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Cassanet, A.; McKenzie, W. A.; McLean, L. A. – Educational and Developmental Psychologist, 2023
Objective: Adjustment to retirement is heterogeneous in nature, and for some, but not all individuals, may require well-being support. However, limited information is available on the types of psychosocial interventions that can be effective during this time of transition with pre-retirees or retirees. This review identified psychosocial…
Descriptors: Well Being, Retirement, Social Support Groups, Intervention
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Lehmann, Juliane; Lechner, Viola; Scheithauer, Herbert – International Journal of Developmental Science, 2021
With implemented school closures, the global crisis of COVID-19 has caused drastic changes in the dynamics and routines of children and their families. The rapid transition to homeschooling and social distancing measures have been particularly challenging for schoolchildren and their parents. In the adverse situation of COVID-19, children are more…
Descriptors: School Closing, COVID-19, Pandemics, Individual Development
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Halliday, Sarah; Gregory, Tess; Taylor, Amanda; Digenis, Christianna; Turnbull, Deborah – Journal of School Violence, 2021
Bullying is a widespread global issue, with serious consequences for victimized individuals. The current systematic review is the first to explore the consequences of bullying in early adolescence on psychological and academic functioning across the adolescent period. Five databases were examined, yielding 28 relevant studies. Victimized…
Descriptors: Bullying, Victims, Academic Achievement, Databases
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Meeus, Wim – Developmental Psychology, 2016
This review used 4 types of longitudinal models (descriptive models, prediction models, developmental sequence models and longitudinal mediation models) to identify regular patterns of psychosocial development in adolescence. Eight patterns of adolescent development were observed across countries: (1) adolescent maturation in multiple…
Descriptors: Adolescents, Longitudinal Studies, Interpersonal Relationship, Psychopathology
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Edidin, Jennifer P.; Ganim, Zoe; Hunter, Scott J.; Karnik, Niranjan S. – Child Psychiatry and Human Development, 2012
Youth homelessness is a growing concern in the United States. Despite difficulties studying this population due to inconsistent definitions of what it means to be a youth and homeless, the current body of research indicates that abuse, family breakdown, and disruptive family relationships are common contributing factors to youth homelessness.…
Descriptors: Homeless People, Physical Health, Parent Child Relationship, Youth
Blanchard, Charles W. – 1989
The literature on competitive behavior in children is examined. Sections of the review concern the socializing process of competitiveness, evolutionary foundations, early developmental processes, the relationship between competition and aggression, gender differences, competition and cooperation, anthropological perspectives, effects of…
Descriptors: Aggression, Anxiety, Athletics, Children
Kiewa, Jackie – Journal of Adventure Education and Outdoor Leadership, 1992
Too much excitement leads to anxiety, resulting in the impetus to reduce stimuli. Adventure experience leaders, in their enthusiasm for challenge and self-discovery through adventure, may ignore those clients who exist in a state of anxiety. This warning is particularly salient in regards to captive populations, such as a school group in a…
Descriptors: Adventure Education, Anxiety, Elementary Secondary Education, Group Dynamics
Smith, Meredith – 1988
This paper examines the role that humor may play in guidance counseling. After a brief review of the literature on the physiology of laughter and the therapeutic effects of humor, the paper draws on past research to discuss the developmental stages of humor from infancy to late adolescence and adulthood, citing examples of the kinds of humor that…
Descriptors: Anxiety, Comedy, Counseling Techniques, Counselor Client Relationship
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Napieralski, Laura P.; And Others – Journal of Social Psychology, 1995
Reports on a study of the effect of eye contact on 73 male and female college students. Finds that as eye contact duration increased, the model was judged to have less state anxiety, less trait anxiety, and less test anxiety. Concludes that the study confirms that as eye contact increases, an individual is judged more positively. (CFR)
Descriptors: Anxiety, Eye Contact, Facial Expressions, Fear