자연주의적 탐구조사(Naturalistic Inquiry)

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The detection of psychiatric illness by questionnaire

The United Nations Children's Fund, or UNICEF, was originally created to provide relief for children in countries devastated by the destruction of World War II. After 1950, UNICEF turned to focus on general programs for the improvement of children's welfare worldwide, and in 1965, it was awarded the Nobel Prize for Peace for its humanitarian efforts. The organization concentrates on areas in which relatively small expenditures can have a significant impact on the lives of the most disadvantaged children in developing countries, such as the prevention and treatment of disease, child healthcare, malnutrition, illiteracy, and other welfare services.

The United Nations Children's Fund

1 Introduction.- 2 The Concept of Happiness.- 2/1 The various meanings of the word happiness.- 2/2 Happiness defined.- 2/3 Components of happiness.- 2/4 Adjacent concepts.- 2/5 Synonyms of happiness.- 2/6 Summary.- 3 Can Happiness be Measured?.- 3/1 Validity problems.- 3/2 Reliability problems.- 3/3 Problems of comparison.- 3/4 Summary.- 4 Indicators of Happiness.- 4/1 Indicators of overall happiness.- 4/1.1 Direct questions.- 4/1.2 Indirect questions.- 4/1.3 Ratings by others.- 4/2 Indicators of hedonic level of affect.- 4/2.1 Direct questions.- 4/2.2 Indirect questions.- 4/2.3 Ratings by others.- 4/3 Indicators of contentment.- 4/4 Composites.- 4/5 Do the three kinds of indicators tap different phenomena?.- 4/6 Summary.- 5 Gathering the Available Data.- 5/1 Searching empirical happiness studies.- 5/2 The studies found.- 5/3 Presenting the findings.- 5/4 Limitations of the data.- 5/5 Summary.- 6 Happiness and Living Conditions.- 6/1 Happiness and society.- 6/1.1 Economic conditions.- 6/1.2 Political conditions.- 6/1.3 Peace and war.- 6/1.4 Some regional differences in happiness.- 6/2 Happiness and one's place in society.- 6/2.1 Gender.- 6/2.2 Age-differences.- 6/2.3 Minority status.- 6/2.4 Income.- 6/2.5 Education.- 6/2.6 Occupational prestige.- 6/2.7 Global social rank.- 6/3 Happiness and work.- 6/3.1 Having a job or not.- 6/3.2 Occupation.- 6/3.3 Voluntary work.- 6/4 Happiness and intimate ties.- 6/4.1 Marriage.- 6/4.2 Children.- 6/4.3 Friends and relatives.- 6/5 Summary.- 7 Happiness and Individual Characteristics.- 7/1 Happiness and personal resources.- 7/1.1 Physical health.- 7/1.2 General mental effectiveness.- 7/1.3 Specific abilities.- 7/1.4 Activity level.- 7/1.5 Richness of mental life.- 7/2 Happiness and some personality traits.- 7/2.1 Perceived fate control.- 7/2.2 Defensive strategies.- 7/2.3 Tendencies to like things.- 7/2.4 Time orientation.- 7/3 Happiness and lifestyle.- 7/4 Happiness and longings.- 7/5 Happiness and convictions.- 7/5.1 Happiness and ethical values.- 7/5.2 Religion.- 7/5.3 (Un)-conventionality of outlook.- 7/5.4 Views on happiness.- 7/6 Happiness and appreciations.- 7/6.1 Appreciation of oneself.- 7/6.2 Appreciation of other people.- 7/6.3 Appreciation of society.- 7/6.4 Appreciation of one's social position.- 7/6.5 Appreciation of one's work.- 7/6.6 Appreciation of leisure.- 7/6.7 Appreciation of one's living environment.- 7/6.8 Appreciation of one's health.- 7/6.9 Which global life-aspect-satisfactions are most closely related to happiness?.- 7/7 Summary.- 8 Antecedents of Happiness.- 8/1 Happiness and earlier living conditions.- 8/1.1 Conditions in youth.- 8/1.2 Earlier conditions in adulthood.- 8/2 Happiness and earlier personal characteristics.- 8/3 Summary.- 9 Conclusions.- 9/1 Conditions of happiness.- 9/1.1 Which correlates represent causes?.- 9/1.2 Variations in correlations.- 9/1.3 The correlates in context.- 9/1.4 Some lines for further research.- 9/2 Myths about happiness.- 9/2.1 The myth that modern western society is a sink of unhappiness.- 9/2.2 Myths about things that make for happiness in western societies.- 9/2.3 The myth that living conditions do not matter.- 9/2.4 The myth that happiness is not a significant matter.- References.- Author index.

Conditions for Happiness

This study is based on the achievement goal theory and intended to verify the effects of the motivational climate of the physical education (PE) on students' motivation, interest, and intention to practice physical activity or sport. In order to meet these objectives, 975 participants, from 13 to 18 years of age, completed the following instruments: PECCS, TEOSQ, IMI, Satisfaction Scale, and the Intention to Practice Physical Activity or Sport. The data were analyzed by means of Structural Equation Modeling (SEM). The results confirmed that the mastery dimension of motivational climate has an influence, directly or indirectly, on task orientation, the three dimensions of intrinsic motivation—interest, perceived competence, and satisfaction—and the intention to practice physical activity or sport, in contrast to ego orientation. On the other hand, the comparison dimension of the motivational climate demonstrated specific effects on each of the variables analyzed, increasing the tension-pressure and negativ...

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Influence of the motivational climate in physical education on the intention to practice physical activity or sport

Propranolol has been used successfully in a limited number of children with infantile hemangiomas. This multicenter retrospective study describes the efficacy and adverse effects of propranolol in infantile hemangioma. Seventy-one infants with infantile hemangiomas were treated with oral propranolol, 1 mg/kg/12 hours, for at least 12 weeks. A photograph based severity scoring assessment was performed by five observers to evaluate efficacy, utilizing a scoring system of 10 as the original infantile hemangioma before treatment and 0 as completely normal skin. The mean of the five independent measurements was used in the analysis. Propranolol was a rapid and effective treatment for infantile hemangiomas at 4 weeks (p < 0.001), at 8 weeks (p < 0.001 compared to the 4 wks value), at 12 weeks (p < 0.05 compared to the 8 wks value), and thereafter up to 32 weeks (p < 0.01 compared to the 16 wks value). The response of infantile hemangiomas to propranolol was similar regardless of sex, age at onset of treatment, type of involvement (segmental and nonsegmental), facial segments affected, special locations (eyelid, nasal tip, and parotid region), ulceration, and depth of infantile hemangiomas. Very few side effects were reported; mainly agitated sleep in 10 of 71 patients. In the series of patients in this study, oral propranolol 2 mg/kg/day was a well-tolerated and effective treatment for infantile hemangiomas. Prospective studies are needed to establish the exact role of propranolol in the treatment of infantile hemangiomas.

Propranolol for infantile hemangiomas.

This study analyzes the application of personal and social responsibility (TPSR) model to primary school physical education classes during an academic year, in order to evaluate its relevance as a method of teaching responsibility and to measure its effects on the pupils' self-efficacy. The participants were 42 students (11 and 12 years old). The intervention group and the comparison group were two intact physical education classes, located in the same area. The teacher in charge of delivering the intervention participated in an in-depth interview. The Multidimensional Scales of Perceived Self-Efficacy were administered to each of the participants before and after the program. The results showed that the TPSR model was an effective teaching instrument that helped teachers to structure classes and promoted the learning of responsibility behavior by the students. A significant increase was observed in the self-regulatory efficacy of intervention group participants. The implications of this study are discussed.

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Implementation of the Personal and Social Responsibility Model to Improve Self-Efficacy during Physical Education Classes for Primary School Children

This study evaluated improvement in self-efficacy and personal and social responsibility among at-risk of dropping-out of school adolescents participating in a program in which Hellison's Teaching Personal and Social Responsibility Model was applied in physical education classes during the course of an academic year. Thirty at-risk adolescents aged 13-14 years old (23 boys, 7 girls) were assigned to an intervention group (12 boys and 3 girls) or a comparison group (11 boys, 4 girls), the latter of which did not participate in the program. Quantitative results showed a significant improvement in the students' self-efficacy for enlisting social resources and in self-efficacy for self-regulated learning. Qualitative results showed an improvement in responsibility behaviors of participants in the intervention group. This suggests that the model could be effective for improving psychological and social development in at-risk adolescents, and that physical education classes may be an appropriate arena for working with these young people.

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Application of Hellison's Teaching Personal and Social Responsibility Model in physical education to improve self-efficacy for adolescents at risk of dropping-out of school.

Melchor Gutiérrez

Papers

Influence of the motivational climate in physical education on the intention to practice physical activity or sport

Propranolol for infantile hemangiomas.

Implementation of the Personal and Social Responsibility Model to Improve Self-Efficacy during Physical Education Classes for Primary School Children

Application of Hellison's Teaching Personal and Social Responsibility Model in physical education to improve self-efficacy for adolescents at risk of dropping-out of school.

Manual sobre valores en la educación física y el deporte