CINXE.COM

<!DOCTYPE html> <html lang="en" dir="ltr"> <head>  <script async src="https://www.googletagmanager.com/gtag/js?id=G-P63WKM1TM1"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-P63WKM1TM1'); </script>  <script type="text/javascript" > (function(m,e,t,r,i,k,a){m[i]=m[i]||function(){(m[i].a=m[i].a||[]).push(arguments)}; m[i].l=1*new Date(); for (var j = 0; j < document.scripts.length; j++) {if (document.scripts[j].src === r) { return; }} k=e.createElement(t),a=e.getElementsByTagName(t)[0],k.async=1,k.src=r,a.parentNode.insertBefore(k,a)}) (window, document, "script", "https://mc.yandex.ru/metrika/tag.js", "ym"); ym(55165297, "init", { clickmap:false, trackLinks:true, accurateTrackBounce:true, webvisor:false }); </script> <noscript><div><img src="https://mc.yandex.ru/watch/55165297" style="position:absolute; left:-9999px;" alt="" /></div></noscript>    <title>Search results for: adolescents</title> <meta name="description" content="Search results for: adolescents"> <meta name="keywords" content="adolescents"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" type="button" data-toggle="collapse" data-target="#navbarMenu" aria-controls="navbarMenu" aria-expanded="false" aria-label="Toggle navigation"> <span class="navbar-toggler-icon"></span> </button> <div class="w-100"> <div class="d-none d-lg-flex flex-row-reverse"> <form method="get" action="https://waset.org/search" class="form-inline my-2 my-lg-0"> <input class="form-control mr-sm-2" type="search" placeholder="Search Conferences" value="adolescents" name="q" aria-label="Search"> <button class="btn btn-light my-2 my-sm-0" type="submit"><i class="fas fa-search"></i></button> </form> </div> <div class="collapse navbar-collapse mt-1" id="navbarMenu"> <ul class="navbar-nav ml-auto align-items-center" id="mainNavMenu"> <li class="nav-item"> <a class="nav-link" href="https://waset.org/conferences" title="Conferences in 2024/2025/2026">Conferences</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/disciplines" title="Disciplines">Disciplines</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/committees" rel="nofollow">Committees</a> </li> <li class="nav-item dropdown"> <a class="nav-link dropdown-toggle" href="#" id="navbarDropdownPublications" role="button" data-toggle="dropdown" aria-haspopup="true" aria-expanded="false"> Publications </a> <div class="dropdown-menu" aria-labelledby="navbarDropdownPublications"> <a class="dropdown-item" href="https://publications.waset.org/abstracts">Abstracts</a> <a class="dropdown-item" href="https://publications.waset.org">Periodicals</a> <a class="dropdown-item" href="https://publications.waset.org/archive">Archive</a> </div> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/page/support" title="Support">Support</a> </li> </ul> </div> </div> </nav> </div> </header> <main> <div class="container mt-4"> <div class="row"> <div class="col-md-9 mx-auto"> <form method="get" action="https://publications.waset.org/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="adolescents"> <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> 54</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: adolescents</h1> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">54</span> Turkish Adolescents' Subjective Well-Being with Respect to Age, Gender and SES of Parents</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Ali%20Ery%C4%B1lmaz">Ali Eryılmaz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>In this research it is aimed that the effect of some demographic factors on Turkish Adolescents' subjective well being is investigated. 432 adolescents who are 247 girls and 185 boys are participated in this study. They are ages 15-17, and also are high school students. The Positive and Negative Affect Scale and Life Satisfaction Scale are used for measuring adolescents' subjective well being. The ANOVA method is used in order to examine the effect of ages. For gender differences, independent t-test method is used, and finally the Pearson Correlation method is used so as to examine the effect of socio economic statues of adolescents' parents. According to results, there is no gender difference on adolescents' subjective well being. On the other hand, SES and age are effect significantly lover level on adolescents' subjective well being.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Subjective%20wellbeing" title="Subjective wellbeing">Subjective wellbeing</a>, <a href="https://publications.waset.org/search?q=adolescents" title=" adolescents"> adolescents</a>, <a href="https://publications.waset.org/search?q=and%20age" title=" and age"> and age</a>, <a href="https://publications.waset.org/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/search?q=SES." title=" SES."> SES.</a> </p> <a href="https://publications.waset.org/545/turkish-adolescents-subjective-well-being-with-respect-to-age-gender-and-ses-of-parents" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/545/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/545/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/545/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/545/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/545/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/545/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/545/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/545/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/545/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/545/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/545.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">2943</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">53</span> Adolescents’ Role in Family Buying Decision Making</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Harleen%20Kaur">Harleen Kaur</a>, <a href="https://publications.waset.org/search?q=Deepika%20Jindal%20Singla"> Deepika Jindal Singla</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Buying decision making is a complicated process, in which consumer’s decision is under the impact of others. The buying decision making is directed in a way that they have to act as customers in the society. Media and family are key socialising agents for adolescents’. Moreover, changes in the socio-cultural environment in India necessitate that adolescents’ influence in family’s buying decision-making should be investigated. In comparison to Western society, Indian is quite different, when compared in terms of family composition and structure, behaviour, values and norms which effect adolescents’ buying decision-making.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Adolescents%E2%80%99" title="Adolescents’">Adolescents’</a>, <a href="https://publications.waset.org/search?q=buying%20behaviour" title=" buying behaviour"> buying behaviour</a>, <a href="https://publications.waset.org/search?q=Indian%20urban%20families" title=" Indian urban families"> Indian urban families</a>, <a href="https://publications.waset.org/search?q=consumer%20socialization." title=" consumer socialization."> consumer socialization.</a> </p> <a href="https://publications.waset.org/10009072/adolescents-role-in-family-buying-decision-making" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10009072/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10009072/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10009072/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10009072/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10009072/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10009072/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10009072/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10009072/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10009072/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10009072/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10009072.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">932</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">52</span> Awareness of Students and Teachers towards AIDS and AIDS Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Anjan%20Saikia">Anjan Saikia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> 600 schools going adolescents and 100 teachers from 16 schools of Dhemaji and Lakhimpur district of Assam, India were surveyed to assess and compare their awareness regarding AIDS and AIDS Education. An awareness test was administered containing 38 items for adolescents and 40 items for teachers in the test. Observations revealed that the majority of school-going adolescents are poor in their HIV/AIDS and AIDS education awareness. It shows that the school going adolescents of Dhemaji district are better in HIV/AIDS and AIDS education awareness than the school going adolescents of Lakhimpur district while comparing the gender, settlement, steam and district wise variables. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Awareness" title="Awareness">Awareness</a>, <a href="https://publications.waset.org/search?q=HIV" title=" HIV"> HIV</a>, <a href="https://publications.waset.org/search?q=AIDS" title=" AIDS"> AIDS</a>, <a href="https://publications.waset.org/search?q=AIDS%20education." title=" AIDS education."> AIDS education.</a> </p> <a href="https://publications.waset.org/10001319/awareness-of-students-and-teachers-towards-aids-and-aids-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10001319/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10001319/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10001319/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10001319/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10001319/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10001319/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10001319/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10001319/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10001319/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10001319/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10001319.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">2161</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">51</span> Effect of Trataka on Anxiety among Adolescents</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Pushp%20Lata%20Rajpoot">Pushp Lata Rajpoot</a>, <a href="https://publications.waset.org/search?q=Pushpa%20Vaishnav"> Pushpa Vaishnav</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Anxiety is a common psychological problem and also implicated as a contributor to many chronic diseases which decreased quality of life even with pharmacological treatment. At the present time several yogic practices- meditation, pranayama, and mantra, etcetera are playing important role in treating physiological and psychological problems. Hence, the present investigation is aimed to see the effect of Trataka on the level of anxiety among adolescents. For the present study, a sample of 30 adolescents belonging to the age range 20-30 years was selected from Devsanskriti Vishwa Vidyalaya Haridwar through random sampling. In this investigation, Sinha’s Comprehensive anxiety test has been used to measure the level of anxiety. Statistical analysis has been done by using t-test. Findings of this study reveal that Trataka significantly decreases the level of anxiety among adolescents.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Adolescents" title="Adolescents">Adolescents</a>, <a href="https://publications.waset.org/search?q=Anxiety" title=" Anxiety"> Anxiety</a>, <a href="https://publications.waset.org/search?q=Trataka." title=" Trataka."> Trataka.</a> </p> <a href="https://publications.waset.org/10000842/effect-of-trataka-on-anxiety-among-adolescents" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10000842/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10000842/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10000842/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10000842/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10000842/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10000842/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10000842/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10000842/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10000842/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10000842/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10000842.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">5724</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">50</span> Predictors of Non-Alcoholic Fatty Liver Disease in Egyptian Obese Adolescents</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Moushira%20Zaki">Moushira Zaki</a>, <a href="https://publications.waset.org/search?q=Wafaa%20Ezzat"> Wafaa Ezzat</a>, <a href="https://publications.waset.org/search?q=Yasser%20Elhosary"> Yasser Elhosary</a>, <a href="https://publications.waset.org/search?q=Omnia%20Saleh"> Omnia Saleh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Nonalcoholic fatty liver disease (NAFLD) has increased in conjunction with obesity. The accuracy of risk factors for detecting NAFLD in obese adolescents has not undergone a formal evaluation. The aim of this study was to evaluate predictors of NAFLD among Egyptian female obese adolescents. The study included 162 obese female adolescents. All were subjected to anthropometry, biochemical analysis and abdominal ultrasongraphic assessment. Metabolic syndrome (MS) was diagnosed according to the IDF criteria. Significant association between presence of MS and NAFLD was observed. Obese adolescents with NAFLD had significantly higher levels of ALT, triglycerides, fasting glucose, insulin, blood pressure and HOMA-IR, whereas decreased HDL-C levels as compared with obese cases without NAFLD. Receiver– operating characteristic (ROC) curve analysis shows that ALT is a sensitive predictor for NAFLD, confirming that ALT can be used as a marker of NAFLD.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Adolescents" title="Adolescents">Adolescents</a>, <a href="https://publications.waset.org/search?q=Egyptians" title=" Egyptians"> Egyptians</a>, <a href="https://publications.waset.org/search?q=obesity." title=" obesity."> obesity.</a> </p> <a href="https://publications.waset.org/10000218/predictors-of-non-alcoholic-fatty-liver-disease-in-egyptian-obese-adolescents" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10000218/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10000218/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10000218/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10000218/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10000218/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10000218/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10000218/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10000218/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10000218/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10000218/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10000218.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">2414</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">49</span> Peer-Mediated Intervention for Social Communication Difficulties in Adolescents with Autism: Literature Review and Research Recommendations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Christine%20L.%20Cole">Christine L. Cole</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Adolescents with Autism Spectrum Disorders (ASD) often experience social-communication difficulties that negatively impact their social interactions with typical peers. However, unlike other age and disability groups, there is little intervention research to inform best practice for these students. One evidence-based strategy for younger students with ASD is peer-mediated intervention (PMI). PMI may be particularly promising for use with adolescents, as peers are readily available and are natural experts for encouraging authentic high school conversations. This paper provides a review of previous research that evaluated the use of PMI to improve the socialcommunication skills of students with ASD. Specific intervention features associated with positive student outcomes are identified and recommendations for future research are provided. Adolescents with ASD are targeted due the critical importance of social conversation at the high school level.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Autism" title="Autism">Autism</a>, <a href="https://publications.waset.org/search?q=peer-mediation" title=" peer-mediation"> peer-mediation</a>, <a href="https://publications.waset.org/search?q=social%20communication" title=" social communication"> social communication</a>, <a href="https://publications.waset.org/search?q=adolescents." title=" adolescents."> adolescents.</a> </p> <a href="https://publications.waset.org/10001021/peer-mediated-intervention-for-social-communication-difficulties-in-adolescents-with-autism-literature-review-and-research-recommendations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10001021/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10001021/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10001021/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10001021/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10001021/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10001021/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10001021/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10001021/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10001021/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10001021/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10001021.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">3547</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">48</span> EU Families and Adolescents Quit Tobacco Focus Group Analysis in Hungary</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Szilvia%20Gergely%20Seuss">Szilvia Gergely Seuss</a>, <a href="https://publications.waset.org/search?q=Mihaela%20Nistor"> Mihaela Nistor</a>, <a href="https://publications.waset.org/search?q=Lilla%20Cs%C3%A1ky"> Lilla Csáky</a>, <a href="https://publications.waset.org/search?q=P%C3%A9ter%20Moln%C3%A1r"> Péter Molnár</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>In the frame of the European Union project entitled EU-Families and Adolescents Quit Tobacco (www.eufaqt.eu) focus group analysis has been carried out in Hungary to acquire qualitative information on attitudes towards smoking in groups of adolescents, parents and educators, respectively. It rendered to identify methods for smoking prevention/ intervention with family approach. The results explored the role of the family in smoking behaviour. Teachers do not feel responsibility in prevention or cessation of smoking. Adolescents are not aware of the addictive effect of the cigarette. Water pipe is popular among adolescent, therefore spreading of more information needed on the harmful effects of water pipe. We outlined the requirement for professionals to provide interventions. Partnership of EU-FAQT project has worked out antismoking interventions for adolescents and their families conducted by psychologists to ensure skill development to prevent and quit tobacco.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Smoking%20of%20adolescents" title="Smoking of adolescents">Smoking of adolescents</a>, <a href="https://publications.waset.org/search?q=family%20approach" title=" family approach"> family approach</a>, <a href="https://publications.waset.org/search?q=focus%20group%20analysis" title=" focus group analysis"> focus group analysis</a>, <a href="https://publications.waset.org/search?q=water%20pipe." title=" water pipe."> water pipe.</a> </p> <a href="https://publications.waset.org/5806/eu-families-and-adolescents-quit-tobacco-focus-group-analysis-in-hungary" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/5806/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/5806/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/5806/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/5806/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/5806/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/5806/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/5806/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/5806/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/5806/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/5806/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/5806.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">1806</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">47</span> Why I Trust My Father? : In the Eyes of Malaysian Adolescents</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Jasmine%20Adela%20Mutang">Jasmine Adela Mutang</a>, <a href="https://publications.waset.org/search?q=Alfred%20Chan%20Huan%20Zhi"> Alfred Chan Huan Zhi</a>, <a href="https://publications.waset.org/search?q=Norzihan%20Ayub"> Norzihan Ayub</a>, <a href="https://publications.waset.org/search?q=Chua%20Bee%20Seok"> Chua Bee Seok</a>, <a href="https://publications.waset.org/search?q=Rosnah%20Ismail"> Rosnah Ismail</a>, <a href="https://publications.waset.org/search?q=Ooh%0ASiew%20Ling"> Ooh Siew Ling</a>, <a href="https://publications.waset.org/search?q=Uichol%20Kim"> Uichol Kim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to investigate how much both son and daughter trust their father and what are the underlying reasons they trust their father. The results revealed five main reasons why Malaysian adolescents trust their father. Those reasons are related to the role of father, father-child relationship, father-s characteristics, father-s nurturing nature and father-s attitude and behavior. A total of 1022 students (males = 241, females = 781) from one of public university in Sabah, Malaysia participated in the study. The participants completed open-ended questionnaires developed by Kim (2008), asking how much the adolescents trust their father, and the reasons why they trust their father. The data was analysed by using the indigenous psychology method proposed by [1] Findings of this study revealed the pattern of trust towards father for both Malaysian male and female adolescents. The results contributed new information about Malaysian adolescents- trust towards their father form the indigenous context. The implications of finding will be discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Adolescent" title="Adolescent">Adolescent</a>, <a href="https://publications.waset.org/search?q=Father-child%20relationship" title=" Father-child relationship"> Father-child relationship</a>, <a href="https://publications.waset.org/search?q=Indigenous%0APsychology" title=" Indigenous Psychology"> Indigenous Psychology</a>, <a href="https://publications.waset.org/search?q=Trust." title=" Trust."> Trust.</a> </p> <a href="https://publications.waset.org/8235/why-i-trust-my-father-in-the-eyes-of-malaysian-adolescents" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/8235/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/8235/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/8235/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/8235/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/8235/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/8235/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/8235/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/8235/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/8235/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/8235/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/8235.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">2208</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">46</span> FITTER - A Framework for Integrating Activity Tracking Technologies into Electric Recreation for Children and Adolescents</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=R.%20Altamimi">R. Altamimi</a>, <a href="https://publications.waset.org/search?q=G.%20Skinner"> G. Skinner</a>, <a href="https://publications.waset.org/search?q=K.%20Nesbitt"> K. Nesbitt</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Encouraging physical activity amongst children and adolescents is becoming an increasingly relevant issue in modern society. Studies have shown that involving children and adolescents in physical activity is essential for their physical, mental and social development. However, with technology playing an increasingly important role in reducing physical work it is becoming more critical to incorporate adequate physical activities into our lives. One way to overcome this problem is to harness technology so that it promotes physical activities, for example, by motivating children and adolescents to exercise more. This paper describes a promising solution to the question of how to increase levels of physical activity in children and adolescents by combining gaming technologies with exercise tracking goals. This research describes a framework called FITTER (Framework for Integrating activity Tracking Technologies for Electronic Recreation) that combines video game play with more traditional, non-computer physical activities.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Exergames" title="Exergames">Exergames</a>, <a href="https://publications.waset.org/search?q=Home-based%20eHealth" title=" Home-based eHealth"> Home-based eHealth</a>, <a href="https://publications.waset.org/search?q=Human-computer%20Interaction" title=" Human-computer Interaction"> Human-computer Interaction</a>, <a href="https://publications.waset.org/search?q=Natural%20User%20Interfaces" title=" Natural User Interfaces"> Natural User Interfaces</a>, <a href="https://publications.waset.org/search?q=Wearable%20Health%20Informatics." title=" Wearable Health Informatics."> Wearable Health Informatics.</a> </p> <a href="https://publications.waset.org/16653/fitter-a-framework-for-integrating-activity-tracking-technologies-into-electric-recreation-for-children-and-adolescents" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/16653/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/16653/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/16653/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/16653/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/16653/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/16653/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/16653/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/16653/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/16653/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/16653/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/16653.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">2447</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">45</span> Water and Beverage Consumption among Children and Adolescents in Tehran Metropolitan City of Iran</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Mitra%20Abtahi">Mitra Abtahi</a>, <a href="https://publications.waset.org/search?q=Esmat%20Nasseri"> Esmat Nasseri</a>, <a href="https://publications.waset.org/search?q=Morteza%20Abodllahi"> Morteza Abodllahi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Introduction: Adequate hydration is necessary for proper physical and mental function. The aim of this study is to determine the consumption of water and all other beverages in children (8-13 years) and adolescents (14-17 years) in Tehran metropolitan city of Iran. Materials and Methods: In this cross-sectional study, 455 children (8-13 years) and 334 adolescents (14-17 years) were retrieved from north, center, and south of Tehran (18 schools). Instrument for data collection consisted of a “demographic and general health” questionnaire and a “7-day fluid record”. Data analyses were performed with SPSS 16 software. Results: The mean total consumption of fluids in school children was 1302 ± 500.6 ml/day. The highest mean intakes were observed for water (666 ± 398 ml/day), followed by milk (239 ± 183 ml/day), regular soft beverages (RSB) (188 ± 148 ml/day), and juices (60 ± 74 ml/day). Water, hot drinks (mainly tea) and soft drinks intake was significantly more in boys than girls. A significantly lower intake of milk and a higher intake of RSB and hot beverages (mainly tea) have been seen among adolescents compared to children<span dir="RTL">.</span> Conclusion: The most important finding is that mean fluid intake of children and adolescents does not meet international adequate intake references for water and fluids. This finding may suggest the necessity of development of the local references. To improve fluid intake habits of children and adolescents, relevant policy making and actions are warranted<span dir="RTL">.</span></p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Adolescents" title="Adolescents">Adolescents</a>, <a href="https://publications.waset.org/search?q=beverages" title=" beverages"> beverages</a>, <a href="https://publications.waset.org/search?q=children" title=" children"> children</a>, <a href="https://publications.waset.org/search?q=water." title=" water."> water.</a> </p> <a href="https://publications.waset.org/10009130/water-and-beverage-consumption-among-children-and-adolescents-in-tehran-metropolitan-city-of-iran" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10009130/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10009130/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10009130/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10009130/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10009130/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10009130/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10009130/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10009130/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10009130/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10009130/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10009130.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">670</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">44</span> Development of Personal and Social Identity in Immigrant Deaf Adolescents</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Marialuisa%20Gennari">Marialuisa Gennari</a>, <a href="https://publications.waset.org/search?q=Giancarlo%20Tamanza"> Giancarlo Tamanza</a>, <a href="https://publications.waset.org/search?q=Ilaria%20Montanari"> Ilaria Montanari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Identity development in adolescence is characterized by many risks and challenges, and becomes even more complex by the situation of migration and deafness. In particular, the condition of the second generation of migrant adolescents involves the comparison between the family context in which everybody speaks a language and deals with a specific culture (usually parents’ and relatives’ original culture), the social context (school, peer groups, sports groups), where a foreign language is spoken and a new culture is faced, and finally in the context of the “deaf” world. It is a dialectic involving unsolved differences that have to be treated in a discontinuous process, which will give complex outcomes and chances depending on the process of elaboration of the themes of growth and development, culture and deafness. This paper aims to underline the problems and opportunities for each issue which immigrant deaf adolescents must deal with. In particular, it will highlight the importance of a multifactorial approach for the analysis of personal resources (both intra-psychic and relational); the level of integration of the family of origin in the migration context; the elaboration of the migration event, and finally, the tractability of the condition of deafness. Some psycho-educational support objectives will be also highlighted for the identity development of deaf immigrant adolescents, with particular emphasis on the construction of the adolescents’ useful abilities to decode complex emotions, to develop self-esteem and to get critical thoughts about the inevitable attempts to build their identity. Remarkably, and of importance, the construction of flexible settings which support adolescents in a supple, “decentralized” way in order to avoid the regressive defenses that do not allow for the development of an authentic self.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Immigrant%20deaf%20adolescents" title="Immigrant deaf adolescents">Immigrant deaf adolescents</a>, <a href="https://publications.waset.org/search?q=identity%20development" title=" identity development"> identity development</a>, <a href="https://publications.waset.org/search?q=personal%20and%20social%20challenges" title=" personal and social challenges"> personal and social challenges</a>, <a href="https://publications.waset.org/search?q=psycho-educational%20support." title=" psycho-educational support."> psycho-educational support.</a> </p> <a href="https://publications.waset.org/10004802/development-of-personal-and-social-identity-in-immigrant-deaf-adolescents" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10004802/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10004802/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10004802/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10004802/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10004802/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10004802/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10004802/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10004802/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10004802/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10004802/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10004802.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">1540</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">43</span> Magnitude and Determinants of Overweight and Obesity among High School Adolescents in Addis Ababa, Ethiopia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Mulugeta%20Shegaze">Mulugeta Shegaze</a>, <a href="https://publications.waset.org/search?q=Mekitie%20Wondafrash"> Mekitie Wondafrash</a>, <a href="https://publications.waset.org/search?q=Alemayehu%20A.%20Alemayehu"> Alemayehu A. Alemayehu</a>, <a href="https://publications.waset.org/search?q=Shikur%20Mohammed"> Shikur Mohammed</a>, <a href="https://publications.waset.org/search?q=Zewdu%20Shewangezaw"> Zewdu Shewangezaw</a>, <a href="https://publications.waset.org/search?q=Mukerem%20Abdo"> Mukerem Abdo</a>, <a href="https://publications.waset.org/search?q=Gebresilasea%20Gendisha"> Gebresilasea Gendisha</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: The 2004 World Health Assembly called for specific actions to halt the overweight and obesity epidemic that is currently penetrating urban populations in the developing world. Adolescents require particular attention due to their vulnerability to develop obesity and the fact that adolescent weight tracks strongly into adulthood. However, there is scarcity of information on the modifiable risk factors to be targeted for primary intervention among urban adolescents in Ethiopia. This study was aimed at determining the magnitude and risk factors of overweight and obesity among high school adolescents in Addis Ababa. Methods: An institution-based cross-sectional study was conducted in February and March 2014 on 456 randomly selected adolescents from 20 high schools in Addis Ababa city.  Demographic data and other risk factors of overweight and obesity were collected using self-administered structured questionnaire, whereas anthropometric measurements of weight and height were taken using calibrated equipment and standardized techniques. The WHO STEPS instrument for chronic disease risk was applied to assess dietary habit and physical activity. Overweight and obesity status was determined based on BMI-for-age percentiles of WHO 2007 reference population. Results: The prevalence rates of overweight, obesity, and overall overweight/ obesity among high school adolescents in Addis Ababa were 9.7% (95%CI = 6.9-12.4%), 4.2% (95%CI = 2.3-6.0%), and 13.9% (95%CI = 10.6-17.1%), respectively. Overweight/obesity prevalence was highest among female adolescents, in private schools, and in the higher wealth category. In multivariable regression model, being female [AOR(95%CI) = 5.4(2.5,12.1)], being from private school [AOR(95%CI) = 3.0(1.4,6.2)], having >3 regular meals [AOR(95%CI) = 4.0(1.3,13.0)], consumption of sweet foods [AOR(95%CI) = 5.0(2.4,10.3)] and spending <u>></u>3 hours/day sitting [AOR(95%CI) = 3.5(1.7,7.2)] were found to increase overweight/ obesity risk, whereas high Total Physical Activity level [AOR(95%CI) = 0.21(0.08,0.57)] and better nutrition knowledge [AOR(95%CI) = 0.160.07,0.37)] were found protective. Conclusions: More than one in ten of the high school adolescents were affected by overweight/obesity with dietary habit and physical activity are important modifiable risk factors. Well-tailored nutrition education program targeting lifestyle change should be initiated with more emphasis to female adolescents and students in private schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Adolescents" title="Adolescents">Adolescents</a>, <a href="https://publications.waset.org/search?q=NCDs" title=" NCDs"> NCDs</a>, <a href="https://publications.waset.org/search?q=overweight" title=" overweight"> overweight</a>, <a href="https://publications.waset.org/search?q=obesity." title=" obesity."> obesity.</a> </p> <a href="https://publications.waset.org/10004372/magnitude-and-determinants-of-overweight-and-obesity-among-high-school-adolescents-in-addis-ababa-ethiopia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10004372/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10004372/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10004372/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10004372/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10004372/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10004372/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10004372/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10004372/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10004372/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10004372/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10004372.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">2594</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">42</span> Determinants of Aggression among Young Adolescents</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Rita%20C.%20Ramos">Rita C. Ramos</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Aggression is a multi- factorial concept and multilevel in nature. The Young Adolescent is being influenced by family, school and community. This paper is aimed to determine the following: aggression level among young adolescents, difference of level of aggression on school and year levels and to determine the correlates of aggression. There were 142 high school students from two different national highs schools (Region 3 and National Capital Region).Convenience sampling was use in this study. The following measures were used namely: Aggression Scale, Parental Support Fighting Scale, Positive Behavior Scale and Exposure to Violence and Trauma questionnaire. There was no significant difference in aggression level among different year level and schools. The findings of the study suggested that high level of community violence and having low parental support for non-aggressive behavior contribute to the prediction of aggression. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Aggression" title="Aggression">Aggression</a>, <a href="https://publications.waset.org/search?q=Determinants" title=" Determinants"> Determinants</a>, <a href="https://publications.waset.org/search?q=Young%20Adolescents." title=" Young Adolescents."> Young Adolescents.</a> </p> <a href="https://publications.waset.org/10733/determinants-of-aggression-among-young-adolescents" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10733/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10733/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10733/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10733/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10733/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10733/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10733/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10733/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10733/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10733/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10733.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">5305</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">41</span> Are Adolescent Girls More Depressive than Adolescent Boys in Turkey?</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Hatice%20Odac%C4%B1">Hatice Odacı</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Depression is a serious mental health problem that affects people of all ages, including children and adolescents. Studies showed that female gender is one of the risk factors may influence the development of depression in adolescents. However, some of the studies from Turkey suggested that gender does not lead to any significant difference in the youth depression level. Therefore, the presented study investigated whether girls differ from boys in respect of depression. The association between genders and test scores for the adolescents in a population of primary and secondary school students was also evaluated. The study was consisting of 254 adolescents (122 boys and 132 girls) with a mean age of 13.86±1.43 (Mean±SD) ranging from 12-16 years. Psychological assessment was performed using Children-s Depression Inventory (CDI). Chi-square and Student-s t-test statistics were employed to analyze the data. The mean of the CDI scores of the girls were higher than boys- CDI scores (t = -4.580, p = 0.001). Higher ratio appeared for the girls when they compared with boy group-s depression levels using a CDI cut-off point of 19 (p = 0.001, Odds Ratio = 2,603). The findings of the present study suggested that adolescent girls have high level of depression than adolescent boys aged between 12-16 years in Turkey. Although some studies reported that there is no any differences depression level between adolescent boys and girls in Turkey, result of the present study showed that adolescent girls have high level of depression than adolescent boys in Turkey. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Depression" title="Depression">Depression</a>, <a href="https://publications.waset.org/search?q=Adolescent" title=" Adolescent"> Adolescent</a>, <a href="https://publications.waset.org/search?q=Turkey" title=" Turkey"> Turkey</a>, <a href="https://publications.waset.org/search?q=Female%20Gender" title=" Female Gender"> Female Gender</a>, <a href="https://publications.waset.org/search?q=Male%20Gender." title="Male Gender.">Male Gender.</a> </p> <a href="https://publications.waset.org/15225/are-adolescent-girls-more-depressive-than-adolescent-boys-in-turkey" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/15225/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/15225/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/15225/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/15225/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/15225/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/15225/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/15225/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/15225/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/15225/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/15225/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/15225.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">1937</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">40</span> Analyses of Socio-Cognitive Identity Styles by Slovak Adolescents</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Bland%C3%ADna%20%C5%A0ramov%C3%A1">Blandína Šramová</a>, <a href="https://publications.waset.org/search?q=Gabriel%20Bianchi"> Gabriel Bianchi</a>, <a href="https://publications.waset.org/search?q=Barbara%20L%C3%A1%C5%A1ticov%C3%A1"> Barbara Lášticová</a>, <a href="https://publications.waset.org/search?q=Katar%C3%ADna%20Fichnov%C3%A1"> Katarína Fichnová</a>, <a href="https://publications.waset.org/search?q=Ane%C5%BEka%20Hamranov%C3%A1"> Anežka Hamranová</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The contribution deals with analysis of identity style at adolescents (N=463) at the age from 16 to 19 (the average age is 17,7 years). We used the Identity Style Inventory by Berzonsky, distinguishing three basic, measured identity styles: informational, normative, diffuse-avoidant identity style and also commitment. The informational identity style influencing on personal adaptability, coping strategies, quality of life and the normative identity style, it means the style in which an individual takes on models of authorities at self-defining were found to have the highest representation in the studied group of adolescents by higher scores at girls in comparison with boys. The normative identity style positively correlates with the informational identity style. The diffuse-avoidant identity style was found to be positively associated with maladaptive decisional strategies, neuroticism and depressive reactions. There is the style, in which the individual shifts aside defining his personality. In our research sample the lowest score represents it and negatively correlates with commitment, it means with coping strategies, thrust in oneself and the surrounding world. The age of adolescents did not significantly differentiate representation of identity style. We were finding the model, in which informational and normative identity style had positive relationship and the informational and diffuseavoidant style had negative relationship, which were determinated with commitment. In the same time the commitment is influenced with other outside factors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Identity%20Style%20Inventory" title="Identity Style Inventory">Identity Style Inventory</a>, <a href="https://publications.waset.org/search?q=Informational%20IdentityStyle" title=" Informational IdentityStyle"> Informational IdentityStyle</a>, <a href="https://publications.waset.org/search?q=Normative%20Identity%20Style" title=" Normative Identity Style"> Normative Identity Style</a>, <a href="https://publications.waset.org/search?q=Diffuse-Avoidant%20Style" title=" Diffuse-Avoidant Style"> Diffuse-Avoidant Style</a>, <a href="https://publications.waset.org/search?q=IdentityCommitment." title=" IdentityCommitment."> IdentityCommitment.</a> </p> <a href="https://publications.waset.org/5782/analyses-of-socio-cognitive-identity-styles-by-slovak-adolescents" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/5782/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/5782/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/5782/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/5782/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/5782/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/5782/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/5782/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/5782/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/5782/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/5782/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/5782.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">1597</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">39</span> Working Children and Adolescents and the Vicious Circle of Poverty from the Perspective of Gunnar Myrdal’s Theory of Circular Cumulative Causation: Analysis and Implementation of a Probit Model to Brazil</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=J.%20Leige%20Lopes">J. Leige Lopes</a>, <a href="https://publications.waset.org/search?q=L.%20Aparecida%20Bastos"> L. Aparecida Bastos</a>, <a href="https://publications.waset.org/search?q=R.%20Monteiro%20da%20Silva"> R. Monteiro da Silva </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objective of this paper is to study the work of children and adolescents and the vicious circle of poverty from the perspective of Guinar Myrdal’s Theory of Circular Cumulative Causation. The objective is to show that if a person starts working in the juvenile phase of life they will be classified as poor or extremely poor when they are adult, which can to be observed in the case of Brazil, more specifically in the north and northeast. To do this, the methodology used was statistical and econometric analysis by applying a probit model. The main results show that: if people reside in the northeastern region of Brazil, and if they have a low educational level and if they start their professional life before the age 18, they will increase the likelihood that they will be poor or extremely poor. There is a consensus in the literature that one of the causes of the intergenerational transmission of poverty is related to child labor, this because when one starts their professional life while still in the toddler or adolescence stages of life, they end up sacrificing their studies. Because of their low level of education, children or adolescents are forced to perform low-paid functions and abandon school, becoming in the future, people who will be classified as poor or extremely poor. As a result of poverty, parents may be forced to send their children out to work when they are young, so that in the future they will also become poor adults, a process that is characterized as the "vicious circle of poverty." <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Children" title="Children">Children</a>, <a href="https://publications.waset.org/search?q=adolescents" title=" adolescents"> adolescents</a>, <a href="https://publications.waset.org/search?q=Gunnar%20Myrdal" title=" Gunnar Myrdal"> Gunnar Myrdal</a>, <a href="https://publications.waset.org/search?q=poverty" title=" poverty"> poverty</a>, <a href="https://publications.waset.org/search?q=vicious%20circle." title=" vicious circle."> vicious circle.</a> </p> <a href="https://publications.waset.org/10004631/working-children-and-adolescents-and-the-vicious-circle-of-poverty-from-the-perspective-of-gunnar-myrdals-theory-of-circular-cumulative-causation-analysis-and-implementation-of-a-probit-model-to-brazil" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10004631/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10004631/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10004631/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10004631/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10004631/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10004631/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10004631/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10004631/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10004631/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10004631/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10004631.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">1689</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">38</span> The Relationships between Physical Activity Levels, Enjoyment of Physical Activity, and Body Mass Index among Bruneian Secondary School Adolescents</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=David%20Xiaoqian%20Sun">David Xiaoqian Sun</a>, <a href="https://publications.waset.org/search?q=Khairunnisa%20Binti%20Haji%20Sibah"> Khairunnisa Binti Haji Sibah</a>, <a href="https://publications.waset.org/search?q=Jr."> Jr.</a>, <a href="https://publications.waset.org/search?q=Lejak%20Anak%20Ambol"> Lejak Anak Ambol</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The purpose of the study was to examine the relationships between objectively measured physical activity levels (PALs), enjoyment of physical activity (EPA), and body mass index (BMI) among adolescents. A total of 188 12-14-year-old Bruneian secondary school adolescents (88 boys and 100 girls) voluntarily took part in this study. Subjects wore the RT3 accelerometer for seven consecutive days in order to measure their PALs. Times of students’ engagement in total (TPA), light (LPA), moderate (MPV), and vigorous PA (VPA) were obtained from the accelerometer. Their BMIs were calculated from their body height and weight. Physical Activity Enjoyment Scale (PACES) was administrated to obtain their EPA levels. Four key enjoyment factors including fun factors, positive perceptions, unexciting in doing activities, and negative perceptions were identified. Subjects’ social economic status (SES) was provided by school administration. Results show that all the adolescents did not meet the recommended PA guidelines even though boys were engaged in more MVPA than girls. No relationships were found between BMI and all PALs in both boys and girls. BMI was significantly related to the PACES scores (r = -.22, p = 0.01), fun factors (r = -.20, p = 0.05) and positive perceptions (r =- .21, p < 0.05). The PACES scores were significantly related to LPA (r = .18, p = 0.01) but not related to MVPA (r = .04, p > 0.05). After controlling for age and SES, BMI was only significantly related to the PACES scores in girls (r = -.27, p < .01) but boys (r = -.06, p > 0.05). Fun factors were significantly related to LPA and MVPA (p < .01) in girls while negative perceptions were significantly related to LPA and MVPA (p < .01) in boys. This study provides evidence that enjoyment may be a trigger of LPA but MVPA and may be influenced by their BMI status particularly in girls. Based on these findings, physical and health educators are suggested to not only make PA more enjoyable, but also consider gender differences in promoting adolescents' participation in MVPA</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Accelerometer" title="Accelerometer">Accelerometer</a>, <a href="https://publications.waset.org/search?q=body%20mass%20index" title=" body mass index"> body mass index</a>, <a href="https://publications.waset.org/search?q=enjoyment%20of%0D%0Aphysical%20activity" title=" enjoyment of physical activity"> enjoyment of physical activity</a>, <a href="https://publications.waset.org/search?q=moderate%20to%20vigorous%20physical%20activity." title=" moderate to vigorous physical activity."> moderate to vigorous physical activity.</a> </p> <a href="https://publications.waset.org/9998590/the-relationships-between-physical-activity-levels-enjoyment-of-physical-activity-and-body-mass-index-among-bruneian-secondary-school-adolescents" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9998590/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9998590/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9998590/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9998590/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9998590/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9998590/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9998590/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9998590/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9998590/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9998590/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9998590.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">2328</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">37</span> Developing Well-Being Indicators and Measurement Methods as Illustrated by Projects Aimed at Preventing Obesity in Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=E.%20Grochowska-Niedworok">E. Grochowska-Niedworok</a>, <a href="https://publications.waset.org/search?q=K.%20Bruka%C5%82o"> K. Brukało</a>, <a href="https://publications.waset.org/search?q=M.%20Hadasik"> M. Hadasik</a>, <a href="https://publications.waset.org/search?q=M.%20Kardas"> M. Kardas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Consumption of vegetables by school children and adolescents is essential for their normal growth, development and health, but a significant minority of the world's population consumes the right amount of these products. The aim of the study was to evaluate the preferences and frequency of consumption of vegetables by school children and adolescents. It has been assumed that effectively implemented nutrition education programs should have an impact on increasing the frequency of vegetable consumption among the recipients. The study covered 514 students of five schools in the Opole Voivodeship aged 9 years to 22 years. The research tool was an author's questionnaire, which consisted of closed questions on the frequency of vegetable consumption and the use of 10 ways to treat them. Preferences and frequencies are shown in percentages, while correlations were estimated on the basis of Cramer`s V and gamma coefficients. In each of the examined age groups, the relationship between sex and vegetable consumption (the Cramer`s V coefficient value was 0.06 to 0.38) was determined and the various methods of culinary processing were used (V Craméra was 0.08 to 0.34). For both sexes, the relationship between age and frequency of vegetable consumption was shown (gamma values ranged from ~ 0.00 to 0.39) and different cooking methods (gamma values were 0.01 to 0.22). The most important determinant of nutritional choices is the taste and availability of products. The fact that they have a positive effect on their health is only in third position. As has been shown, obesity prevention programs can not only address nutrition education but also teach about new flavors and increase the availability of healthy foods. In addition, the frequency of vegetable consumption can be a good indicator reflecting the healthy behaviors of children and adolescents.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Children%20and%20adolescents" title="Children and adolescents">Children and adolescents</a>, <a href="https://publications.waset.org/search?q=frequency" title=" frequency"> frequency</a>, <a href="https://publications.waset.org/search?q=welfare%20rate" title=" welfare rate"> welfare rate</a>, <a href="https://publications.waset.org/search?q=vegetables." title=" vegetables. "> vegetables. </a> </p> <a href="https://publications.waset.org/10007625/developing-well-being-indicators-and-measurement-methods-as-illustrated-by-projects-aimed-at-preventing-obesity-in-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10007625/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10007625/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10007625/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10007625/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10007625/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10007625/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10007625/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10007625/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10007625/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10007625/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10007625.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">1016</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">36</span> Effects of Polyvictimization in Suicidal Ideation among Children and Adolescents in Chile</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Oscar%20E.%20Cariceo">Oscar E. Cariceo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>In Chile, there is a lack of evidence about the impact of polyvictimization on the emergence of suicidal thoughts among children and young people. Thus, this study aims to explore the association between the episodes of polyvictimization suffered by Chilean children and young people and the manifestation of signs related to suicidal tendencies. To achieve this purpose, secondary data from the First Polyvictimization Survey on Children and Adolescents of 2017 were analyzed, and a binomial logistic regression model was applied to establish the probability that young people are experiencing suicidal ideation episodes. The main findings show that women between the ages of 13 and 15 years, who are in seventh grade and second in subsidized schools, are more likely to express suicidal ideas, which increases if they have suffered different types of victimization, particularly physical violence, psychological aggression, and sexual abuse.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Chile" title="Chile">Chile</a>, <a href="https://publications.waset.org/search?q=polyvictimization" title=" polyvictimization"> polyvictimization</a>, <a href="https://publications.waset.org/search?q=suicidal%20ideation" title=" suicidal ideation"> suicidal ideation</a>, <a href="https://publications.waset.org/search?q=youth." title=" youth."> youth.</a> </p> <a href="https://publications.waset.org/10010665/effects-of-polyvictimization-in-suicidal-ideation-among-children-and-adolescents-in-chile" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10010665/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10010665/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10010665/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10010665/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10010665/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10010665/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10010665/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10010665/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10010665/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10010665/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10010665.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">596</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">35</span> Suicide Conceptualization in Adolescents through Semantic Networks</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=K.%20P.%20Vald%C3%A9s%20Garc%C3%ADa">K. P. Valdés García</a>, <a href="https://publications.waset.org/search?q=E.%20I.%20Rodr%C3%ADguez%20Fonseca"> E. I. Rodríguez Fonseca</a>, <a href="https://publications.waset.org/search?q=L.%20G.%20Ju%C3%A1rez%20Cant%C3%BA"> L. G. Juárez Cantú</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Suicide is a global, multidimensional and dynamic problem of mental health, which requires a constant study for its understanding and prevention. When research of this phenomenon is done, it is necessary to consider the different characteristics it may have because of the individual and sociocultural variables, the importance of this consideration is related to the generation of effective treatments and interventions. Adolescents are a vulnerable population due to the characteristics of the development stage. The investigation was carried out with the objective of identifying and describing the conceptualization of adolescents of suicide, and in this process, we find possible differences between men and women. The study was carried out in Saltillo, Coahuila, Mexico. The sample was composed of 418 volunteer students aged between 11 and 18 years. The ethical aspects of the research were reviewed and considered in all the processes of the investigation with the participants, their parents and the schools to which they belonged, psychological attention was offered to the participants and preventive workshops were carried in the educational institutions. Natural semantic networks were the instrument used, since this hybrid method allows to find and analyze the social concept of a phenomenon; in this case, the word suicide was used as an evocative stimulus and participants were asked to evoke at least five words and a maximum 10 that they thought were related to suicide, and then hierarchize them according to the closeness with the construct. The subsequent analysis was carried with Excel, yielding the semantic weights, affective loads and the distances between each of the semantic fields established according to the words reported by the subjects. The results showed similarities in the conceptualization of suicide in adolescents, men and women. Seven semantic fields were generated; the words were related in the discourse analysis: 1) death, 2) possible triggering factors, 3) associated moods, 4) methods used to carry it out, 5) psychological symptomatology that could affect, 6) words associated with a rejection of suicide, and finally, 7) specific objects to carry it out. One of the necessary aspects to consider in the investigations of complex issues such as suicide is to have a diversity of instruments and techniques that adjust to the characteristics of the population and that allow to understand the phenomena from the social constructs and not only theoretical. The constant study of suicide is a pressing need, the loss of a life from emotional difficulties that can be solved through psychiatry and psychological methods requires governments and professionals to pay attention and work with the risk population.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Adolescents" title="Adolescents">Adolescents</a>, <a href="https://publications.waset.org/search?q=semantic%20networks" title=" semantic networks"> semantic networks</a>, <a href="https://publications.waset.org/search?q=speech%20analysis" title=" speech analysis"> speech analysis</a>, <a href="https://publications.waset.org/search?q=suicide." title=" suicide."> suicide.</a> </p> <a href="https://publications.waset.org/10010257/suicide-conceptualization-in-adolescents-through-semantic-networks" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10010257/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10010257/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10010257/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10010257/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10010257/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10010257/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10010257/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10010257/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10010257/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10010257/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10010257.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">756</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">34</span> Relationship between Criminal Behavior and Mental Illness in Teenagers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=A.%20Chirita">A. Chirita</a>, <a href="https://publications.waset.org/search?q=L.%20Alexandru"> L. Alexandru</a>, <a href="https://publications.waset.org/search?q=D.%20Marcoci"> D. Marcoci</a>, <a href="https://publications.waset.org/search?q=C.%20Ene-Draghici"> C. Ene-Draghici</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Minor law breaking seems more and more to be a part of adolescence behavior. An important risk factor which seems to influence delinquency appears to be the socio-economic one. According to Romanian statistics, during the first six months of 2012, 1,378 minors have committed various crimes, the most common being theft, sexual offenses and violent assaults. Drug-related offenses did not reach the gravity of those from high income countries of the European Union, but have a continuous upward during the last years. The aim of our research was to examine whether delinquency in adolescence is correlated to mental disorders or socio-economic and familial factors. Forensic psychiatric expertise was performed to 79 adolescents who committed offenses between 01 January 2012 and 31 December 2012. Teenagers, with ages between 12 and 17, were examined by day hospitalization in the University Clinic of Psychiatry Craiova. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Adolescents" title="Adolescents">Adolescents</a>, <a href="https://publications.waset.org/search?q=criminal%20behavior" title=" criminal behavior"> criminal behavior</a>, <a href="https://publications.waset.org/search?q=mental%20illness." title=" mental illness."> mental illness.</a> </p> <a href="https://publications.waset.org/7243/relationship-between-criminal-behavior-and-mental-illness-in-teenagers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/7243/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/7243/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/7243/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/7243/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/7243/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/7243/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/7243/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/7243/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/7243/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/7243/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/7243.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">2459</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">33</span> Discrepant Views of Social Competence and Links with Social Phobia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Pamela-Zoe%20Topalli">Pamela-Zoe Topalli</a>, <a href="https://publications.waset.org/search?q=Niina%20Junttila"> Niina Junttila</a>, <a href="https://publications.waset.org/search?q=P%C3%A4ivi%20M.%20Niemi"> Päivi M. Niemi</a>, <a href="https://publications.waset.org/search?q=Klaus%20Ranta"> Klaus Ranta</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Adolescents’ biased perceptions about their social competence (SC), whether negatively or positively, serve to influence their socioemotional adjustment such as early feelings of social phobia (nowadays referred to as Social Anxiety Disorder-SAD). Despite the importance of biased self-perceptions in adolescents’ psychosocial adjustment, the extent to which discrepancies between self- and others’ evaluations of one’s SC are linked to social phobic symptoms remains unclear in the literature. This study examined the perceptual discrepancy profiles between self- and peers’ as well as between self- and teachers’ evaluations of adolescents’ SC and the interrelations of these profiles with self-reported social phobic symptoms. The participants were 390 3<sup>rd</sup> graders (15 years old) of Finnish lower secondary school (50.8% boys, 49.2% girls). In contrast with variable-centered approaches that have mainly been used by previous studies when focusing on this subject, this study used latent profile analysis (LPA), a person-centered approach which can provide information regarding risk profiles by capturing the heterogeneity within a population and classifying individuals into groups. LPA revealed the following five classes of discrepancy profiles: i) extremely negatively biased perceptions of SC, ii) negatively biased perceptions of SC, iii) quite realistic perceptions of SC, iv) positively biased perceptions of SC, and v) extremely positively biased perceptions of SC. Adolescents with extremely negatively biased perceptions and negatively biased perceptions of their own SC reported the highest number of social phobic symptoms. Adolescents with quite realistic, positively biased and extremely positively biased perceptions reported the lowest number of socio-phobic symptoms. The results point out the negatively and the extremely negatively biased perceptions as possible contributors to social phobic symptoms. Moreover, the association of quite realistic perceptions with low number of social phobic symptoms indicates its potential protective power against social phobia. Finally, positively and extremely positively biased perceptions of SC are negatively associated with social phobic symptoms in this study. However, the profile of extremely positively biased perceptions might be linked as well with the existence of externalizing problems such as antisocial behavior (e.g. disruptive impulsivity). The current findings highlight the importance of considering discrepancies between self- and others’ perceptions of one’s SC in clinical and research efforts. Interventions designed to prevent or moderate social phobic symptoms need to take into account individual needs rather than aiming for uniform treatment. Implications and future directions are discussed.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Adolescence" title="Adolescence">Adolescence</a>, <a href="https://publications.waset.org/search?q=latent%20profile%20analysis" title=" latent profile analysis"> latent profile analysis</a>, <a href="https://publications.waset.org/search?q=perceptual%20discrepancies" title=" perceptual discrepancies"> perceptual discrepancies</a>, <a href="https://publications.waset.org/search?q=social%20competence" title=" social competence"> social competence</a>, <a href="https://publications.waset.org/search?q=social%20phobia." title=" social phobia."> social phobia.</a> </p> <a href="https://publications.waset.org/10008803/discrepant-views-of-social-competence-and-links-with-social-phobia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10008803/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10008803/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10008803/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10008803/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10008803/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10008803/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10008803/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10008803/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10008803/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10008803/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10008803.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">902</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">32</span> Exercise and Cognitive Function: Time Course of the Effects</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Simon%20B.%20Cooper">Simon B. Cooper</a>, <a href="https://publications.waset.org/search?q=Stephan%20Bandelow"> Stephan Bandelow</a>, <a href="https://publications.waset.org/search?q=Maria%20L.%20Nute"> Maria L. Nute</a>, <a href="https://publications.waset.org/search?q=John%20G.%20Morris"> John G. Morris</a>, <a href="https://publications.waset.org/search?q=Mary%20E.%20Nevill"> Mary E. Nevill</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Previous research has indicated a variable effect of exercise on adolescents’ cognitive function. However, comparisons between studies are difficult to make due to differences in: the mode, intensity and duration of exercise employed; the components of cognitive function measured (and the tests used to assess them); and the timing of the cognitive function tests in relation to the exercise. Therefore, the aim of the present study was to assess the time course (10 and 60min post-exercise) of the effects of 15min intermittent exercise on cognitive function in adolescents. 45 adolescents were recruited to participate in the study and completed two main trials (exercise and resting) in a counterbalanced crossover design. Participants completed 15min of intermittent exercise (in cycles of 1 min exercise, 30s rest). A battery of computer based cognitive function tests (Stroop test, Sternberg paradigm and visual search test) were completed 30 min pre- and 10 and 60min post-exercise (to assess attention, working memory and perception respectively).The findings of the present study indicate that on the baseline level of the Stroop test, 10min following exercise response times were slower than at any other time point on either trial (trial by session time interaction, p = 0.0308). However, this slowing of responses also tended to produce enhanced accuracy 10min post-exercise on the baseline level of the Stroop test (trial by session time interaction, p = 0.0780). Similarly, on the complex level of the visual search test there was a slowing of response times 10 min post-exercise (trial by session time interaction, p = 0.0199). However, this was not coupled with an improvement in accuracy (trial by session time interaction, p = 0.2349). The mid-morning bout of exercise did not affect response times or accuracy across the morning on the Sternberg paradigm. In conclusion, the findings of the present study suggest an equivocal effect of exercise on adolescents' cognitive function. The mid-morning bout of exercise appears to cause a speed-accuracy trade off immediately following exercise on the Stroop test (participants become slower but more accurate), whilst slowing response times on the visual search test and having no effect on performance on the Sternberg paradigm. Furthermore, this work highlights the importance of the timing of the cognitive function tests relative to the exercise and the components of cognitive function examined in future studies. </p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Adolescents" title="Adolescents">Adolescents</a>, <a href="https://publications.waset.org/search?q=cognitive%20function" title=" cognitive function"> cognitive function</a>, <a href="https://publications.waset.org/search?q=exercise." title=" exercise."> exercise.</a> </p> <a href="https://publications.waset.org/17394/exercise-and-cognitive-function-time-course-of-the-effects" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/17394/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/17394/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/17394/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/17394/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/17394/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/17394/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/17394/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/17394/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/17394/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/17394/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/17394.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">3138</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">31</span> Javanese Adolescents- Future Orientation and Support for its Effort: An Indigenous Psychological Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Niken%20Rarasati">Niken Rarasati</a>, <a href="https://publications.waset.org/search?q=Moh.%20A.%20Hakim"> Moh. A. Hakim</a>, <a href="https://publications.waset.org/search?q=Kwartarini%20W.%20Yuniarti"> Kwartarini W. Yuniarti</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed to explore future life orientation and support that needed to accomplish it. A total of 258 participants are Javanese high school student. The age of the sample ranges from 14 to 18 years old. Participants were asked about their future aspiration, their reason of choosing them as important goals in their life, and support that they need to accomplished their goals using open ended questionnaire. The responses were categorized through content analysis into four main categories. They are: (1) Self Fulfillment (72.1%) (2) Parents and Family (16.7%) (3) Altruism (8.1%) (4) Social and Economy Status (3.1%). Meanwhile, the categories for support that they needed are shown as follows: (1) Affection Support (64.7%) (2) Spiritual support (17.4%) (3) Material Support (10.9%) (4) Guidance Support (7.0%). The research found that affection support always gets the highest number in every future orientation categories. It can be concluded that although Javanese adolescents have different future orientation, they basically need affection support. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Affection%20support" title="Affection support">Affection support</a>, <a href="https://publications.waset.org/search?q=future%20orientation" title=" future orientation"> future orientation</a>, <a href="https://publications.waset.org/search?q=indigenous%0Apsychology" title=" indigenous psychology"> indigenous psychology</a>, <a href="https://publications.waset.org/search?q=Javanese%20adolescent" title=" Javanese adolescent"> Javanese adolescent</a> </p> <a href="https://publications.waset.org/11375/javanese-adolescents-future-orientation-and-support-for-its-effort-an-indigenous-psychological-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/11375/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/11375/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/11375/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/11375/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/11375/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/11375/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/11375/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/11375/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/11375/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/11375/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/11375.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">2396</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">30</span> The Socio Demographic Correlates of Post-Traumatic Stress Disorder among Youth Undergoing Domestic Violence in Kenya</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Muchiri%20Josephine">Muchiri Josephine</a>, <a href="https://publications.waset.org/search?q=Qdero%20Agnes"> Qdero Agnes</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The current study was conducted during the coronavirus pandemic (COVID-19) period, soon after the lifting of the lockdown measures and schools had just re-opened. It investigated the sociodemographic correlates of Post-Traumatic Stress Disorder (PTSD) among adolescents (13-18 years) who had undergone domestic violence (DV) in Kajiado County, Kenya. The adolescents were administered a sociodemographic questionnaire to ascertain the forms of DV experienced, and those who met the criteria were assessed for the presence of PTSD using the Harvard Trauma Questionnaire (HTQ). Overall, 93 (90.3%) had experienced DV, and 57 (61.3%) had PTSD; where the severity and prevalence of PTSD increased with increased age, and it also increased significantly among those in higher academic levels, indicating that PTSD prevalence was chronic and additionally influenced by increased academic pressure. Social connections seemed to mitigate PTSD prevalence, whereas, regarding the family background, those living with guardians seemed to have more severe PTSD. </p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Age" title="Age">Age</a>, <a href="https://publications.waset.org/search?q=education%20level" title=" education level"> education level</a>, <a href="https://publications.waset.org/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/search?q=post-traumatic%20stress%20disorder." title=" post-traumatic stress disorder."> post-traumatic stress disorder.</a> </p> <a href="https://publications.waset.org/10013673/the-socio-demographic-correlates-of-post-traumatic-stress-disorder-among-youth-undergoing-domestic-violence-in-kenya" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10013673/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10013673/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10013673/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10013673/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10013673/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10013673/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10013673/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10013673/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10013673/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10013673/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10013673.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">92</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">29</span> An Exploration of the Quality of Primary Caregiving Relationships between Adolescents Orphaned through AIDS and Their Grandmothers, Based on the Narratives of Stakeholders</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Mmapula%20Petunia%20Tsweleng">Mmapula Petunia Tsweleng</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This qualitative study presents an exploration and findings thereof the quality of primary caregiving relationships between adolescents orphaned through Acquired Immune Deficiency Syndrome (AIDS) and their grandmothers. This exploration was based on in-depth narratives of six stakeholders who provided community-based psychosocial support services to children and families affected by AIDS. The narratives show that grandmothers provided high-quality parental care and support to the orphans. Furthermore, stakeholders categorised grandmother caregiving as genuine. Findings also show that the orphans thrived emotionally, socially, and cognitively and performed well academically. However, it was also identified that grandmothers’ caregiving had elements of overprotectiveness as well as susceptibility to manipulation -which appeared to be a threat to the positive development of the orphans. Relevant interventions, with a special focus on strengthening grandmother caregiving, are needed. Special attention should be on equipping grandmothers with a better understanding of adolescent behaviours and abilities to provide appropriate monitoring and supervision.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Adolescent%20orphans" title="Adolescent orphans">Adolescent orphans</a>, <a href="https://publications.waset.org/search?q=AIDS" title=" AIDS"> AIDS</a>, <a href="https://publications.waset.org/search?q=caregiving%20relationships" title=" caregiving relationships"> caregiving relationships</a>, <a href="https://publications.waset.org/search?q=grandmothers." title=" grandmothers."> grandmothers.</a> </p> <a href="https://publications.waset.org/10013747/an-exploration-of-the-quality-of-primary-caregiving-relationships-between-adolescents-orphaned-through-aids-and-their-grandmothers-based-on-the-narratives-of-stakeholders" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10013747/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10013747/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10013747/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10013747/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10013747/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10013747/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10013747/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10013747/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10013747/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10013747/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10013747.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">90</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">28</span> Locus of Control, Emotion Venting Strategy and Internet Addiction</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Jia-Ru%20Li">Jia-Ru Li</a>, <a href="https://publications.waset.org/search?q=Chih-Hung%20Wang"> Chih-Hung Wang</a>, <a href="https://publications.waset.org/search?q=Ching-Wen%20Lin"> Ching-Wen Lin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Internet addiction has become a critical problem on adolescents in Taiwan, and its negative effects on various dimensions of adolescent development caught the attention of educational and psychological experts. This study examined the correlation between cognitive (locus of control) and emotion (emotion venting strategies) factors on internet addiction of adolescents in Taiwan. Using the Compulsive Internet Use (CIU) and the Emotion Venting Strategy scales, a survey was conducted and 215 effective samples (students ranging from12 to14 years old) returned. Quantitative analysis methods such as descriptive statistics, t-test, ANOVA, Pearson correlations and multiple regression were adopted. The results were as follows: 1. Severity of Internet addiction has significant gender differences; boys were at a higher risk than girls in becoming addicted to the Internet. 2. Emotion venting, locus of control and internet addiction have been shown to be positive correlated with one another. 3. Setting the locus of control as the control variable, emotion venting strategy has positive and significant contribution to internet addiction. The results of this study suggest that coaching deconstructive emotion strategies and cognitive believes are encouraged to integrate with actual field work. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Emotion%20venting%20strategy" title="Emotion venting strategy">Emotion venting strategy</a>, <a href="https://publications.waset.org/search?q=locus%20of%20control" title=" locus of control"> locus of control</a>, <a href="https://publications.waset.org/search?q=adolescent%20internet%20addiction." title=" adolescent internet addiction."> adolescent internet addiction.</a> </p> <a href="https://publications.waset.org/14547/locus-of-control-emotion-venting-strategy-and-internet-addiction" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/14547/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/14547/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/14547/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/14547/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/14547/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/14547/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/14547/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/14547/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/14547/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/14547/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/14547.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">3105</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">27</span> “Blood Family“ Activity With Respect To Comprehensive Guidance School Program</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Ali%20Ery%C4%B1lmaz">Ali Eryılmaz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Children and adolescents developing in the worlds of today are facing a getting array of new and old challenges. School counselling is improving rapidly in contemporary education systems around the world. It can be said that counselling system in Turkey was newly borning. In this study, “Family of the Blood" activity is improved with respect to compherensive guidance school program. The sample included 22 adolescents who were high school students. The activity was carried out in 4 sessions, each of which lasted 45 minutes. In the first session, students- personal-social needs were determined. In the second session, in order to warm up, the students were asked three questions consisting of the constructional aspect. In the third session, the counselor and the teacher shared the results of students- responses obtained in the previous session. In the fourth session, the tables formed by students were presented in the classroom. In order to evaluate the activity, three questions were asked of the teacher and counselor. According to the results, the lesson aims of curriculum and counselling aims of curriculum were attained. In the light of literature, the results were discussed and some suggestions were made. It is taken into consideration that the activitiy was beneficial in many respects, similar studies should be carried out in the near future.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Comprehensive%20guidance%20program" title="Comprehensive guidance program">Comprehensive guidance program</a>, <a href="https://publications.waset.org/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/search?q=family" title="family">family</a> </p> <a href="https://publications.waset.org/6309/blood-family-activity-with-respect-to-comprehensive-guidance-school-program" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/6309/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/6309/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/6309/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/6309/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/6309/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/6309/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/6309/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/6309/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/6309/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/6309/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/6309.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">1344</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">26</span> Knowledge, Perceptions and Acceptability to Strengthening Adolescents’ Sexual and Reproductive Health Education amongst Secondary Schools in Gulu District</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Lule%20Herman">Lule Herman</a>, <a href="https://publications.waset.org/search?q=E.%20Ovuga"> E. Ovuga</a>, <a href="https://publications.waset.org/search?q=M.%20Mshilla"> M. Mshilla</a>, <a href="https://publications.waset.org/search?q=S.%20Ojara"> S. Ojara</a>, <a href="https://publications.waset.org/search?q=G.%20Kimbugwe"> G. Kimbugwe</a>, <a href="https://publications.waset.org/search?q=A.%20P.%20Adrawa"> A. P. Adrawa</a>, <a href="https://publications.waset.org/search?q=N.%20Mahuro"> N. Mahuro</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Adolescents in Northern Uganda are at risk of teenage pregnancies, unsafe abortions and sexually transmitted infections (STIs). There is silence on sex both at home and school. This cross sectional descriptive analytical study interviews a random sample of 827 students and 13 teachers on knowledge, perception and acceptability to a comprehensive adolescent sexual and reproductive health education in “O” and “A” level secondary schools in Gulu District. Quantitative data was analyzed using SPSS 16.0. Directed content analysis of themes of transcribed qualitative data was conducted manually for common codes, sub-categories and categories. Of the 827 students; 54.3% (449) reported being in a sexual relationship especially those aged 15-17 years. Majority 96.1% (807) supported the teaching of a comprehensive ASRHE, citing no negative impact 71.5% (601). Majority 81.6% (686) agreed that such education could help prevention of STIs, abortions and teenage pregnancies, and that it should be taught by health workers 69.0% (580). Majority 76.6% (203) reported that ASRHE was not currently being taught in their schools. Students had low knowledge levels and misconceptions about ASRHE. ASRHE was highly acceptable though not being emphasized; its success in school settings requires multidisciplinary culturally sensitive approaches amongst which health workers should be frontiers.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Acceptability" title="Acceptability">Acceptability</a>, <a href="https://publications.waset.org/search?q=ASRHE" title=" ASRHE"> ASRHE</a>, <a href="https://publications.waset.org/search?q=Knowledge" title=" Knowledge"> Knowledge</a>, <a href="https://publications.waset.org/search?q=Perception." title=" Perception."> Perception.</a> </p> <a href="https://publications.waset.org/16526/knowledge-perceptions-and-acceptability-to-strengthening-adolescents-sexual-and-reproductive-health-education-amongst-secondary-schools-in-gulu-district" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/16526/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/16526/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/16526/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/16526/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/16526/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/16526/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/16526/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/16526/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/16526/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/16526/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/16526.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">2293</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">25</span> Early Depression Detection for Young Adults with a Psychiatric and AI Interdisciplinary Multimodal Framework</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Raymond%20Xu">Raymond Xu</a>, <a href="https://publications.waset.org/search?q=Ashley%20Hua"> Ashley Hua</a>, <a href="https://publications.waset.org/search?q=Andrew%20Wang"> Andrew Wang</a>, <a href="https://publications.waset.org/search?q=Yuru%20Lin"> Yuru Lin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>During COVID-19, the depression rate has increased dramatically. Young adults are most vulnerable to the mental health effects of the pandemic. Lower-income families have a higher ratio to be diagnosed with depression than the general population, but less access to clinics. This research aims to achieve early depression detection at low cost, large scale, and high accuracy with an interdisciplinary approach by incorporating clinical practices defined by American Psychiatric Association (APA) as well as multimodal AI framework. The proposed approach detected the nine depression symptoms with Natural Language Processing sentiment analysis and a symptom-based Lexicon uniquely designed for young adults. The experiments were conducted on the multimedia survey results from adolescents and young adults and unbiased Twitter communications. The result was further aggregated with the facial emotional cues analyzed by the Convolutional Neural Network on the multimedia survey videos. Five experiments each conducted on 10k data entries reached consistent results with an average accuracy of 88.31%, higher than the existing natural language analysis models. This approach can reach 300+ million daily active Twitter users and is highly accessible by low-income populations to promote early depression detection to raise awareness in adolescents and young adults and reveal complementary cues to assist clinical depression diagnosis.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Artificial%20intelligence" title="Artificial intelligence">Artificial intelligence</a>, <a href="https://publications.waset.org/search?q=depression%20detection" title=" depression detection"> depression detection</a>, <a href="https://publications.waset.org/search?q=facial%20emotion%20recognition" title=" facial emotion recognition"> facial emotion recognition</a>, <a href="https://publications.waset.org/search?q=natural%20language%20processing" title=" natural language processing"> natural language processing</a>, <a href="https://publications.waset.org/search?q=mental%20disorder." title=" mental disorder."> mental disorder.</a> </p> <a href="https://publications.waset.org/10012110/early-depression-detection-for-young-adults-with-a-psychiatric-and-ai-interdisciplinary-multimodal-framework" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10012110/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10012110/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10012110/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10012110/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10012110/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10012110/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10012110/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10012110/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10012110/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10012110/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10012110.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">1180</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/search?q=adolescents&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/search?q=adolescents&page=2" rel="next">&rsaquo;</a></li> </ul> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Explore <li><a href="https://waset.org/disciplines">Disciplines</a></li> <li><a href="https://waset.org/conferences">Conferences</a></li> <li><a href="https://waset.org/conference-programs">Conference Program</a></li> <li><a href="https://waset.org/committees">Committees</a></li> <li><a href="https://publications.waset.org">Publications</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Research <li><a href="https://publications.waset.org/abstracts">Abstracts</a></li> <li><a href="https://publications.waset.org">Periodicals</a></li> <li><a href="https://publications.waset.org/archive">Archive</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Open Science <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Philosophy.pdf">Open Science Philosophy</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Award.pdf">Open Science Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Society-Open-Science-and-Open-Innovation.pdf">Open Innovation</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Postdoctoral-Fellowship-Award.pdf">Postdoctoral Fellowship Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Scholarly-Research-Review.pdf">Scholarly Research Review</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Support <li><a href="https://waset.org/page/support">Support</a></li> <li><a href="https://waset.org/profile/messages/create">Contact Us</a></li> <li><a href="https://waset.org/profile/messages/create">Report Abuse</a></li> </ul> </div> </div> </div> </div> </div> <div class="container text-center"> <hr style="margin-top:0;margin-bottom:.3rem;"> <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" class="text-muted small">Creative Commons Attribution 4.0 International License</a> <div id="copy" class="mt-2">© 2024 World Academy of Science, Engineering and Technology</div> </div> </footer> <a href="javascript:" id="return-to-top"><i class="fas fa-arrow-up"></i></a> <div class="modal" id="modal-template"> <div class="modal-dialog"> <div class="modal-content"> <div class="row m-0 mt-1"> <div class="col-md-12"> <button type="button" class="close" data-dismiss="modal" aria-label="Close"><span aria-hidden="true">×</span></button> </div> </div> <div class="modal-body"></div> </div> </div> </div> <script src="https://cdn.waset.org/static/plugins/jquery-3.3.1.min.js"></script> <script src="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/js/bootstrap.bundle.min.js"></script> <script src="https://cdn.waset.org/static/js/site.js?v=150220211556"></script> <script> jQuery(document).ready(function() { /*jQuery.get("https://publications.waset.org/xhr/user-menu", function (response) { jQuery('#mainNavMenu').append(response); });*/ jQuery.get({ url: "https://publications.waset.org/xhr/user-menu", cache: false }).then(function(response){ jQuery('#mainNavMenu').append(response); }); }); </script> </body> </html>