Children's perceptions of strategies for resolving community health problems.
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We examine children's perceptions of the strategies they would use to resolve community health problems. Qualitative analysis using a grounded theory approach showed that 9- to 10-year-old children could conceptualize a range of solutions to hypothetical community health problems. Children's responses reflected an egocentric perspective, one that was centered on self and peers acting on short-term solutions to the immediate problem. Less frequently, children conceptualized broader structural interventions aimed at removing the problem altogether. Children could name resource persons including their friends, family, school personnel and other people in the community. However, outside of their family and peers, their knowledge was non-specific, i.e. it is doubtful that they would actually be able to access the resources. In light of our findings we discuss several important implications for future research. We note that children are interested in changing community conditions that affect their heath. However, their recognition of their marginalized position in adult society and their perception that adults do not take them seriously may be significant barriers to their participation. We suggest that society must rethink the position and roles that are assigned to children so that their valuable potential is not lost. (+info)
Processes linking weight status and self-concept among girls from ages 5 to 7 years.
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This study assessed the relationship between girls' weight status and self-concept and examined peer teasing and parent criticism as potential mediators of this relationship. Data were collected for 182 girls and their parents when the girls were 5 and 7 years old. At each age, girls' body mass index, self-concept, peer weight-related teasing (child report), and parents' criticism of girls' weight status (spouse report) were assessed. At ages 5 and 7, girls who were more overweight reported lower self-concept. Peer teasing and parent criticism mediated the relationship between weight status and self-concept at age 7, but not at age 5. In addition, the duration and timing of parent criticism across ages 5 and 7 mediated the association between girls' weight status at age 5 and perceived peer acceptance at age 7. (+info)
The influence of appraisals in understanding children's experiences with medical procedures.
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OBJECTIVE: To examine the influence of cognitive appraisals on anticipatory anxiety, procedural distress, and postprocedural evaluations in 100 children (ages 8-17) undergoing esophagogastroduodenoscopy (EGD). METHOD: Children's knowledge about the procedure, appraisals of the procedure's aversiveness, coping ability, and state anxiety prior to the procedure were assessed by self-report. Distress during the EGD was assessed by observer ratings. Postprocedural evaluations were assessed by self-report 1 hour after the procedure. RESULTS: Structural equation modeling indicated that children who knew more about the EGD appraised it as less threatening, and, in turn, children who appraised the procedure as less threatening experienced less anxiety. Decreased anxiety was associated with decreased distress, which, in turn, was associated with decreased pain, evaluations of less aversiveness, and less negative attitudes toward future procedures. CONCLUSIONS: This study has implications for how children are prepared for EGDs and supports the utility of an appraisal-based model in understanding children's experiences with medical procedures. (+info)
Society of pediatric psychology presidential address: opportunities for health promotion in primary care.
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OBJECTIVE: To set an agenda for health promotion in primary care settings. METHODS: This is a review of the scientific bases of child development as applied to pediatric psychology and health promotion. RESULTS: Primary care is an ideal setting for health promotion because there is a "hidden morbidity" of children with unrecognized and untreated behavioral and developmental problems that, if unresolved, may lead to psychiatric and physical disorders and increased use of the health care system. Although pediatric psychologists endorse the importance of health promotion, there are few examples in the literature involving pediatric psychologists. Recommendations are provided for a proactive agenda for health promotion programs involving pediatric psychologists in primary care. CONCLUSIONS: With conceptual homes in clinical and developmental psychology, expertise in theories of clinical and child development, scientific methods, and collaborative relationships with pediatricians, pediatric psychologists are in a unique position to develop and evaluate health promotion programs for use in primary care. (+info)
Informed consent of the minor. Implications of present day Spanish law.
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In Spain, any person under the age of 18 is a minor. Generally, minors lack the legal capacity to take legally binding actions because they are deemed incapable of legally binding consent. Spanish civil law recognises, however, that the child, in accordance with the law and being sufficiently mature, may act for himself. It stands, then, that consent, as expressed by the "sufficiently mature" minor, should be legally valid. (+info)
Building for the future: influence of housing on intelligence quotients of children in an urban slum.
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INTRODUCTION: Interventions on behalf of the marginalized in society can assume many formats. In an urban slum the Government of Delhi built one-room houses for some of the residents in what is termed a 'plot area'. Not all residents could be accommodated in the project and the remainder continued to live next door in shanty houses of the slum. Nineteen years later, young children who had migrated with their parents, have grown up and have children of their own. We looked at the development of the children living in the two types of accommodation. METHODS: A total of 373 children were studied. All children (n = 200) between the ages of 3.5 and 5.5 years in a cluster of five residential blocks in the plot area were studied. As a control, children in two large clusters of shanty houses (n = 173) were also studied. For development assessment the Central Institute of Education (CIE) Test was performed. This is an Indian adaptation of the Standford-Binet Test. Multiple regression analysis was utilized to determine the factors that influenced IQ most. RESULTS: The mean IQ of the children in the plot area was 92.5 (s.d. 13.38) and in the shanty houses 89.5 (s.d. 12.9) (p = 0.05). Analysis showed that the most significant factors affecting IQ were malnutrition in the first 6 months of life and attendance of the child at pre-school. For nutrition in the first 6 months, there was no difference between the groups. For attendance at pre-school, 110 of 200 in the plot area and 47 of 173 in the shanty houses were attending pre-school (p < 0.01). CONCLUSION: We find that children living in the permanent houses had a significantly better IQ than those in shanty houses. A review of the literature did not reveal a comparable study. (+info)
The importance of eyes: how infants interpret adult looking behavior.
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Two studies assessed the gaze following of 12-, 14-, and 18-month-old infants. The experimental manipulation was whether an adult could see the targets. In Experiment 1, the adult turned to targets with either open or closed eyes. Infants at all ages looked at the adult's target more in the open- versus closed-eyes condition. In Experiment 2, an inanimate occluder, a blindfold, was compared with a headband control. Infants 14- and 18-months-old looked more at the adult's target in the headband condition. Infants were not simply responding to adult head turning, which was controlled, but were sensitive to the status of the adult's eyes. In the 2nd year, infants interpreted adult looking as object-directed--an act connecting the gazer and the object. (+info)
Statistical learning of new visual feature combinations by infants.
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The ability of humans to recognize a nearly unlimited number of unique visual objects must be based on a robust and efficient learning mechanism that extracts complex visual features from the environment. To determine whether statistically optimal representations of scenes are formed during early development, we used a habituation paradigm with 9-month-old infants and found that, by mere observation of multielement scenes, they become sensitive to the underlying statistical structure of those scenes. After exposure to a large number of scenes, infants paid more attention not only to element pairs that cooccurred more often as embedded elements in the scenes than other pairs, but also to pairs that had higher predictability (conditional probability) between the elements of the pair. These findings suggest that, similar to lower-level visual representations, infants learn higher-order visual features based on the statistical coherence of elements within the scenes, thereby allowing them to develop an efficient representation for further associative learning. (+info)