Alle Publikationen
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2016
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(2016): Social and Legal Aspects of the Educational Support of Adolescents with Deviant Behavior. In: International Journal of Environmental and Science Education 11 (11), S. 4768-4781. Online verfügbar unter http://files.eric.ed.gov/fulltext/EJ1114877.pdf
Abstract: The purpose of the study is to consider the problem of the organization of working with adolescents with deviant behavior through the development and implementation of their psychological and pedagogical support based on student-centered and system approaches. Holistic application of components of psychological and pedagogical support (diagnostic, developmental and correctional) we consider as an open system that interacts with the social environment. The authors determine that modern models of deviant behavior correlation ought to focus on creating the conditions that allow the child to build their own system of relations with the world, other people, himself and independently to overcome difficulties; moreover, they should include reflexive and analytical approach to the process and the result of psychological and pedagogical support. Experienced and experimental work on the implementation of psychological and pedagogical support of adolescents with deviant behavior in secondary school allowed us to make a conclusion about the effectiveness of using a specially designed program of psychological and pedagogical support of adolescent with deviant behavior with a view to its correction. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
Keywords: Adolescent Attitudes, Adolescents, Antisocial Behavior, Behavior Disorders, Behavior Problems, Control Groups, Correlation, Deviant behavior, Experimental Groups, Foreign Countries, individual development, Interviews, Pädagogische Psychologie, Personality Development, Program Effectiveness, Questionnaires, Research Methodology, Secondary School Students, Verhaltensforschung 2008
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(2008): Emotional intelligence and social skills in adolescents with high social acceptance. In: Electronic Journal of Research in Educational Psychology 6 (2), S. 319-338
Abstract: Introduction: Adolescence is a critical period for individual and social development in which youngsters face different situations that involve their Emotional Intelligence and social skills. One of the most significant challenges for the adolescent is social acceptance, expressed through popularity, indifference or rejection from peers. In social acceptance it is important to know the role of Emotional Intelligence and social skills, thus helping to clarify lines of action in intervention programs with socially weak adolescents. Method: Using BArOn EQ-i:YV, emotional intelligence was evaluated for a group of 62 adolescents with high social acceptance (average age 13). These were selected by partner nominations. Similarly, 331 students from natural groups, not identified by their degree of social acceptance, were also evaluated. Gismero's scale (2002) was used to evaluate their social skills. Results: Statistical analyses of the variables showed significant differences in emotional intelligence (self-report measure) in favor of the higher social acceptance group as compared to the natural group. In the former group, lower scores were found for several social skills, with the request-making skill being lowest. In the same way, statistically significant correlations were found among several factors from BarOn's test and from the social skills scale. Discussion: The high emotional intelligence scores of students in the higher social acceptance group are congruent with theoretical models and with results from other studies. Significant statistical correlations were found among the EI factors and social skills that showed a partial relationship between these constructs; however, the low scores in the area of social skills observed in adolescents with higher social acceptance uncover an opportunity for developing such skills with them, since these skills represent learned, situational and contextualized behaviors. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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