IntroductionA negative attitude towards the body supposed to lead to eating disorders and to increase the level of social anxiety.ObjectivesThe research aim is to study the characteristics of eating behavior and social anxiety in women who have negative attitude towards their body.MethodsThe following methods have been used: Multidimensional Body-Self Relations Questionnaire (MBSRQ); Eating Attitudes Test (EAT-26); Brief Fear of Negative Evaluation (BFNE); Iowa–Netherlands Comparison Orientation Measure (INCOM), Social avoidance and distress scale (SADS). The sample consists of 98 women in the age from 18 to 60 years belonged to three age groups: Group 1: N=41, mean age 21.0+3.1; Group 2: N=29, mean age 29,5+4,9; Group 3: N=28, mean age 47,5+12,5.ResultsWe have found out a statistically significant correlation between the negative attitude towards the body and the social anxiety. The more a woman dislike her appearance the higher is the level of social anxiety and the higher is the risk of eating disorders. It should be mentioned that all the negative tendencies are more prounouced in the youngest age group.ConclusionsThe research results can be implemented when designing prevention programs. Such programs are extremely important for young women in the age from 18 to 24 years as they have the highest risk of forming an eatind disorder as well as the social anxiety disorder.
The informatization of the society poses new requirements to the education, regarding its quality. 21 st century school should not only give knowledge but also train students to apply it both in learning and real-life scenarios. The authors try to describe the process of the school mathematical education from the point of view of Bertrand Russel's theory of knowledge -by using the tetrad "factbelieftruthknowledge". This brings a new component into the methodology, connected to the "sources" of the confidence of a student in a learnt mathematical fact. From this point of view, the strictness level of the school mathematics exceeding the students' experience leads to a belief in the mathematical facts based on the social compliance, i.e. on the positive reaction of the teacher caused by saying or writing of correct words in a correct order. This is shortly formulated as "remember it for now, you will understand later". In the present article, this is referred to as a "verbal belief". Such knowledge can be applied in the typical learning context only. A belief based on the student's experience is, oppositely, a cognitive tool opening a way to researching new mathematical subjects arising in both the science and the everyday life. This belief is referred to as "meaningful".The article considers the meanings of the words "fact", "faith", "truth" and "cognition", which can be useful for clarifying the philosophical and methodological problems associated with setting up a school mathematics education that meets the requirements of modern school reform.
The article describes an approach to structuring educational results based upon the M.S. Kagan�s fi ve-component model of personal potential (cognitive, axiological, creative, communicative and aesthetical potentials). Under the term �students� functional competence� we understand their readiness for socio- economic activity and ability to integrate into their social environment. We consider the principles of constructing the structural model of the school students� functional competence and its didactical possibilities aimed at harmonizing the socialization process of the students.
Introduction The fact of emergence of a child with special needs in a family is followed by intensive emotional reaction of the parents. One of the pronounced feelings in those circumstances is the sense of guilt. Objectives The research aim is studying the emotional experience of mothers of children with special needs connected with the sense of guilt and the characteristics of the parent-child relationship in such families. Methods The research sample includes 25 mothers of children with special needs in the age from 3 to 10 years old with the diagnosis ASD, cerebral palsy and epilepsy as well as 29 mothers of normally developing children of the same age. Research methods: Guilt Inventory (Jones &Kugler); Inventory of Parental Attitude (Varga &Stolin); Inventory of the Parent’s Psychological Type(Tkacheva). Results The mothers of children with special needs show the more pronounced sense of guilt comparing with the mothers of the healthy children. They are less optimistic towards the future of the child, more sensible to the failures of the child, but demonstrate the higher degree of readiness to cooperation with the child. Those results can be applied when designing the intervention programs for the families of children with special needs. Conclusions Those results can be applied when designing the intervention programs for the families of children with special needs. Disclosure No significant relationships.
Introduction According to Vygotsky, children with special needs follow the same trajectory of development as normally developing children, although some of the skills can be observed in a later period. This statement can be implemeted to the children with Down syndrome. The number of such children in Russia is around 25 thousand.ObjectivesThe aim is to study the conditions of negation formation in children with Down syndrome.MethodsThe sample consisted of 22 dyads of children with Down syndrome of 24-36 months old and their mothers. The research methods included: parents’ questionnaire; analysis of problematic situations; Tkacheva’s inventory Parent’s Psychological Type; Varga &Stolin Inventory of Parental Attitude; Toronto Alexithymia Scale, Bass-Darky Hostility Questionnaire, Leonhard-Schmieschek Test, Spielberger’s Test Anxiety Inventory.Results Firstly, we have studied how a child expresses his or her negative reaction: whether he or she uses a gesture or a sound for “no” or reacts with the whole body. According to those results we have divided the sample into two groups and then have compared them. The research shows the connection between mother’s aggressiveness and formation of the child’s negation reaction (gesture/sound or the whole body) as well as differences in the level of alexithymia and anxiety: all the characteristics are lower in the first group.ConclusionsMothers of the children with Down syndrome demonstrate a high and a medium level of anxiety. However, the mothers of the children who expresses negation with a gesture/sound show a lower anxiety level comparing with the mothers whose children react with the whole body.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.