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2017 Vol. 5, No. 3
Published: 2017-09-30
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113
Neurodevelopmental assessment and early development
CHEN Wenxiong
DOI: 10.3969/j.issn.2095-4301.2017.03.001
The primary purpose of neurodevelopmental assessment is to identify delayed or abnormal development at an early stage, and provide diagnostic developmental assessment and possible etiological diagnosis for children who have not been passed the screening, so as to help children achieve the maximum potential, give a prompt treatment or intervention, especially of hearing and visual impairment, and provide care and management for children in special needs as early as possible. To understand the concepts of the general rules for development, developmental milestone (skill domains: gross motor, fine motor and vision, language and hearing, social adaptability; median age and limit age), developmental stream, developmental monitoring and screening, and developmental variation, is the basis of neurodevelopmental assessment. Neurodevelopmental assessment starts in the gain of comprehensive history, including birth history, medical history, developmental history, behavior history, education history, social history, and family history. Comprehensive physical examination includes growth parameters assessment, general physical examination, and neurological evaluation. The observation and elicitation of relevant development skills as well as behaviors of the assessed play a challenging part in the process of assessment. Diagnostic interpretation of abnormal development is based on the principle of delay, deviation, and disassociation. Neurodevelopmental assessment should yield a diagnostic summary, an etiological hypothesis, and an early referral and interventional strategies.
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119
Biology based on Uexküll's Umweltand and its meaning for construction of child science
FANG Mingsheng
DOI: 10.3969/j.issn.2095-4301.2017.03.002
The biology based on Uexküll's Umwelt can be represented by cases of organism in the city environment. By comparison of organism, not only the Umwelt for human as a subjective organism but also the biology based on the concept of Umwelt can be well understood. With the biological nature in human's preliminary stage, the child's well-being can be further identified by the approach of Umwelt, and it is significant for construction of child science.
2017 Vol. 5 (3): 119- [
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125
Teachers' roles in life education: a perspective based on developmental model of youth mentoring relationship
ZHAO Jialin, XU Zhening, SHEN Xiaodan
DOI: 10.3969/j.issn.2095-4301.2017.03.003
Life education has been researched and implemented in China for over 20 years. Yet there are few discussions on teachers' roles in life education and their specific influences on the students. With a review of the current literature on life education, this paper builds upon Rhodes' developmental model of youth mentoring relationship, and discusses the key roles of teachers in life education, including “mate”,“guide”, and “model”, which may have positive effects on students' social and emotional competency, cognitive abilities, and the development of their self-identity, respectively. The paper also suggests potential paths towards the three roles, including mentor-mentee companionship, experiential teaching and learning, and the growth of self-identity via finding “life mentors”.
2017 Vol. 5 (3): 125- [
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131
Association between peer victimization and depression during middle and late childhood: mediating and moderating roles of hope and emotional regulation
XIANG Bihua, LIU Junsheng
DOI: 10.3969/j.issn.2095-4301.2017.03.004
Objective
To examine the mediating role of hope in the relation between peer victimization and depression, and whether this mediating process is moderated by children's emotional regulation.
Methods
A total of 765 fifth- to eighth-grade students completed the peer victimization scale, the self-regulation scale, the children's hope scale, and the children's depression inventory.
Results
① Boys had higher scores on peer victimization than girls; primary school students had higher scores on emotion regulation and hope, but lower scores on depression than junior high school students. ② Peer victimization was positively correlated with depression, negatively correlated with Children's emotional regulation and hope. ③ The effects of peer victimization on children's depression were partially mediated by children's hope, and emotional regulation moderated this mediation effect. Emotional regulation can buffer the negative effect of peer victimization on hope.
Conclusion
Peer victimization indirectly affects children's depression through its negative association with hope, and emotional regulation moderates this mediation effect.
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Effects of social value orientation on cooperation of junior middle school students in public goods dilemma
HE Xixi, CUI Liying, WANG Xue, CAI Danyi, LIU Jinghua
DOI: 10.3969/j.issn.2095-4301.2017.03.005
Objective
To explore the effects of gender and social value orientation on junior middle school students's cooperative behavior under the public goods dilemma.
Methods
Slider measure and public goods dilemma were conducted. A total of 305 students took part in the experiment.
Results
① Types of social value orientation differed significantly among junior middle school students, there were more prosocials than proselfs. ② Different gender among junior middle school students made different effects on cooperative behavior, girls showed more cooperation than boys. ③ Social value orientation influenced group cooperative behavior significantly, prosocials exhibited more cooperative behavior than proselfs.
Conclusion
The cooperative behavior of junior middle school students in public goods dilemma is different from that of adults. Social value orientation will affect the cooperative behavior, and there are differences between boys and girls when they face actual conflict situation.
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143
Relationship among intellectual disability children's theory of mind, cognitive flexibility, and traffic safety cognition
SUN Shengtao, CHEN Xingyan
DOI: 10.3969/j.issn.2095-4301.2017.03.006
Objective
To study the relationship among intellectual disability children's theory of mind, cognitive flexibility, and traffic safety cognition.
Methods
The theory of mind, cognitive flexibility, and traffic safety cognition in 90 children with intellectual disability were studied by the experimental method.
Results
Intellectual disability children's average scores on theory of mind, cognitive flexibility, and traffic safety cognition were increasing as they grew older. The scores of intellectual disability children's theory of mind, cognitive flexibility, and traffic safety cognition were significantly correlated with each other. Intellectual disability children's cognitive flexibility was a partial mediator between the theory of mind and traffic safety cognition.
Conclusion
Intellectual disability children's theory of mind directly impacted the traffic safety cognition, which can be indirectly effected by the theory of mind through cognitive flexibility as well.
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Undergraduate's school identity and psychological adjustment: mediating role of collective self-esteem
TIAN Chunyan, LI Dan, FAN Yizhi, ZHAO Yue
DOI: 10.3969/j.issn.2095-4301.2017.03.007
Objective
To explore the relationship between undergraduates' school identity and psychological adjustment and mediating effect of collective self-esteem.
Methods
A new undergraduate school identity questionnaire was compiled. Confirmatory factor analysis showed that the questionnaire structure was relatively fitting good. The school identity questionnaire and other self-report questionnaires were used to investigate school identity, collective self-esteem, depression, anxiety, subjective well-being, and their interrelations. Participants consisted of 443 college students in Shanghai.
Results
① School identity, collective self-esteem, and subjective well-being of students from college first-grade were higher than those from college second-grade, and students from college first-grade were less anxious and depressive than those from college second-grade. Particularly, boys from college second-grade were more anxious than girls from college second-grade. ② Collective self-esteem played a partial mediating role between school identity and subjective well-being, and school identity and depression. The mediating effects were 54.54% and 58.24%, respectively. Collective self-esteem played a fully mediating role in relationship between school identity and anxiety.
Conclusion
Undergraduates' school identity not only shows direct impact on their psychological adjustment, but also has indirect impact through collective self-esteem. Undergraduates' school identity has great influence on their psychological adjustment and group self-esteem plays a unique role between school identification and psychological adaptation.
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Study on implicit and explicit group identity of vocational college students
ZHU Jiali, WU Xian, HE Wen
DOI: 10.3969/j.issn.2095-4301.2017.03.008
Objective
To explore the implicit and explicit group identity of vocational college students.
Methods
A total of 85 vocational college students were selected，and vocational college students' group identity scale and single category implicit association test (SC-IAT) were conducted.
Results
① The explicit group identity of vocational college students was positive, including perceptual identity and rational identity. ② The implicit identity was also positive. ③ The implicit identity and explicit identity were not significantly related.
Conclusion
The implicit identity and explicit identity are both positive, but they are separate dimensions.
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161
Characteristics of nearsightedness and obesity of children and adolescents and associated preventive strategies
YOU Xiaofang,TAN Hui, XIE Jingbo, WANG Ling
DOI: 10.3969/j.issn.2095-4301.2017.03.009
Nearsightedness and obesity are major public problems. This article analyzes the characteristics of nearsightedness and obesity as common health problems, which include high prevalence, multiple associated factors, and comprehensive intervention. To prevent children and adolescents' nearsightedness and obesity, mechanism of inter departments should be constructed. Related persons should carry out this new concept focusing on diverse associated factors through comprehensive intervention study.
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