Psychology of Adolescence - Science topic

Listen to him, sympathize and help to grow confidence

Good morning Marianne :)

I believe that Michael Sam Tion is an associate of Dr. Vallerand. I wrote to Dr. Vallerand last year to ask permission to use the AMS. Michael responded to me instead. (I will send you that email through gmail). He gave me permission to use the AMS and also told me the scoring formula. I also found another dissertation on the internet (from several years ago) where another student asked Dr. Vallerand for the scoring information and Dr. Vallerand responded personally. The difficult part was translating that formula into an accurate Excel formula to analyze the data in Excel and then into SPSS. You can try to write to Dr. Vallerand at vallerand.bob@gmail.com or Michael Sam Tion at sam_tion.michael@uqam.ca for permission and the scoring formula information. I will send you the email that I received from Mr. Tion. More information about my research can be found on my website drschumann.org.

Thank you Marianne! Be well. :)

Hello Iyer Kamlam Gopalkrishnan ,

Please consider this wonderful ~15 hour Coursera course from Johns Hopkins by two instructors who are also leading affiliates from the Cochrane Collaboration: https://www.coursera.org/learn/systematic-review. As you have experience in and knowledge of biostatistics, you will really appreciate the mathematics part of the endeavor especially with regards to fixed effects versus random effects models.

Dear doctors

Do you know if there is a parent-version of this scale? I am asking because the parent-child communication scale has both a child and a parent version. (The parent-child communication scale was derived from the PACS). But I have only been able to retrieve one version of the PACS.

I hope you can help.

Kind regards

AUNQUE, EN UN PRINCIPIO, EL BULLYNG SE CIÑÓ A ESCENARIOS ESCOLARES, POR SUPUESTO QUE TAMBIÉN PUEDE - Y, DE HECHO, SUCEDE- DARSE EN OTROS MARCOS. PARA ELLO -EN ESPAÑOL- SE SUELEN UTILIZAR LOS TÉRMINOS "MATONISMO" E "INTIMIDACIÓN"...DEJANDO EL DE "BULLYNG" PARA AMBIENTES MÁS ESCOLARES

The paper is very interesting and I think the IS I could help in discovering significant differences between abusers and non abusers in their preferential intellectual styles. The tool is ready in the form of a software program and available for research in Arabic and English.

My sample sizes in research on hemophilic children were very small but I compensated with two classmates for every child:

parents can fill in questionnaires too.

There are different kinds of coping:

Hi JohnBosco!

I send you a private message

Ages and Stages Questionnaire (Squires and Bricks) is a useful screening tool.

Hi Muhammad,

One thing that I have seen that is beneficial for inmates is mindful communication. It helps people reduce the time between an angry emotion and reacting and also with communicating with people in general. Below is a citation for a book on the topic. It may need cultural adaptions.

All the best,

Nikki

Huston D, 2010, Communicating mindfully: mindfulness-based communication and emotional intelligence, Cengage Learning, New York.

Dear Erica,

If I understand it well, you want to investigate the relationships between home learning environment and numeracy knowledge.  As I see it, in your research, home learning environment will be your independent variable and numeracy knowledge your dependent variable. As you say, there are a lot of empirical research on this issue.

As you live in London, I wonder whether you are acquainted with the Brazilian psychologist Teresinha Nunes' work. She is married to the British psychologist Peter Bryant and they live in London. I know them both. She showed that when Brazilian children have to solve, say, practical mathematical problems in streets while being, for example, vendors or buyers (e.g., additions, subtractions, and so forth) they are more advanced mathematically than when they have to solve such math problems at schools. I think that she coauthored a book whose title is more or less the following: 0 at school, 10 at streets. This shows that children's math knowledge depends on the environmental where they live. Of course, numeracy knowledge may refer to children's ability to perform the arithmetical operations of addition, subtraction, multiplication, and division, or, for example, to solve a Piagetian number conservation task. This task shows us the extent to which a child understands, for example, that the number of elements in a set remains constant regardless of the spatial arrangement of the elements in the set at hand. So, instead of a questionnaire or a type of Likert-scale you may use a Piagetian number conservation task to assess children's numeracy knowledge. Needless to say, by using such task you have a more rigorous assessment of numeracy knowledge than when you use a questionnaire, a type Likert-scale, and the like. I say a type Likert-scale because there are not Likert scales. Some of them have a middle point, other ones have not a middle point, a four-points scale, for instance.

As for home learning environment, you could appeal to D.Baumrind's work on types of parenting: Authoritative, authoritarian, or permissive. The first is demanding in cognitive terms but warm in affective terms; the second is demanding but cold; and the third is guided by the slogan laissez faire, laissez passer, laissez aller (let's it go). To establish these kinds of parenting you would have to make naturalist observations at home's children and see what type of parenting parents use while, say, socializing their children. After getting three homogenous groups of children only differing in the way of their socialization at home (i.e, authoritative, authoritarian, permissive), then would could see how they perform on the Piagetian number conservation task (are they conservers, non-conservers, intermediate?) as function of their parents' parenting). I would predict that children subject to an authoritative parenting would be more advanced in their numeracy knowledge than their authoritarian or permissive counterparts. Children subject to a permissive parenting would be less advanced in their numeracy knowledge that those subject to an authoritarian parenting.

I hope I have  got  your  question and that this may  bee of help for you.

Best wishes and bonne chance, Orlando

Depending if you have the qualifications for the tests, the KBIT could be useful, or the Ravens. The WPPSI-V is a full cognitive assessment which takes 60+ min to individually administer (similar to the WISC-V).

I've heard that the KBIT overscores by about 10 points on children who are subsequently tested on the WPPSI/WISC.

Think about what exactly you are trying to measure. Maybe there is another way?

And for literature outside the academy, have you looked at The Gender Fairy by Jo Hirst?

HI, I am using the IPIP Neo Personality Inventory short form of 120 item for my research purpose and find it appropriate for Indian adolescents except for the fact that it requires good understanding of english language

Thank you for the information.

You may want to look at our articles on youth research listed on our website: youthsay.co.nz

Thanks. As I am reading the article, I wonder what you mean by "good or bad communication". The variables seem to be continuous and can be used either as such or to map a family on the circumplex model. Maybe it would be interesting to elaborate more on what you have in mind as good or bad communication. 

Dear Gould,

It seems that the syndrome you have mentioned is universal. Even the application of technology cannot help much because of class disparity, distraction, and its use for extracurricular purposes. All we can do is to boost up their self-identity to make them understand their true selves and why education matters. Our main role as teachers is to discover the demotivating  factors hindering their progress. In short, teachers' motivational practices can really make a difference by making the learning pace faster.

Best regards,

R. Biria

Hello Nathalie,

The IPPA-R seems to me a good option, and you have several studies that used it.

The Inventory of Parent and Peer Attachment—Revised (IPPA-R) for children: a psychometric investigation In

Clinical Psychology & Psychoterapy, Vo.12 (1), 67-79 (2005). 

Authors

Eleonora Gullone,

Kym Robinson

What is the purpose of it being a data set from a psychology study? I know that there are a ton of categorical datasets using chi-square and logistic regression(including multinomial logistic regression), but what is the purpose of it being from a psychology study? Won't any dataset do? 

Dear Francis,

you can find the items of the BVAQ-20B in this paper:

Best regards,

Alejandro

Also 2 articles from American Journal of Public Health

 Dear Friends,

thank you so much for your sugestions, valuable papers for me ..many thanks

Here is another article that I believe is relevant to this topic of reducing anxiety and other troubled emotional feelings:

Has some heard or used propanolol on conduct disorder patientes with violence outbreaks or ideas to hurt someone on a childhood period?

Through balanced play, required playful activity and manual labor itself should be aimed, that is, to integrate simultaneously both psycobody developments as cognitive development and mental learning.

This might be interesting to read (social functioning and neuro-imaging in youth):

As well as this study (measuring bullying and social functioning in children with autism):

I think it is most common to use peer nominations or peer ratings to measure a child's social position in the peer group (at least in non-clinical samples), but I do not know whether this is an option in your study.

Hello Alexandra

This parts of these books on Google can be accessed online and might be of interest:

Schwabach, A. (2011). Fan fiction and copyright: outsider works and intellectual property protection. Ashgate Publishing, Ltd..

Tulloch, J., & Jenkins, H. (1995). Science fiction audiences: Watching doctor who and star trek. Psychology Press. This link still has my search for 'writing':

There might be something relevant here:

Korobkova, K. (2014). Schooling the directioners: Connected learning and identity-making in the one direction fandom. Digital Media and Learning Research Hub, 1-39.

This is a dissertation:

Melissa Jean Herzing (2005) The Internet World of Fan Fiction, Virginia Commonwealth University

Very best wishes

Mary

Good question. Although my knowledge too is quite limited on this yet as a part of observation, animated way of talking, thinking about being in possession of superpowers, imaginary world of living can be observed in some of the teenagers.

Divorce is a trauma and with that should be treated as such. Children react to trauma in many ways, because girls typically miss the father figure-giving them role models opportunities in their communities will help facilitate that absent  Father figure in the home.  Girls of course are going through many changes during this period, giving them the space to be heard will be very important, as well as feeling they will not be judged.

Great, Kellie. Apologies for my delayed response; thanks so much for this.

regards

Dear Ucha

You might find this pdf file helpful.

The predictive validity data on the IPPA measure is okay, but there is no real construct validity data.  I wouldn't use a questionnaire with children under the age of 10.  I've tried it and the younger children are not really into the process.  We also tried giving a free response picture assessment to the younger ages.  That bombed.  They don't have enough integrated capacity to respond to pictures.  Yet they do a fabulous job with doll families.  And 12-year olds don't have a problem at all with "dolls," which is what some people worry about. 

I agree, an interesting question and much of this does relate to the resilience of the adolescent as well as whether the adolescent can make a connection with a 'significant other' who has a positive influence on their life.

You may want to search for an updated version of the book below.

Coleman J and Hagell A (Eds) (2007) Adolescence, Risk and Resilience: Against the Odds. West Sussex: Wiley.

IBSN 970-0-470-02502-4 (HB) 978-0-470--02503-1 (PB) 

I will be doing some research in this area this coming year.

Thank you so much for your response. Do you work with a teenage population of students or clients? 

The brief, intensive program that I developed consists of 8 lessons. Two of the lessons are general orientation-type lessons. The other six lessons are a structured approach to positive problem solving. 

Is this something that interests you? 

Jane Idell

Hello Nick,

There is some very interesting ideas on this subject that are flooting around in the theoritical world. One I think you might enjoy is the idea of an ontology to education. As you know ontology is the study of being, becomming, existence. The arguements of Lave & Packer (1991); Lave, (1997); and Oyserman & Packer (1996) that there is an ontology in learning and they connect to the notion of  education is "bringing into being a type of person". In other words the job of education is to a type of person into being that the powers that be feel "fits into" society. 

One can this this three ways, First, some would argue good thats what is needed, Second, social engineering, Third, social reproduction. When you think about it bringing into being a type of person and its fits in the history of education here in the U.S. it is a little frighten. 

It makes one wonder and answers some important questions. 1) standarderazation, 2) where has creativity gone, 3) imagination of the learner not being fostered, 4) High states testing could be used as a test for "how deep" the social programing has been internalized, ect.

To answere your question directly I unfortunitly have to say yes. 

My answer is derived from peoples first reaction when they see someting different and describe it as being "weird", or "what wrong with that guy" of the face contortions. 

A world of homogeneous people, I glad I wont see it!!

Douglas

Hello, Emilia.

I suggest you look in to the DRAMA-RAMA and Mighty Girls curriculum created at the UCF College of Nursing. The PI on the project is Dr. Anne Norris, currently at the University of Miami. The curriculum is a classroom-based training for 6th and 7th grade girls on resisting peer pressure for risky behaviors. The DRAMA-RAMA simulation is an interactive experience in which the girls can realistically demonstrate the skills taught with avatars that behave like their peers.

All the best.

Hi Juan,

For use in larger scale research, we have found that relevant items of the Communities That Care Youth Survey are valid and reliable.  There are a small number of scales (family cohesion, family conflict, family management), with each scale containing 3-4 items).  The full questionnaire is available at;

I attach a couple of publications that have used these scales to predict adolescent substance abuse. 

Hope this is helpful.  Best wishes

Adrian

Hi, i think this paper contains some useful  information. Hope this helps.

Regards

Luca

A great response. Thanks very much

Not to be excessively agreeable, but I have to agree :) Is the question then: how do we measure these graduate attributes? And do these attributes include qualities such as problem solving, creativity, independent learning, self-directed learning, critical thinking etc.

Hi Guys

Let me tell you about the assessment regime I developed teaching mathematics to the first year engineering undergraduates at a University of widening participation. At the end I'll tel you why I thought it was successful.

1. During lecture I practiced Socratic dialogue, so students had a quick informal feedback on their progress every week

2. The students were asked to use logbooks where they put in their tutorial work homework and revision notes.

3. At the end of the 1st Semester they had a written test and were asked to submit their logbooks.

4. In the beginning of 2nd Semester, during 1 week tutorial the solution to test problems was discussed and test papers were returned to students. They were also given a list of common mistakes.

5. They were asked to do a "postmortem" on their test paper, putting against each of their written answers the numbers of common mistakes they made.

6. I then assessed their postmortems and logbooks (just looking at the quantity of tutorial, home and revision work and quality of logbook itself).

7. Judging by the quality of "postmortem" the test mark could be increased by maximum 20 % . The logbook mark could be maximum 10 % of the maximum total mark.

8. If the final total mark less than 30 % students were invited in to construct a "plan for success". Students were explained that the mark should be treated only as a start of the conversation. Looking at all three documents (logbook, test paper, "postmortem") the student approach to learning was discussed. Other specific pep talk was given, depending on circumstances.

The exam results in the next semester were usually much better, sometimes spectacularly so. All these measures can be described using various pedagogical theories. My point is - here is a practical system that is not so hard to implement and is not all that demanding on teacher time. It downplays the importance of marks which, in my view and the view of many other contributors is overblown.

Consider the work of Graham Thornicroft.

Dear Dr. Beyers, thank you so much for your support. I just emailed you. I look forward to hearing from you.

There is a vast literature on protective mechanisms and resilience. For a practical approach to methods of increasing resilience in young people our research group has some resources that might be useful - http://www.boingboing.org.uk as well as links to other resilience research centres.