Bridging known and new: Inquiry and intersubjectivity in parent-child interactions

Vandermaas­-Peeler, Maureen; Westerberg, Lauren; Fleishman, Hailey

doi:10.1016/j.lcsi.2019.02.011

Cited by 6 publications

(5 citation statements)

References 21 publications

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“…In conclusion, children with ADHD have difficulty in communicating appropriately with their parents and other people (5). Lack of problem-solving skills causes maladjustments and conflicts in various aspects of their lives (6,7). One of the therapeutic methods effective for these children is educating parents, so they can better interact with their children (18).…”

Section: Discussionmentioning

confidence: 99%

“…One of the problems of children with attention deficit/ hyperactivity disorder is their inability to communicate effectively with others, specially with parents (5). Lack of adequate knowledge of parents and children about communication skills and not having problem-solving skills cause inadjustments and conflicts (6,7). They have a vulnerable parent-child interaction (8).…”

Section: Introductionmentioning

confidence: 99%

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Comparison of the Effectiveness of Painting Therapy, Clay Therapy and a Combined Method on Resiliency in Children with Attention Deficit/Hyperactivity Disorder

Sakha

Mozafari²,

Samani³

et al. 2021

J Child Ment Health

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Background and Purpose:The lack of behavioral inhibition in children with attention deficit/ hyperactivity ADHD disorder disrupts the way they respond. These children are not able to wait; Because of this, resiliency in them is of importance. The purpose of this study was to compare the effectiveness of the painting therapy, clay therapy and combined method (The cdombination of painting therapy and clay therapy) on resiliency in children with attention deficit/ hyperactivity disorder. Methods: This study used a single-subject ABA design. The statistical population consisted of all 8 -11 year old children with ADHD reffered to medical centers of Tehran in the academic year 2020-2021. Among them, 6 children (three boys and three girls) were selected based on inclusion and exclusion criteria and by purposive sampling and were randomly placed in 3 two -person groups. Interventions of the painting therapy, clay therapy and combined methods for each child, according to the child-centered play therapy program with Landerth and Bratton Approach (2006) were conducted in 2 onehourweekly sessions which lasted for 8 weeks (16 sessions). The research instrument included Social-Emotional Assets and Resilience Scale (SEARS; Merrell, 2008). Data were analysed at both within-condition and between-condition levels based on three indicators of level, trend and stability. Results: The results showed that interventions were effective in two groups of painting therapy and combined method (The combination of painting therapy and clay therapy). The most effective method in improving resiliency was the combined method (The combination of painting therapy and clay therapy) (P< 0.05). The recovery percentage of clay therapy was lower than other interventions and had no significant effect on the resiliency in children with ADHD (P> 0.05). Conclusion: Based on the findings, it can be concluded that the painting therapy and combined method (The combination of painting therapy and clay therapy) can increase the resiliency of children with ADHD. Necessary explanations for the results are discussed in the article.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Comparison of the Effectiveness of Painting Therapy, Clay Therapy and a Combined Method on Resiliency in Children with Attention Deficit/Hyperactivity Disorder

Sakha

Mozafari²,

Samani³

et al. 2021

J Child Ment Health

View full text Add to dashboard Cite

show abstract

“…The reason we focused on a problem-solving task is because it has been considered by many authors as able to trigger and unpack intersubjectivity. The formulation of arguments and narratives orienting problem-solving tasks, mobilizes the known and the new when analyzing the situation and proposing possible solutions (Vandermaas-Peeler, Westerberg, & Fleishman, 2019). In this way, participants are individually and collectively involved in the production of meanings, which is the core of the intersubjective system.…”

Section: Problem-solving Task and Strategies For Building Intersubjec...mentioning

confidence: 99%

Building intersubjectivity in blended problem-solving tasks

Beraldo

Annese

Schwartz

et al. 2021

Learning, Culture and Social Interaction

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“…Thus, the parental involvement is diverged beyond home-basedteaching towards the various domain of parent-child interaction. The positive relationship between parent-child interactions in the numeracy activities include numerical content, attention focus, emotions, and social connection (Skwarchuk, Vandermaas-Peeler & LeFevre, 2016;Vandermaas-Peeler, Westerberg & Fleishman, 2019). Theoretically sound with Vygotsky's social development theory (Vygotsky, 1978), parental involvement in children's early numeracy is a form of social internalisation of knowledge (Edens & Potter 2013).…”

Section: Parental Involvement Could Affect the Numeracy Learning Of Childrenmentioning

confidence: 99%

Parental Involvement in Young Children’s Learning of Numeracy

Ghazali

Mustafa

Rashid

et al. 2021

IJLTER

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The aims of this research are to investigate teachers’ and learners’ perception towards the significance of classroom management in motivating students to learn English; to determine the classroom management styles adopted by teachers during classroom and to identify the extent to which their classroom management styles affect students’ English learning motivation and academic achievement. The design of the research is mixed-method one in which an interview and questionnaires are the instruments to collect data. 14 English teachers were asked to be interviewed and 398 students (201 10th graders and 197 12th graders) participated in answering the questionnaires. The outcomes revealed that the various styles in managing their classrooms were displayed; however, each grade possessed a dominant style. Furthermore, the findings showed that each style of classroom management exerted impact with different levels and dimensions on students’ English learning motivation. Remarkably, Authoritative style demonstrated the most positive influence on students’ English learning motivation and academic achievement. Based on these findings, some implications for managing classroom were drawn out, which emphasized the adoption of Authoritative style and the reduction of some negative aspects of the other styles.

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Bridging known and new: Inquiry and intersubjectivity in parent-child interactions

Cited by 6 publications

References 21 publications

Comparison of the Effectiveness of Painting Therapy, Clay Therapy and a Combined Method on Resiliency in Children with Attention Deficit/Hyperactivity Disorder

Comparison of the Effectiveness of Painting Therapy, Clay Therapy and a Combined Method on Resiliency in Children with Attention Deficit/Hyperactivity Disorder

Building intersubjectivity in blended problem-solving tasks

Parental Involvement in Young Children’s Learning of Numeracy

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