Babies and toddlers are known to help others in the second year of life, by doing simple things like picking up dropped toys. However, researchers now believe helping develops earlier, in the first year of life. After reviewing what is known about early helping, my thesis examined how babies begin to help others by first helping their mothers (Study 1), and, for the first time, babies' requests for help from others, and how their requests are related to their other helping experiences (Study 2). The two studies presented here look at how babies interact with their caregivers, naturalistically and in structured game-like activities, from the time that they are five months old until they are ten months old. Study 1 used video-chat with 40 babies and their mothers to see the connection between how mothers and their babies completed activities together naturalistically, and how babies performed in simple helping games, as well as how babies' helping in these activities changed over time. This study found that mothers used gestures and phrases with their babies that were like the ones used by researchers in experiments, that younger babies were more likely to help their moms in cooperation type activities than in problem solving type activities, and that babies were more likely to help in problem solving type activities when they were older. Study 2 looked at 34 different pairs of babies and mothers to identify how babies and their caregivers ask for help from each other. This study found that babies ask for help from their mothers and use similar types of communication as their mothers. This research gave information to help us understand babies' helping and how it develops through both mother-child interactions and babies' own actions. This research is new and gives exciting new information to other researchers that are interested in learning about how babies help others and how they ask for help from a very young age.

This study employed the Teacher Behavior Rating Scale (TBRS) to investigate two aspects of sociability, likeability and prosocial behavior, in 143 children with developmental language disorder (DLD) and 131 of their typically developing peers. Initially, measurement invariance analysis was performed to determine if teachers evaluated likeability and sociability in a similar manner for both children with DLD and their typically developing peers. Likeability items on the TBRS were invariant, and 4 of the 5 prosociability items were invariant. Subsequent analysis revealed that teachers rated children with DLD lower in both likeability and prosociability in comparison to their typically developing peers. The results of this study suggest that children with DLD are not fully accepted by their peers, nor do they engage in the helpful, comforting behaviors that encourage peer acceptance and build friendships.

No description available.

This feasibility study examined if adolescents (n=14) ages 10-14 who were assigned to an emotional support classroom could learn the principles of gratitude through a teacher taught gratitude curriculum. I was interested in the following research questions: (1) Can the Froh curriculum be implemented with fidelity in an adolescent ES class? (2) When implemented with fidelity, does the curriculum result in adolescents in ES classes learning gratitude skills? (3) Does the curriculum lead to increases in gratitude and pro-social behavior as measured by independent scales? (4) How do students feel about the curriculum? The results were that the fidelity measure yield 100% and students scored an average of 78% on the lesson posttests indicating that they had a basic understanding of the content. A significant result was found using a paired samples t-test and a non-parametric Wilcoxin test for the Gratitude Questionnaire (GQ-6) p = .019, and the strengths and difficulties questionnaire (SDQ) pro-social behavior subscale score p = .002 from pre to post-testing. The Gratitude Intervention Rating Scale: Post Implementation, results showed that students felt they learned the lessons. The students felt that their teacher should use the curriculum with other students because they felt it helped them in their daily lives. Overall, the results indicated that it is feasible to use Froh’s (2014) gratitude curriculum with students assigned to an emotional support classroom. / Educational Psychology

Self-transformation and spirituality have not been extensively investigated in marketing research. However, these concepts are deeply impactful in an individual's life and are advocated by religious and spiritual traditions across the world. In Essay 1, I extend research on compassion, distance between self and other, and power by examining the effect of self-compassion on prosocial behavior. I test the effect of self-compassion on prosocial behavior mediated by the distance felt between self and other and moderated by felt power. Across five studies, I find that individuals in the self-compassionate and equal power mindset display higher prosocial behavior and lower empathy fatigue compared to the other conditions. In Essay 2, I examine the idea of agency in one's relationship with God which has not been investigated in business research although building one's relationship with God is the backbone of all major religious and spiritual traditions across the world and is seen to have widespread implications. Through five studies, I demonstrate that feelings of agency in one's relationship with God lead to a lower desire for retributive justice against an entity that has committed a transgression as compared to the no-agency condition. On the other hand, in line with earlier research, when one feels agency over material resources, one tends to have an increased desire for retributive justice against an entity that has committed a transgression compared to the no-agency condition. Across these essays, I examine the proposed conceptual models through mediation and moderation studies. Several theoretical and managerial implications are also discussed.

Denna kvalitativa studie ämnade att utforska och problematisera hur feministiska män reflekterar kring sin maskulina identitet i sig och i relation till feminism. Utifrån ett socialpsykologiskt perspektiv på maskulinitet och feminism studerades detta genom teorier som rör maskulinitet, roll och identitet, motivation samt beteende. Insamling av data gjordes genom att hålla i tre fokusgrupper med tre män i respektive grupp som fick diskutera ett flertal frågor som på olika sätt rörde maskulinitet och feminism. En tematisk analys användes som analysmetod där det transkriberade materialet från samtliga fokusgrupper kodades för att kunna generera lämpliga huvudteman och subteman. En hermenuetisk ansats tillämpades i analysen för att förankra männens reflektioner till en större helhet, till exempel utifrån maskulinitetsnormer. Slutsasterna visar att män kan uppleva ambivalens när de ska erkänna sin maskulina identitet samtidigt som de intar en feministisk ståndpunkt. Vidare visar de att männens förmåga att reflektera över förlust och förtryck i samband med maskulinitet, tillsammans med en feministisk uppväxt, kan bidra till deras feministiska hållning. Slutligen visar de att motivationen att engagera sig i feminismen grundar sig i deras maskulina identitet och insikten om den makt de besitter som män. / This qualitative study aims to explore and problematize how feminist men reflect on their masculine identity in isolation and in relation to feminism. From a social psychological perspective on masculinity and feminism, this was studied through theories related to masculinity, role and identity, motivation and behavior. Data was gathered using three focus groups with three men in each group, who were given several questions surrounding masculinity and feminism. A thematic analysis was used as the analysis method, where the transcribed material from each group was coded to generate suitable main themes and sub themes. A hermenuetic approach was applied in the analysis to anchor the men’s reflections to a larger whole, for example through masculinity norms. The conclusions indicate that men experience ambivalance in acknowledging their masculinee identity while maintainting a feminist stance. They also reveal that men’s ability to reflect on loss and oppression related to masculinity, combined with a feminist upbringing, can contribute to their feminist perspective. Lastly, they show that the motivation to engage in feminism is rooted in their masculine identity and the realization of the power inherent in being a man.

The Master thesis "Teaching Prosocial Skills at Primary Schools" deals with the theory related to the prosocial behaviour and further aims to describe present possibilities and methods of teaching prosocial skills at primary schools. The author, in the theoretical part, characterizes and analyses prosocial behaviour, according to its types and forms, outlines basic theories of prosocial behavior and its determinants. The author further gives examples of how schools are able to incorporate teaching prosocial skills in school curricula. The author, in the empiric part, introduces opinions, attitudes, ideas and previous experiences of teachers and students with this education, using interviews and analyses of school curricula and minimum preventive program.

The thesis deals with the contribution of physical, art and music education at primary school. It monitors the influence of education on the overall development of children and at the same time how the teacher himself can influence the educational content of these lessons. The aim of my thesis is to find out how the teachers deal with the potential of education, which therapeutic elements they use in their lessons and which approach to education they prefer. The theoretical part introduces the content, potential and main therapeutic elements of physical, art and music education to the public and suggests the importance of their preservation in the educational system at primary school. It is a qualitative investigation, I used the semi-structured interview method as well as direct unstructured observation for my research. In the practical part I conducted interviews with four experienced teachers and I mainly focused on their conception of selected education. Furthermore, the most striking aspects of the education, which have a positive impact on the development of children and their integration into society, were processed by observation in lessons. Based on the obtained results, physical, artistic and musical education can be understood as very beneficial doctrines that affect the pupil's psyche, influence his / her physical health and facilitate his / her involvement in the collective. Art, music and physical education at primary school provide a place where children learn the basics of art, culture and dance, and where they can discover themselves and learn to accept the differences observed in the surroundings.

Estudos em diferentes ambientes socioculturais têm mostrado uma incidência de depressão em 10 a 20% das mulheres. Dentre as decorrências relevantes do quadro, tem havido um interesse especial nos potenciais comprometimentos da interação mãebebê no desenvolvimento cognitivo e emocional da criança, que repercutem no desenvolvimento do seu comportamento prossocial. O objetivo do presente estudo foi avaliar, através de tarefas de ajuda instrumental, se a depressão materna afeta o desenvolvimento do comportamento prossocial de crianças de três anos de idade. Participantes: 24 díades mães-criança: 12 mães nunca deprimidas, seis mães sempre deprimidas e seis mães com depressão atual quando as crianças estavam com a idade de 36 meses (M=37±2,8 meses). As mães estavam com a idade média de 25 anos (M=25,87±5,23) e foram avaliadas pela escala de Depressão Pós-Parto de Edimburgo, no momento da aplicação dos testes e no puerpério. Foi filmado o desempenho das crianças em tarefas de: 1) ajudar a mãe, pessoa familiar, a recolher os brinquedos, depois de uma sessão de brincadeira e 2) ajudar experimentador, desconhecido, a pegar objeto que ele deixa cair ao solo. Os resultados não apresentaram diferenças significativas estatísticas quanto aos tipos de comandos maternos, contudo mostraram uma sensível diminuição das explicações e variações de comportamentos nas mães \"sempre deprimidas\" e com \"depressão atual\". As crianças de mães \"sempre deprimidas\" ignoraram mais suas mães, enquanto as crianças de mães com \"depressão atual\" e \"nunca deprimidas\" forneceram mais recusas simples, uma forma mais madura de negação. As crianças de mães com \"depressão atual\" ajudaram o experimentador em 100% dos casos com diferença estatística significativa com os outros dois grupos, utilizando o teste Qui-quadrado. Concluímos que a depressão materna influenciou algumas das respostas das crianças, especificamente quanto à pessoa desconhecida. Evidentemente, a mãe, além de conhecida, ocupa lugar central na constelação afetiva da criança e isto deve ser levado em conta na discussão. Ainda assim a familiaridade parece relevante neste contraste de efeitos da depressão materna: a maior colaboração com a pessoa estranha pelas crianças de mães com depressão atual pode representar necessidade de ser aceito ou culpa. Os resultados são compatíveis com a suposição de que a condição de depressão afeta de modo complexo os processos subjacentes à interação social com pessoas não conhecidas e com a mãe / Studies in different socio-cultural environments have shown incidence of depression, especially postpartum (DPP) 10 to 20% among women. In between the relevant consequences of the context, there has been a special interest for the potential compromise of the mother-infant interaction and in childs cognitive and emotional development, which could delay the development of prosocial behavior. The aim of this study was to evaluate, through instrumental help tasks, whether maternal depression affects the development of prosocial behavior in three years children. Participants were: 24 mother-infant dyads: 12 mothers \"never depressed\", six mothers \"always depressed\" and six mothers with \"current depression\", when the children were at the age of 36 months (M = 37 ± 2.8 months). The mothers were with the average age of 25 years (M = 25.87 ± 5.23) and were evaluated by Edinburgh Postpartum Depression scale, at the time of application testing and puerperium. the children\'s performance were recorded on tasks of: 1) help the mother, a family person, collecting toys after a play session and 2) help the experimenter, unknown, to catch object he drops to the ground. The results showed no significant statistical differences regarding maternal commands, however, a significant decrease of the explanations and mothers behavioral changes for \"always depressed\" and \"current depression.\" Children of mothers \"always depressed\" most ignored their mothers, while children of mothers with \"current depression\" and \"never depressed\" provided more simple denials, a more mature form of denial. Children of mothers with \"current depression\" assisted the experimenter in 100% of cases with statistically significant differences between the other two groups, using the chi-square test. We conclude that maternal depression has influenced some of the children\'s responses, specifically as to the unknown person. Of course, the mother, as known, occupies a central place in the constellation of affective child and this must be taken into account in the discussion. Yet this familiarity seems relevant contrast effects of maternal depression: increased collaboration with the stranger by the children of mothers with depression may represent current need to be accepted or guilt. The results are compatible with the assumption that the condition of depression affects so complex processes underlying the social interaction with people is not known and the mother

Estudos em diferentes ambientes socioculturais têm mostrado uma incidência de depressão em 10 a 20% das mulheres. Dentre as decorrências relevantes do quadro, tem havido um interesse especial nos potenciais comprometimentos da interação mãebebê no desenvolvimento cognitivo e emocional da criança, que repercutem no desenvolvimento do seu comportamento prossocial. O objetivo do presente estudo foi avaliar, através de tarefas de ajuda instrumental, se a depressão materna afeta o desenvolvimento do comportamento prossocial de crianças de três anos de idade. Participantes: 24 díades mães-criança: 12 mães nunca deprimidas, seis mães sempre deprimidas e seis mães com depressão atual quando as crianças estavam com a idade de 36 meses (M=37±2,8 meses). As mães estavam com a idade média de 25 anos (M=25,87±5,23) e foram avaliadas pela escala de Depressão Pós-Parto de Edimburgo, no momento da aplicação dos testes e no puerpério. Foi filmado o desempenho das crianças em tarefas de: 1) ajudar a mãe, pessoa familiar, a recolher os brinquedos, depois de uma sessão de brincadeira e 2) ajudar experimentador, desconhecido, a pegar objeto que ele deixa cair ao solo. Os resultados não apresentaram diferenças significativas estatísticas quanto aos tipos de comandos maternos, contudo mostraram uma sensível diminuição das explicações e variações de comportamentos nas mães \"sempre deprimidas\" e com \"depressão atual\". As crianças de mães \"sempre deprimidas\" ignoraram mais suas mães, enquanto as crianças de mães com \"depressão atual\" e \"nunca deprimidas\" forneceram mais recusas simples, uma forma mais madura de negação. As crianças de mães com \"depressão atual\" ajudaram o experimentador em 100% dos casos com diferença estatística significativa com os outros dois grupos, utilizando o teste Qui-quadrado. Concluímos que a depressão materna influenciou algumas das respostas das crianças, especificamente quanto à pessoa desconhecida. Evidentemente, a mãe, além de conhecida, ocupa lugar central na constelação afetiva da criança e isto deve ser levado em conta na discussão. Ainda assim a familiaridade parece relevante neste contraste de efeitos da depressão materna: a maior colaboração com a pessoa estranha pelas crianças de mães com depressão atual pode representar necessidade de ser aceito ou culpa. Os resultados são compatíveis com a suposição de que a condição de depressão afeta de modo complexo os processos subjacentes à interação social com pessoas não conhecidas e com a mãe / Studies in different socio-cultural environments have shown incidence of depression, especially postpartum (DPP) 10 to 20% among women. In between the relevant consequences of the context, there has been a special interest for the potential compromise of the mother-infant interaction and in childs cognitive and emotional development, which could delay the development of prosocial behavior. The aim of this study was to evaluate, through instrumental help tasks, whether maternal depression affects the development of prosocial behavior in three years children. Participants were: 24 mother-infant dyads: 12 mothers \"never depressed\", six mothers \"always depressed\" and six mothers with \"current depression\", when the children were at the age of 36 months (M = 37 ± 2.8 months). The mothers were with the average age of 25 years (M = 25.87 ± 5.23) and were evaluated by Edinburgh Postpartum Depression scale, at the time of application testing and puerperium. the children\'s performance were recorded on tasks of: 1) help the mother, a family person, collecting toys after a play session and 2) help the experimenter, unknown, to catch object he drops to the ground. The results showed no significant statistical differences regarding maternal commands, however, a significant decrease of the explanations and mothers behavioral changes for \"always depressed\" and \"current depression.\" Children of mothers \"always depressed\" most ignored their mothers, while children of mothers with \"current depression\" and \"never depressed\" provided more simple denials, a more mature form of denial. Children of mothers with \"current depression\" assisted the experimenter in 100% of cases with statistically significant differences between the other two groups, using the chi-square test. We conclude that maternal depression has influenced some of the children\'s responses, specifically as to the unknown person. Of course, the mother, as known, occupies a central place in the constellation of affective child and this must be taken into account in the discussion. Yet this familiarity seems relevant contrast effects of maternal depression: increased collaboration with the stranger by the children of mothers with depression may represent current need to be accepted or guilt. The results are compatible with the assumption that the condition of depression affects so complex processes underlying the social interaction with people is not known and the mother