The aim of the study was to determine whether there are differences in the manifestation of anxiety between children and adolescents in foster families with a long history of foster care and foster families with no experience in foster care. The sample consisted of 87 respondents, 48 from foster families with a long history of foster care and 39 respondents from foster families who have just entered the foster care system. Anxiety levels were examined using the Revised Children’s Manifest Anxiety Scale (RCMAS). The results showed statistically significant differences in the manifestation of anxiety between respondents from the two types of foster families. The Kruskal-Wallis test indicated statistically significant differences between respondents from foster families with a long history of foster care compared to respondents from families with no foster care experience in terms of expressing anxiety in all four subtests: a) Psychological Anxiety; b) Worry/ Hypersensitivity c) Social Anxiety and d) lie control subscale. The results of this study indicate that there are significant statistical differences between respondents living in different types of foster families. The conclusion points to the need for planned interventions that would improve the functionality of inexperienced foster families in their multidimensional influence on the development of children and adolescents
Introduction. Peer violence impacts the development of children who are victims of violence, but children who witness violence are also prone to experience consequences pertaining to their socio-emotional development. The state should provide dedicated support to intervention programmes in preschool institutions aimed at preventing and suppressing peer violence, which would focus on children who are witnesses, i.e., observers of violence. Objectives. This research was aimed at analysing the perceptions of preschool teachers and parents about the role of children observers in peer violence. Methods. The sample consisted of preschool teachers employed in preschool institutions in several cities in Serbia (n = 104) and parents whose children attended preschools (n = 84). For the purposes of the research, an adapted Likert-type scale was used, which assessed the role of children "observers" of peer violence and the possibilities of developing support programmes for children exposed to violence. The instrument was developed based on a pilot study on the role of children observers in bullying. Results. Research results showed that the perceptions of parents pertaining to the role of children observers in peer violence were statistically significantly different in relation to the opinions of preschool teachers. Parents believed that children who were observers of peer violence were not sufficiently involved in intervention programmes for the prevention and suppression of peer violence in preschool institutions. Conclusion. These findings have significant practical implications for the planning of initiatives in preschool institutions aimed at fostering a supportive environment in which children who witness peer violence would play a prominent role.
Authors of this work attempted to accentuate the importance of moral behavior towards the students with disabilities during their studies. Contemporary pedagogic tendency allows students to choose the way they would behave in every day situations that require moral attitude, so in that relation the student becomes an active subject, a potential carrier of emancipatory attitudes and standards in behaving towards his fellow students which happened to have some kind of disability. Using actual examples from real situations and having in mind the importance of the intertwining of broad social categories, identities and dynamic involved (gender, class, age, etc), the authors attempt to prove that students with disabilities can accept the difference of human beings as common and positive thing if helped by fellow students and teachers despite the general thought present in actual society they live in and despite of reflections of bad socioeconomic conditions.
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.