IKIMOKYKLINIO AMŽIAUS VAIKŲ VERBALINIAI GEBĖJIMAI IR ADAPTYVUS ELGESYS SANTRAUKA Ikimokykliniame amžiuje įvertinti vaiko intelektiniai gebėjimai ir iš tėvų bei ugdymo įstaigų darbuotojų gautos žinios apie vaiko funkcionavimą kasdienėje jo aplinkoje – svarbi informacija ruošiant vaiką mokyklai. Tačiau Lietuvoje mažų vaikų įvertinimui skiriama pakankamai mažai dėmesio, paprastai akcentuojama vaiko kognityvinė raida, neatsižvelgiant į jo gebėjimą savarankiškai veikti. Šiame tiriamajame darbe analizuojami ryšiai tarp vyresnio ikimokyklinio amžiaus vaikų verbalinių gebėjimų ir adaptyvaus elgesio. Verbaliniams gebėjimams įvertinti pasirinkti keturi subtestai iš Lietuvoje pradėto standartizuoti WPPSI-III (Wechsler Pre-school and Primary Scale of Intelligence). Siekiant įvertinti tiriamųjų adaptyvų elgesį naudotos Lietuviškos adaptyvaus elgesio skalės (LAES), vertinančios vaiko adaptyvų elgesį 9 srityse. Vidutinės, tačiau statistiškai reikšmingos koreliacijos tarp WPPSI-III subtestų ir LAES sričių leidžia teigti, kad tai du skirtingi, tačiau susiję konstruktai. Tyrimo rezultatai rodo, kad statistiškai reikšmingo skirtumo tarp berniukų ir mergaičių adaptyvaus elgesio ir verbalinių gebėjimų nėra, tačiau vidutiniškai berniukų LAES ir WPPSI-III subtestų įverčių ir bendrų skalių rezultatai geresni už mergaičių (išskyrus WPPSI-III Panašumų subtestą ir LAES Savireguliacijos ir veiklos organizavimo bei Bendruomenės įgūdžius). Pagal gyvenamąją vietą statistiškai reikšmingai geresni mieste... [toliau žr. visą tekstą] / VERBAL ABILITIES ANDADAPTIVE BEHAVIOUR OF PRESCHOOL CHILDREN SUMMARY In the preschool years assessed intellectual abilities and adaptive behaviour is important information to prepare child for the schooling. Still, the are relatively few concern with preschool children assessment in Lithuania. Commonly, psychologists and other professionals emphasize childrens‘ cognitive development, ignoring his or her ability to act independently in daily situations. In this study we examine ralations between 5-6 years old preschool childrens verbal abilities and adaptive behaviour. To assess verbal abilities there were chosen four subtests from WPPSI-III (Wechsler Pre-school and Primary Scale of Intelligence) which is now being standartized in Lithuania. Adaptive behavior was assessed using Lithuanian adaptive behaviour scales (LAES) which provide information about individuals adaptive functioning in 9 areas. Significant though medium correlations between WPPSI-III subtests and LAES areas let us analyze them as related but separate constructs. In accordance to our results, there were no significant differences between boys and girls adaptive behavior and verbal abilities, however boys tend to receive better scores (excepting Similarities subtest in WPPSI-III as well as Self-regulation and activities organization and Community skills in LAES). According to our results, compared to children from village, preschoolers from bigger cities got significanly better scores in WPPSI-III Similarities... [to full text]

The study analyses harmful behaviour towards self and others among students studying in the 5th to 12th grades. Harmful behaviour towards self and others is defined as substance use, suicidal and aggressive behaviour. This study explores an assumption that tobacco, alcohol and other drug abuse, suicidal and aggressive behaviour constitute one problem behaviour syndrome, as they perform the same functions in the life of an adolescent. The study is aimed to determine whether harmful behaviour towards self and others can be identified with the same psychosocial factors. Due attention is focused in the study on the changes of this behaviour from grades 5 to 12, in the duration of three years in different student groups. The empirical part of the dissertation presents a study of a large group of secondary school students during a period of 3 years. The results illustrate that substance use, suicidal behaviour and aggressive behaviour can be understood as a problem behaviour syndrome, but only in the girls’ group. Depressive mood, poor relations with teachers and negative learning attitudes predict all three forms of harmful behaviour towards self and others. Prevalence of this behaviour becomes increasingly evident during adolescence, but its different forms undergo different transformation processes. Changes in harmful behaviour towards self and others occur due to the age effect, but not the cohort effect. / Disertacijoje nagrinėjamas 5 – 12 klasių mokinių save ir kitus žalojantis elgesys, kuris apibrėžiamas kaip tabako, alkoholio, kitų narkotinių medžiagų vartojimas, agresyvus ir savižudiškas elgesys. Darbe tikrinama prielaida, kad šios save ir kitus žalojančio elgesio formos paauglystėje sudaro vieną elgesio konstruktą, nes atlieka tas pačias funkcijas paauglio gyvenime. Siekiama įvertinti, ar save ir kitus žalojantis elgesys gali būti aprašytas tais pačiais psichosocialiniais veiksniais. Darbe didelis dėmesys skiriamas šio elgesio kitimams nuo 5 iki 12 klasės ir per tris tyrimo metus skirtingose mokinių amžiaus grupėse. Empirinėje darbo dalyje pristatomas 3 metus trukęs didelės mokinių grupės tyrimas. Išanalizavus rezultatus, nustatyta, kad tabako, alkoholio, kitų narkotinių medžiagų vartojimas, agresyvus ir savižudiškas elgesys gali būti suprantami kaip vieno elgesio konstrukto dalys, tačiau tik mergaitėms. Pablogėjusi nuotaika, prasti santykiai su mokytojais ir neigiamas požiūris į mokymąsi geriausiai nusako paauglių save ir kitus žalojantį elgesį. Šio elgesio kitimų analizė atskleidė, kad save ir kitus žalojančio elgesio paauglystės laikotarpiu daugėja, tačiau kinta jo pasireiškimo forma. Save ir kitus žalojančio elgesio kitimai atsiranda dėl amžiaus įtakos, bet ne dėl kohortos efekto.

Disertacijoje nagrinėjamas 5 – 12 klasių mokinių save ir kitus žalojantis elgesys, kuris apibrėžiamas kaip tabako, alkoholio, kitų narkotinių medžiagų vartojimas, agresyvus ir savižudiškas elgesys. Darbe tikrinama prielaida, kad šios save ir kitus žalojančio elgesio formos paauglystėje sudaro vieną elgesio konstruktą, nes atlieka tas pačias funkcijas paauglio gyvenime. Siekiama įvertinti, ar save ir kitus žalojantis elgesys gali būti aprašytas tais pačiais psichosocialiniais veiksniais. Darbe didelis dėmesys skiriamas šio elgesio kitimams nuo 5 iki 12 klasės ir per tris tyrimo metus skirtingose mokinių amžiaus grupėse. Empirinėje darbo dalyje pristatomas 3 metus trukęs didelės mokinių grupės tyrimas. Išanalizavus rezultatus, nustatyta, kad tabako, alkoholio, kitų narkotinių medžiagų vartojimas, agresyvus ir savižudiškas elgesys gali būti suprantami kaip vieno elgesio konstrukto dalys, tačiau tik mergaitėms. Pablogėjusi nuotaika, prasti santykiai su mokytojais ir neigiamas požiūris į mokymąsi geriausiai nusako paauglių save ir kitus žalojantį elgesį. Šio elgesio kitimų analizė atskleidė, kad save ir kitus žalojančio elgesio paauglystės laikotarpiu daugėja, tačiau kinta jo pasireiškimo forma. Save ir kitus žalojančio elgesio kitimai atsiranda dėl amžiaus įtakos, bet ne dėl kohortos efekto. / The study analyses harmful behaviour towards self and others among students studying in the 5th to 12th grades. Harmful behaviour towards self and others is defined as substance use, suicidal and aggressive behaviour. This study explores an assumption that tobacco, alcohol and other drug abuse, suicidal and aggressive behaviour constitute one problem behaviour syndrome, as they perform the same functions in the life of an adolescent. The study is aimed to determine whether harmful behaviour towards self and others can be identified with the same psychosocial factors. Due attention is focused in the study on the changes of this behaviour from grades 5 to 12, in the duration of three years in different student groups. The empirical part of the dissertation presents a study of a large group of secondary school students during a period of 3 years. The results illustrate that substance use, suicidal behaviour and aggressive behaviour can be understood as a problem behaviour syndrome, but only in the girls’ group. Depressive mood, poor relations with teachers and negative learning attitudes predict all three forms of harmful behaviour towards self and others. Prevalence of this behaviour becomes increasingly evident during adolescence, but its different forms undergo different transformation processes. Changes in harmful behaviour towards self and others occur due to the age effect, but not the cohort effect.

Tyrimo tikslas - nustatyti save žalojančių ir turinčių savižudiškų tendencijų 16-19 metų mokinių asmenybės savybių ypatumus. Tyrime dalyvavo 174 mokiniai (71 mergaitė ir 103 berniukai). Siekiant atskleisti paauglių agresyvumo bruožą, buvo pasirinktas A. H. Buss ir M. Perry (1992) Agresijos klausimynas (angl. The Buss–Perry Aggression Questionnaire), tyrime naudojamos dvi agresyvumo skalės: fizinė agresija ir priešiškumas. Savigarbai matuoti, pasirinkta M. Rosenberg (1965) Savigarbos skalė (angl. Rosenberg Self-Esteem). Siekiant atskleisti paauglių saviveiksmingumo bruožą, pasirinkta R. Schwarzer ir M. Jerusalem (1995) Saviveiksmingumo skalė (angl. General Self-Efficacy scale). Impulsyvumo savybei matuoti pasirinkta E. S. Barratt (1995) Motorinio impulsyvumo skalė (angl. Motor Impulsiveness, Baratt Impulsiveness Scale). Neurotiškumo savybei matuoti buvo pasirinkta H ir S. Eysenck klausimyno (EPQ) (1986) neurotiškumo skalė. Sąmoningai save žalojančiam elgesiui matuoti naudota V. Jonušės (2010) sudaryta skalė, o savižudiškų tendencijų turinčiam elgesiui L. Šeibokaitės (2008) sudaryti klausimai. Rezultatai rodo, kad sąmoningai save žalojantys, turintys savižudiškų tendencijų ir tik turintys savižudiškų tendencijų berniukai pasižymi didesniu nurotiškumo, impulsyvumo, priešiškumo lygiu bei tik turintys savižudiškų tendencijų pasižymi ir didesniu fizinės agresijos lygiu, palyginus su to nedarančiais berniukais. Kontroliuojant savybių tarpusavio ryšius impulsyvumo, fizinės... [toliau žr. visą tekstą] / The aim - to identify personality traits characteristics between 16-19 age school children with deliberate self-harm and suicidal behavior The study included 174 school children (71 females and 103 males). A. H. Buss ir M. Perry (1992) Aggression Questionnaire was applied to measure school children aggression; two scales used in this study: hostility, physical aggression. To measure self-esteem was chosen M. Rosenberg (1965) Self-Esteem scale. To measure children‘s self-efficacy were applied R. Schwarzer ir M. Jerusalem (1995) General Self-Efficacy scale. Impulsivity was measured by E. S. Barratt (1995) Motor Impulsiveness, Baratt Impulsiveness Scale. To measure neuroticism were applied H and S. Eysenck personality questionnaire (EPQ) (1986). To measure deliberate self-harm we used the scale created by V.Jonušė (2010), for suicidal tendencies – questions created by L. Šeibokaitė (2008). The results show that boys who deliberately self-harm and show suicidal behavior, and those who have only suicidal tendencies, but don‘t self-harm, have a higher impulsivity, hostility, neuroticism levels and those who have only suicidal tendencies also have higer physical aggression level, compared with boys who don‘t show such behavior. Controlling the relations between personality traits, impulsivity, hostility and physical aggression importance for boys self-harm and suicidal behavior disappears. Boys self-esteem and self-efficacy are not related to boys deliberately self-harm and... [to full text]

Ziel dieser Diplomarbeit ist Ähnlichkeiten und Untershiede in der Erziehung der polnishen und litaunishen Kinder festzustellen, die durch Deviationsverhalten gekennzeichnet sind. Im Laufe der Arbeit wurde die pedagogische und psychologische Literatur der beiden Länder analysiert, die mit diesem Problem verbunden ist. Damit wurden die Hauptfaktoren festgestellt, die das Deviativnsverhalten der Kinder und Jugendlichen in Polen und Litauen beeinflussen. In der Dimplomarbeit wurden juristische Basys der Kinderrechtschutz in Polen und Litauen sowoll auch der Niveau der prophylastischen Tätigkeit mit den Kindern analysiert, die Veranlagung zur Deviationsverhalten haben.

During the adolescence period changes in behaviour of an individual are noticeable: lessons are being skipped, authority of parents and teachers is not being acknowledged; there appears the need to be among teenagers, to use alcoholic drinks, to smoke, which leads to aggressive behaviour with other teenagers and that is why increase in crime and even occasional suicides are observed. The scientific literature usually analyzes the learning motives and kinds of motivation, however changes in the learning motivation and their causes as well as the behaviour in the period of adolescence are analyzed very little. The aim of this research is to analyze how junior teenagersۥ behaviour decides their learning motivation. The objects of the research are the following: 1) to adduce the reasoning of behaviour; 2) to evaluate the psychological peculiarities of adolescence period as well as the values and the influence of environmental factors on their formation; 3) to discuss the efficiency the motives and kinds of motivation; 4) to cary out the questioning among senior teenagers and to define how factors conditioning their behaviour, such as communication, school, relations with family and the culture of behaviour decide their learning motivation. The research has been carried out in Kaunas “Azuolas” catholic secondary school using questionnaire method where 186 10th-12th formers have been questioned. After analyzing the research data the following conclusions are drawn: 1) The most... [to full text]

The scientific problem is that the question if an attitude of the representatives of individual (double-event) and team-sports towards their trainer differs is not still answered unambiguously. Research objective – to analyse an athlete’s attitude towards a trainer. The following tasks were raised for achieving of the objective: 1) to analyse athletes’ attitude towards the trainer’s behaviour and communication; 2) to rate maturity of the trainer’s personality from the point of view of the athletes; 3) to analyse attitude towards the trainer according to its influence on the athletes’ inspiration. Research hypothesis: attitude of the team-sport athletes towards the trainer is statistically reliably more favourable than the one of individual-sport athletes. Questionnaires were given to the research subjects, assigned for rating of the trainer’s communication, attentiveness, criticism, praises, assistance, his maturity and influence on the athletes’ inspiration. A method of mathematical statistics was applied for processing of the research results: criterion χ2. In order to determine athlete’s attitude towards trainer, a research was carried out in 2004. 13 pupils from A.Sabonis Basketball School (15-16 years old); 14 pupils from Kaunas City Basketball School (17-18 years old); 15 pupils from Basketball Club “Žvaigždžių tornadas” (15-16 years old); 12 wrestlers from Lithuanian Centre of Olympic Sport (17-18 years old); 13 pupils from Visaginas wrestling club “Sparta” (15-1... [to full text]

This work is talking about the women of delinquent behavior. The main forms of delinquent behavior and the tendencies of the women criminality are analyzed and described in this work. According to the generalizations presented in scientific literature and to the empirical analysis it has been reached to pick out and to present the main tips of the delinquent women. Different analysis show if the first law violation is made it is very real thing that at the older age would reveal serious, often and different law violations. Making the analysis it was being explained how social surroundings and weak social relations influent evolution of the personality, what possible relations are between negative surroundings and delinquent behavior of the woman. Absence of attention of the parents in the childhood, not enough material maintenance, bad relations with the brothers / sisters, drunkenness of the parents, often family conflicts, failures, bad relations at school formed self distrust, vengeance desire and poor self evaluation. In this work the hypothesis, that low self-evaluation is one of the reason of delinquent behavior, is being confirmed the person poorly evaluating himself is inclined to commit a crime. Reaching once convicted woman not to commit following crimes it’s necessary constantly to renew the amendment programs of the convicted woman, to adapt to the changing life conditions, it’s important not to forget that the adapting... [to full text]

Neniškienė I. Peculiarities of miserable student‘ s individual and behavior. A supervisor -Barkauskaitė M. There were implemented reforms of education during ten years. These reforms determined progress of education in Lithuania. However, the youth which is studying does not get qualified primary and secondary education, they cannot compete with our society. A school like an institution is not perfect. There are lots of influences ( surroundings’ conditions which form children’ s disfavour for school, reluctance to attend school and diminish wish to study and schoolgirl’ s and schoolboy’ s attitudes, viewpoints and values which are formed in these conditions ) , which determine a reluctance to study directly or indirectly. There are statements which are located. Firstly, the features of miserable students influence miserable school work. Secondly, an incapability to study good postulates negative attitude to studies, estimation of themselves, conflicts between teachers and classmates. Finally, some special social pedagogical reasons govern miserable school work. These reasons lie in family, in individual, at school and in society. There were participate students ( which do not get good marks ) from 5- 10 forms in the investigation. The main purpose of the investigation- to display individual’s and behavior’ s peculiarity of miserable students. The goals of the investigation: to find pedagogical and psychological literature and discuss theoretical aspects of the... [to full text]

Vėlyvoji paauglystė (jaunystė) yra psichologinių ir socialinių pokyčių metas. Jaunuolis susiduria su užduotimis, kurias išsprendęs sėkmingai įžengia į suaugusiųjų pasaulį (Irwin ir Millstein, 1991). Jis turi įgyti nepriklausomybės, atrasti savo tapatumą, atsiranda poreikis atsiskirti nuo tėvų ir susitapatinti su bendraamžių grupe. Be to, vėlyvoji paauglystė yra metas, kai aktyviai sąveikaujant su socialine aplinka intensyviausiai formuojasi žmogaus savęs suvokimas ir vertinimas, kuris turi reikšmingas pasekmes asmens adaptacijai ir gerbūviui.Visame pasaulyje integracijos procesui žengiant į priekį, labai aktualu įvertinti neįgalių vaikų prisitaikomąjį elgesį, kuris gali būti apibūdinamas kaip savarankiškumas, gebėjimas prisitaikyti, socialinė ir emocinė branda. Sutrikusio intelekto asmuo turi būti įgijęs ne tik tam tikrą išsimokslinimą, bet ir sugebėti integruotis į visuomenę: tinkamai elgtis, priimti sprendimus, bendrauti su aplinkiniais. Nežymų protinį atsilikimą turintys jaunuoliai patys nori prisiimti atsakomybę už savo veiksmus, atsiskirti nuo šeimos, susirasti darbą, tačiau jiems sunku realiai įvertinti save ir savo galimybes. Todėl tampa svarbu išsiaiškinti sutrikusio intelekto jaunuolių elgesio motyvus, poelgių priežastis, kad būtų galima geriau juos suprasti ir jiems padėti Mokslinių darbų Lietuvoje, įvairiapusiškai analizuojančių sutrikusio intelekto jaunuolių emocijų ir elgesio ypatybių raišką, aptikti nepavyko, nors mokslininkų, nagrinėjančių šią problemą yra (J... [toliau žr. visą tekstą] / Late adolescent (youth) is period of psychological and social alteration. The youth interfere with tasks which successfully solved let to step to adulthood world (Irwin & Millstein, 1991). He must to become independent, to find one’s identity, coming dependence to segregate from parents and converge with contemporary group. Furthermore latest adolescent is a period when positively cooperating with social environment formative self – esteem and self reliance, which have significant results for personal adaptation and wellbeing. Over the world integration process is onward movement very actual to evaluate disabled child’s adaptability behavior which can be definable as independence, ability to acclimatize, social and emotional maturity. Mentally retarded person must have to obtain not only good education but also he must have to integrate to society: to behave with decorum, to find decree, to communicated with people who are round about. Mild mentally retarded youth want to take responsibility for their actions by themselves, to segregate from family, to find a job, but it is very difficult to appreciate themselves and the possibilities. So it is becoming very important to ascertain mentally retarded youth emotion and behavior reasons, actions reasons which would be easier better to understand and help them. We have not find any academic proceeding which are analyzing all-round adolescent behavior and emotions features expressions, notwithstanding there are scientist who are... [to full text]