into pre-school activities and its relationship with children’s social interaction behaviour in pre-school classroom. The major question of interest in the present study is to investigate the social interaction behaviour of children when using computers in the Malaysian pre-school classroom. This research is based on three main objectives which are to identify children`s social interaction during computer play activities, teacher’s role and parent’s participation to develop children`s social interaction. This qualitative study was carried out among 25 pre-school children, three teachers and three parents as the research sample. On the other hand, parent’s support was obtained from their discussions, supervisions and communication at home. The data collection procedures involved structured observation which was to identify social interaction behaviour among pre-school children through computer play activities; as for semi-structured interviews, it was done to study the perception of the teachers and parents on the acquired social interaction behaviour among the children. Besides, documentation analysis method was used as to triangulate acquired information with observations and interviews. In this study, the qualitative data analysis was tabulated in descriptive manner with frequency and percentage format. This study primarily focused on social interaction behaviour elements among the pre-school children. Findings revealed that the children showed positive outcomes on the social interaction behaviour during their computer play. This research summarizes that teacher’s role and parent’s support can improve children`s social interaction behaviour through computer play activities. As a whole, this research highlighted the significance of computer play activities as to stimulate social interaction behavior among the pre-school children. <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=emotional%20development" title=" emotional development"> emotional development</a>, <a href="https://publications.waset.org/abstracts/search?q=parent%20support" title=" parent support"> parent support</a>, <a href="https://publications.waset.org/abstracts/search?q=play" title=" play"> play</a> </p> <a href="https://publications.waset.org/abstracts/53541/stimulating-young-children-social-interaction-behaviour-through-computer-play-activities-the-role-of-teachers-and-parents-support" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/53541.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">367</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">10728</span> An Animation-Based Resource for Screening Emotional and Behavioural Distress in Children Aged 6 to 12</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zoe%20Lynch">Zoe Lynch</a>, <a href="https://publications.waset.org/abstracts/search?q=Kirsty%20Zieschank"> Kirsty Zieschank</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There are several factors that compromise the utility and wide-spread use of existing emotional and behavioural distress screening instruments. Some of these factors include lengthy administration times, high costs, feasibility issues, and a lack of self-report options for children under 12 years of age. This animation-based resource was developed to overcome as many of these factors as possible. Developed for educators and medical and mental health professionals, this resource offers children a self-guided mechanism for reporting any current emotional and behavioural distress. An avatar assistant, selected by the child, accompanies them through each stage of the screening process, offering further instruction if prompted. Children enter their age and gender before viewing comparative animations conveying common childhood emotional and behavioural difficulties. The child then selects the most relatable animations, along with the frequency with which they experience the depicted emotions. From a perspective of intellectual development, an engaging, animated format means that outcomes will not be constrained by children’s reading, writing, cognitive, or verbal expression abilities. Having been user-tested with children aged 6 to 12, this resource shows promising results as a self-guided screening instrument. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=animation-based%20screening%20instrument" title="animation-based screening instrument">animation-based screening instrument</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=primary-aged%20children" title=" primary-aged children"> primary-aged children</a>, <a href="https://publications.waset.org/abstracts/search?q=self-guided" title=" self-guided"> self-guided</a> </p> <a href="https://publications.waset.org/abstracts/86653/an-animation-based-resource-for-screening-emotional-and-behavioural-distress-in-children-aged-6-to-12" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/86653.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">158</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">10727</span> Exploration of the Possible Link Between Emotional Problems and Cholesterol Levels Among Children Diagnosed with Attention-Deficit Hyperactivity Disorder</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rosa%20S.%20Wong">Rosa S. Wong</a>, <a href="https://publications.waset.org/abstracts/search?q=Keith%20T.S.%20Tung"> Keith T.S. Tung</a>, <a href="https://publications.waset.org/abstracts/search?q=H.W.%20Tsang"> H.W. Tsang</a>, <a href="https://publications.waset.org/abstracts/search?q=Frederick%20K.%20Ho"> Frederick K. Ho</a>, <a href="https://publications.waset.org/abstracts/search?q=Patrick%20Ip"> Patrick Ip</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Attention-deficit hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by inattention and hyperactive-impulsive behavior. Evidence shows that ADHD and mood problems such as depression and anxiety often co-occur and yet not everyone with ADHD reported elevated emotional problems. Given that cholesterol is essential for healthy brain development including the regions governing emotion regulation, reports found lower cholesterol levels in patients with major depressive disorder and those with suicide attempt behavior compared to healthy subjects. This study explored whether ADHD adolescents experienced more emotional problems and whether emotional problems correlated with cholesterol levels in these adolescents. This study used a portion of data from the longitudinal cohort study which was designed to investigate the long-term impact of family socioeconomic status on child development. In 2018/19, parents of 300 adolescents (average age: 12.57+/-0.49 years) were asked to rate their children’s emotional problems and report whether their children had doctor-diagnosed psychiatric diseases. We further collected blood samples from 263 children to study their lipid profile (total cholesterol, high-density lipoprotein (HDL)-cholesterol, and low-density lipoprotein (LDL)-cholesterol). Regression analyses were performed to test the relationships between variables of interest. Among 300 children, 27 (9%) had ADHD diagnosis. Analysis based on overall sample found no association between ADHD and emotional problems, but when investigating the relationship by gender, there was a significant interaction effect of ADHD and gender on emotional problems (p=0.037), with ADHD males displaying more emotional problems than ADHD females. Further analyses based on 263 children (21 with ADHD diagnosis) found significant interaction effect of ADHD and gender on total cholesterol (p=0.038) and low LDL-cholesterol levels (p=0.013) after adjusting for the child’s physical disease history. Specifically, ADHD males had significantly lower total cholesterol and low lipoprotein-cholesterol levels than ADHD females. In ADHD males, more emotional problems were associated with lower LDL-cholesterol levels (B = -4.26, 95%CI (-7.46, -1.07), p=0.013). We found preliminary support for the association between more emotional problems and lower cholesterol levels in ADHD children, especially among males. Although larger prospective studies are needed to substantiate these claims, the evidence highlights the importance of healthy lifestyle to keep cholesterol levels in normal range which can have positive effects on physical and mental health. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attention-deficit%20hyperactivity%20disorder" title="attention-deficit hyperactivity disorder">attention-deficit hyperactivity disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=cholesterol" title=" cholesterol"> cholesterol</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20problems" title=" emotional problems"> emotional problems</a>, <a href="https://publications.waset.org/abstracts/search?q=adolescents" title=" adolescents "> adolescents </a> </p> <a href="https://publications.waset.org/abstracts/112144/exploration-of-the-possible-link-between-emotional-problems-and-cholesterol-levels-among-children-diagnosed-with-attention-deficit-hyperactivity-disorder" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/112144.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">147</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">10726</span> The Effect of Emotion Self-Confidence and Perceived Social Support on Hong Kong Higher-Education Students' Suicide-Related Emotional Experiences</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=K.%20C.%20Ching">K. C. Ching</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There is growing public concern over the increasing prevalence of student suicide in Hong Kong. Some identify the problem with insufficient social support, while some attribute it to the vast fluctuations in emotional experience and the hindrances to emotion-regulation, both typical of adolescence and emerging adulthood. This study is thus designed to explore the respective effect of perceived social support and emotion self-confidence, on positive emotions and negative emotions. Fifty-seven Hong Kong higher-education students (17 males, 40 females) aged between 18 and 25 (M = 21.78) responded to an online questionnaire consisted of self-reported measures of perceived social support, emotional self-confidence, positive emotions, and negative emotions. Hierarchical regression analysis revealed that emotional self-confidence positively associated with positive emotions and negatively with negative emotions, while perceived social support positively associated with positive emotions but was not related to negative emotions. Perceived social support and emotional self-confidence both predicted positive emotions, but did not interact to predict any emotional outcome. It is concluded that students’ positive and negative emotional experiences are closely related to their emotion-regulation process. But for social support, its effect is merely protective, meaning that although perceived social support generally promotes positive emotions, it alone does not suffice to alleviate students’ negative emotions. These conclusions carry profound implications to suicide prevention practices, including that most existing suicide prevention campaigns should advance from merely fostering mutual support to directly promoting adaptive coping of emotional negativity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emerging%20adulthood" title="emerging adulthood">emerging adulthood</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20self-confidence" title=" emotional self-confidence"> emotional self-confidence</a>, <a href="https://publications.waset.org/abstracts/search?q=hong%20kong" title=" hong kong"> hong kong</a>, <a href="https://publications.waset.org/abstracts/search?q=perceived%20social%20support" title=" perceived social support"> perceived social support</a>, <a href="https://publications.waset.org/abstracts/search?q=suicide%20prevention" title=" suicide prevention"> suicide prevention</a> </p> <a href="https://publications.waset.org/abstracts/120833/the-effect-of-emotion-self-confidence-and-perceived-social-support-on-hong-kong-higher-education-students-suicide-related-emotional-experiences" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/120833.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">142</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">10725</span> Relationships among Parentification, Self-Differentiation, and Ambivalence over Emotional Expression for Children of Migratory Families</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wan-Chun%20Chang">Wan-Chun Chang</a>, <a href="https://publications.waset.org/abstracts/search?q=Yi-Jung%20Lee"> Yi-Jung Lee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Due to cultural factors, expressing emotions may not be encouraged in collectivist cultures, which emphasize the needs of the group over the needs of the individual. This phenomenon is more prominent for children of migratory families. Due to the absence of one parent, children were often parentified by adults, which then impacted on their self-differentiation process. It made them more difficult to express their needs and emotions freely and openly. This study aimed to investigate the meditation effect of self-differentiation between parentification, and ambivalence over emotional expression for children of migratory families in Taiwan. Participants included 460 (326 females, 134 males) Taiwanese adults (age 18-25 years). The data were collected through questionnaires and analyzed using descriptive statistics and multiple regression analysis. The questionnaire included informed consent form, 'Filial Responsibility Scale-Adult', 'Chinese version of the Differentiation of Self Inventory', 'Ambivalence over Emotion Expressiveness Questionnaire', and the demographic sheet. Results indicated that self-differentiation mediated the relationship between parentified experience and ambivalence over emotional expression. In other words, parentified experience itself does not have the power to affect ambivalence over emotional expression. Only by affecting self-differentiation can it make an actual difference. The results were as expected and confirmed the hypothesis. Implications for clinical practice, research, and training were discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ambivalence%20over%20emotional%20expression" title="ambivalence over emotional expression">ambivalence over emotional expression</a>, <a href="https://publications.waset.org/abstracts/search?q=children%20of%20migratory%20families" title=" children of migratory families"> children of migratory families</a>, <a href="https://publications.waset.org/abstracts/search?q=parentification" title=" parentification"> parentification</a>, <a href="https://publications.waset.org/abstracts/search?q=self-differentiation" title=" self-differentiation"> self-differentiation</a> </p> <a href="https://publications.waset.org/abstracts/128589/relationships-among-parentification-self-differentiation-and-ambivalence-over-emotional-expression-for-children-of-migratory-families" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/128589.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">133</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">10724</span> Role of Emotional Support and Work Motivation for Quality of Work Life on Balinese Working Women</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Komang%20Rahayu%20Indrawati">Komang Rahayu Indrawati</a>, <a href="https://publications.waset.org/abstracts/search?q=Ni%20Wayan%20Sinthia%20Widiastuti"> Ni Wayan Sinthia Widiastuti</a>, <a href="https://publications.waset.org/abstracts/search?q=Ratna%20Dewi%20Santosa"> Ratna Dewi Santosa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Today the career of Balinese working women has been highly developed where able to work with loyalty and high professionalism. Career for a woman is one conscious choice and a call of conscience, which provides financial support for her family. Career for women can develop their own potencies, intellectually, and socially, so women feel that their role is meaningful and beneficial for herself and others. Emotional support becomes important to understand certainly for women who have multirole like Balinese working women to meet the demands of their role and also enhancing their work motivation and the quality of work life. This research used quantitative research method with questionnaires dissemination to 120 respondents and analyzed using Multiple Regression Analysis. The purpose of this study was to see the role of emotional support for work motivation and quality of work life in working Balinese women. The results of this study showed that emotional support and work motivation give a significant role in the quality of work life on Balinese working women. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Balinese%20working%20women" title="Balinese working women">Balinese working women</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20support" title=" emotional support"> emotional support</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20of%20work%20life" title=" quality of work life"> quality of work life</a>, <a href="https://publications.waset.org/abstracts/search?q=work%20motivation" title=" work motivation"> work motivation</a> </p> <a href="https://publications.waset.org/abstracts/85381/role-of-emotional-support-and-work-motivation-for-quality-of-work-life-on-balinese-working-women" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/85381.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">197</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">10723</span> The Effect of Emotional Support towards Quality of Work Life on Balinese Working Women</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=I.%20Ketut%20Yoga%20Adityawira">I. Ketut Yoga Adityawira</a>, <a href="https://publications.waset.org/abstracts/search?q=Putu%20Ayu%20Novia%20Viorica"> Putu Ayu Novia Viorica</a>, <a href="https://publications.waset.org/abstracts/search?q=Komang%20Rahayu%20Indrawati"> Komang Rahayu Indrawati </a> </p> <p class="card-text"><strong>Abstract:</strong></p> In addition to work and take care of the family, Balinese women also have a role to participate in social activities in Bali. So this will have an impact on the quality of work life of Balinese women. One way to reduce the impact of the fulfillment of the role of Balinese women namely through emotional support. The aim of this research is to find out the effect of emotional support towards the quality of work life on Balinese working women. Data were retrieved by quasi-experimental method with pretest-posttest design. Data were analyzed by Analysis of Variance (ANOVA) through SPSS 17.0 for Windows. The number of subjects in this research is 30 people with the criteria: Balinese Women, aged 27 to 55 years old, have a minimum of two years experience of work and has been married. The analysis showed that there is no effect of emotional support towards the quality of work life on Balinese working women, with information there is no significant of probability value p = 0.304 (p > 0.05). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Balinese%20women" title="Balinese women">Balinese women</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20support" title=" emotional support"> emotional support</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20of%20work%20life" title=" quality of work life"> quality of work life</a>, <a href="https://publications.waset.org/abstracts/search?q=working%20women" title=" working women"> working women</a> </p> <a href="https://publications.waset.org/abstracts/85368/the-effect-of-emotional-support-towards-quality-of-work-life-on-balinese-working-women" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/85368.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">208</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">10722</span> Counselling Families with Special Needs Children: Problems and Prospect: A Case Study of Calabar Metropolis in Cross River State</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anthonia%20Emmanuel%20Inaja">Anthonia Emmanuel Inaja</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The role of the counseling services by Special Educators, Guidance Counsellors and psychologists alike to Families and Parents of children with special needs cannot be over-emphasized. This paper examined the vital role of counseling services and its impact on the emotional and physical readiness of parents to initiate and support the education and rehabilitation needs of their children. The paper considered the importance of counseling, when counseling services are best required preparing the mindset of parents and family members as well as the immediate community of the social needs child. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=counseling" title="counseling">counseling</a>, <a href="https://publications.waset.org/abstracts/search?q=families" title=" families"> families</a>, <a href="https://publications.waset.org/abstracts/search?q=special" title=" special"> special</a>, <a href="https://publications.waset.org/abstracts/search?q=needs" title=" needs"> needs</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children"> children</a>, <a href="https://publications.waset.org/abstracts/search?q=problems" title=" problems"> problems</a>, <a href="https://publications.waset.org/abstracts/search?q=prospect" title=" prospect "> prospect </a> </p> <a href="https://publications.waset.org/abstracts/26186/counselling-families-with-special-needs-children-problems-and-prospect-a-case-study-of-calabar-metropolis-in-cross-river-state" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26186.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">513</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">10721</span> Personality Moderates the Relation Between Mother´s Emotional Intelligence and Young Children´s Emotion Situation Knowledge</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Natalia%20Alonso-Alberca">Natalia Alonso-Alberca</a>, <a href="https://publications.waset.org/abstracts/search?q=Ana%20I.%20Vergara"> Ana I. Vergara</a> </p> <p class="card-text"><strong>Abstract:</strong></p> From the very first years of their life, children are confronted with situations in which they need to deal with emotions. The family provides the first emotional experiences, and it is in the family context that children usually take their first steps towards acquiring emotion knowledge. Parents play a key role in this important task, helping their children develop emotional skills that they will need in challenging situations throughout their lives. Specifically, mothers are models imitated by their children. They create specific spatial and temporal contexts in which children learn about emotions, their causes, consequences, and complexity. This occurs not only through what mothers say or do directly to the child. Rather, it occurs, to a large extent, through the example that they set using their own emotional skills. The aim of the current study was to analyze how maternal abilities to perceive and to manage emotions influence children’s emotion knowledge, specifically, their emotion situation knowledge, taking into account the role played by the mother’s personality, the time spent together, and controlling the effect of age, sex and the child’s verbal abilities. Participants were 153 children from 4 schools in Spain, and their mothers. Children (41.8% girls)age range was 35 - 72 months. Mothers (N = 140) age (M = 38.7; R = 27-49). Twelve mothers had more than one child participating in the study. Main variables were the child´s emotion situation knowledge (ESK), measured by the Emotion Matching Task (EMT), and receptive language, using the Picture Vocabulary Test. Also, their mothers´ Emotional Intelligence (EI), through the Mayer, Salovey, Caruso Emotional Intelligence Test (MSCEIT) and personality, with The Big Five Inventory were analyzed. The results showed that the predictive power of maternal emotional skills on ESK was moderated by the mother’s personality, affecting both the direction and size of the relationships detected: low neuroticism and low openness to experience lead to a positive influence of maternal EI on children’s ESK, while high levels in these personality dimensions resulted in a negative influence on child´s ESK. The time that the mother and the child spend together was revealed as a positive predictor of this EK, while it did not moderate the influence of the mother's EI on child’s ESK. In light of the results, we can infer that maternal EI is linked to children’s emotional skills, though high level of maternal EI does not necessarily predict a greater degree of emotionknowledge in children, which seems rather to depend on specific personality profiles. The results of the current study indicate that a good level of maternal EI does not guarantee that children will learn the emotional skills that foster prosocial adaptation. Rather, EI must be accompanied by certain psychological characteristics (personality traits in this case). <p class="card-text"><strong>Keywords:</strong> <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=emotion%20situation%20knowledge" title=" emotion situation knowledge"> emotion situation knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=mothers" title=" mothers"> mothers</a>, <a href="https://publications.waset.org/abstracts/search?q=personality" title=" personality"> personality</a>, <a href="https://publications.waset.org/abstracts/search?q=young%20children" title=" young children"> young children</a> </p> <a href="https://publications.waset.org/abstracts/145554/personality-moderates-the-relation-between-mothers-emotional-intelligence-and-young-childrens-emotion-situation-knowledge" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/145554.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">133</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">10720</span> Enhancing Development through Music: Insights from the Tehran Conservatory’s Program for Children with Autism Spectrum Disorder</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ailin%20Agaahi">Ailin Agaahi</a>, <a href="https://publications.waset.org/abstracts/search?q=Nafise%20Daneshvar%20Hoseini"> Nafise Daneshvar Hoseini</a>, <a href="https://publications.waset.org/abstracts/search?q=Shahnaz%20Tamizi"> Shahnaz Tamizi</a>, <a href="https://publications.waset.org/abstracts/search?q=Mehrdad%20Sabet"> Mehrdad Sabet</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates the impact of the Tehran Conservatory's music program on children with autism spectrum disorder (ASD) and their families. Recognizing music education as a beneficial therapeutic intervention, the research highlights how engagement in musical activities can foster cognitive, emotional, and social growth. Through qualitative interviews with parents of children enrolled in the program, the study explores their motivations for participation, observations of their children's progress, and assessments of the program's effectiveness. Preliminary findings indicate that the program significantly enhances social interaction, emotional regulation, and communication skills in children with ASD. Parents appreciate the program's adaptability to individual needs and the supportive training of instructors. Despite these positive outcomes, the study identifies challenges, including a lack of awareness and limited access to similar programs. The findings contribute valuable perspectives to the existing literature and suggest pathways for developing more inclusive music education initiatives, both in Iran and globally, to better support children with ASD and their families. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism%20spectrum%20disorder" title="autism spectrum disorder">autism spectrum disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=music%20education" title=" music education"> music education</a>, <a href="https://publications.waset.org/abstracts/search?q=therapeutic%20intervention" title=" therapeutic intervention"> therapeutic intervention</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20perspectives" title=" parental perspectives"> parental perspectives</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20interaction" title=" social interaction"> social interaction</a> </p> <a href="https://publications.waset.org/abstracts/192611/enhancing-development-through-music-insights-from-the-tehran-conservatorys-program-for-children-with-autism-spectrum-disorder" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/192611.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">19</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">10719</span> The Role of Family’s Emotional Climate and Emotional Expression Style in Academic Well-Being of Students with Military Parent</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ala%20Rakhshandeh">Ala Rakhshandeh</a>, <a href="https://publications.waset.org/abstracts/search?q=Zahra%20Ashkar"> Zahra Ashkar</a>, <a href="https://publications.waset.org/abstracts/search?q=Solmaz%20Dehghani%20Dolatabadi"> Solmaz Dehghani Dolatabadi</a>, <a href="https://publications.waset.org/abstracts/search?q=Hossein%20Bayat"> Hossein Bayat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study has been conducted to investigate the role of family emotional climate and emotional expression style in the academic well-being of students with military parents. Children, including 280 female students of Shahriar police officers, were selected by random sampling method, and they have been investigated through Alfred B. Hillburn's family emotional climate questionnaire (1964), King and Ammon's emotional expression questionnaire (1990), and Pitrinen, Sweeney, and Falto's academic well-being questionnaire (2014). The data were analyzed using statistical methods of correlation coefficient and stepwise multiple regression under the SPSS23 program. The results reveal that the variables of family emotional climate and emotional expression can explain 36.4% of the variance in academic well-being. This finding reveals that with an increase of standard deviation on the scores of family emotional climate and emotional expression, 0.513 and 0.155 standard deviations are added to the scores of academic well-being, respectively. The emotional climate of the family has a superior distinctive role in predicting the educational well-being of female students. Thus, the emotional climate of the family and the style of emotional expression play a meaningful role in the academic well-being of students with the military parent. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotional%20climate" title="emotional climate">emotional climate</a>, <a href="https://publications.waset.org/abstracts/search?q=family" title=" family"> family</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20expression%20style" title=" emotional expression style"> emotional expression style</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20well-being" title=" academic well-being"> academic well-being</a> </p> <a href="https://publications.waset.org/abstracts/154692/the-role-of-familys-emotional-climate-and-emotional-expression-style-in-academic-well-being-of-students-with-military-parent" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/154692.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">109</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=children%27s%20emotional%20support&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=children%27s%20emotional%20support&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=children%27s%20emotional%20support&page=4">4</a></li> <li class="page-item"><a class="page-link" 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