Статья посвящена методам измерения субъективного благополучия у детей и подростков, а также общим тенденциям, выявляемым при помощи разных методик . В первую часть обзора вошли несколько методик, которые демонстрируют разнообразие подходов к измерению субъективного благополучия: многомерные и одномерные составные шкалы, а также шкалы, состоящие из одного пункта . Рассматривается опыт адаптации «взрослых» методик измерения субъективного благополучия для использования на выборках детей . Обсуждаются различия в оценке субъективного благополучия самими детьми и их родителями, фиксируемые при помощи ряда методик . Во второй части обзора рассматриваются вопросы динамики субъективного благополучия, которую должны фиксировать психометрические инструменты . Обсуждаются гипотезы о стабильности уровня субъективного благополучия (гомеостатически поддерживаемое настроение, сет-поинт * Арчакова Татьяна Олеговна, психолог, кафедра экстремальной психологии факультета психологии, МГУ им . М .В . Ломоносова, Москва, Россия .
With regard to cultural-historical and activity approaches, collaborative activity with an adult, including communication as a type of meta-activity, is considered to be the necessary mechanism of child development. A child is considered to be an active partner, possessing his/her own motives, and is guided by mental representations of the parent and interactions with him/her. Russian psychologists have developed a range of parenting style classifications; however, these styles primarily emphasize a parent's position, contrary to methodological perspectives, with inadequate consideration of a child's own agency. The aims of the current research were to investigate actual goaloriented interactions between preschoolers and their parents and to outline certain patterns (types) of interactions, considering both partners and analyzing interactions according to the activity model. A total of 75 parent-child dyads (children aged from 4.6 years to 6.11 years) participated in "collaborative activity trials" in which the observational method was based on the activity approach. Cluster analysis (k-means clusterization) revealed five different groups of parent-child dyads: conflictual, harmonious, distant and twofold dominant (with dominant parent or dominant child). Between-group comparisons (Mann-Whitney U test) showed significant differences in a range of parameters of activity and emotional components of interactions. The harmonious type of interactions is not prevalent, although subgroups with different types of domination are the most common, which may be attributed to cultural peculiarities. Domination-subordination misbalance does not seem to seriously distort the normal developmental trajectory; however, in cases of conflictual and distant dyads, interactional issues might hinder the course of goal-oriented activity, which might serve as a predictor for potential difficulties in further learning.
The article analyzes the development of practice and development of theoretical grounds for child participation in contemporary Russia. Children’s participation is considered as an interdisciplinary field of research, and as the practice of taking into account children’s views at different levels: in everyday life, in family and in local community, in organizations and in self-government bodies. Children are considered as reflective actors: co-authors of research and evaluation of social projects. The analysis uses publications describing the practice and results of researching children’s participation; key legal documents; materials from expert discussions, as well as data on relevant international experience. Data on the views of various stakeholders — specialists, parents, and children themselves — on the issues of child participation are compared and contrasted. The authors conclude that there is no unified system of child participation in Russia, and the most common approaches to its study vary in their methodological groundings. The current situation does not pose serious controversy and threats to the development of children’s participation; it may be favorable for the diversification and competition of approaches to development of child participation practices and their study. Recommendations are given on the themes of further applied research.
Background. In Russia, there is a demand for evaluation of children’s well-being, including subjective well-being, at the national and regional levels. To implement such an evaluation system, it is necessary to develop a Russian Child Well-Being Index (CWBI), which includes indicators of both objective and subjective wellbeing in several domains. One can rely on various national data sources that can be partially integrated into the CWBI, as well as the application of the UNICEF/ Innocenti methodology for children’s well-being evaluation and new developments by Russian research teams. Objective. To analyze the Russian experience in developing approaches to largescale and multidimensional evaluation of children’s well-being (with an emphasis on subjective well-being) and to provide recommendations for development of the national Children’s Well-Being Index (CWBI). Design. Scoping review of the methodology and results of the studies that can inform the Russian task force on CWBI development. Results. Like most international models of subjective well-being, a Russian CWBI will be based on various aspects of the socio-ecological approach. The structure of domains vary but is generally compatible with the UNICEF/Innocenti model. The tools used by Russian researchers have included standardized psychometric techniques (as an independent tool and as a control of various types of validity); questionnaires specially designed to operationalize certain domains of well-being; and qualitative methods applied to small samples of children, such as focus groups, and creative and play-based methods. Work on the development of the CWBI (including the subjective well-being indicators) has been most actively performed in relation to children in state care; therefore, many of the tools have been designed to address the particular characteristics of this target group. Conclusion. Recommendations for development of the national Children’s Well-Being Index (CWBI) are given, including both the index design and organizational/ethical considerations.
<p>The article deals with methodological issues in effectiveness research of practices of collaborative decision-making in social work, focused on a family group and its informal social network, exemplified by Family Group Conferences and Network Therapy. The article provides a conceptual review of approaches to constructing the expected results of FGC/NT from the viewpoints of various stakeholders — professionals, adult family members, and children. It analyses the sensitivity to these results in research projects with various research design types, including randomized controlled trials and their suggested alternatives such as discrete time survival analysis, cohort studies, and case-study. It discusses the factors and mechanisms that influence effectiveness of FGC/NT and should be considered in a “theory of change” for these practices.</p>
The article outlines the main trajectories of research connecting the fields of traffic and developmental psychology. It describes foundations of the development of core pedestrians' skills, such as road-crossing and route choice, in children and emphasized unique parental contribution to the development of these skills. It analyzes the reasons for risky behavior of adolescent pedestrians and drivers: age-specific cognitive processes of risk assessment and peer pressure. The risk of road accidents is proved to be unequal for different groups of children and adolescents: the significant factors include gender (boys and young men are much more frequently involved in road accidents) and family social status (low socioeconomic status correlates with higher risk). This review can be used for preventive work with children and adolescents as the most vulnerable group of road and transportation users
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