Temperament Styles of Children from Egypt and the United States: A Cross-Cultural Examination.

Age, gender, and cross-national differences of children ages 9 through 15 in Egypt (N = 800) and the United States (U.S., N = 800) are examined on four bipolar temperament styles: extroversion-introversion, practical-imaginative, thinking-feeling, and organized-flexible using the Student Styles Questionnaire (SSQ). Egyptian children generally prefer extroverted over introverted, practical over imaginative, and organized over flexible styles. Their general preference for feeling over thinking styles is gender related; although both males and females generally prefer feeling styles, males are less likely than females to prefer this style. Age differences are found on extroverted-introverted and practical-imaginative styles. Cross-national differences are found on four temperament styles. In contrast to children in the U.S., children in Egypt are more likely to prefer extroverted, practical, feeling, and organized styles.

The emergence and evolution of school psychology literature: A scientometric analysis from 1907 through 2014.

The objective of this current study is to identify the growth and development of scholarly literature that specifically references the term 'school psychology' in the Science Citation Index from 1907 through 2014. Documents from Web of Science were accessed and analyzed through the use of scientometric analyses, including HistCite and Pajek software, resulting in the identification of 4,806 scholars who contributed 3,260 articles in 311 journals. Whereas the database included journals from around the world, most articles were published by authors in the United States and in 20 journals, including the Journal of School Psychology, Psychology in the Schools, School Psychology Review, School Psychology International, and School Psychology Quarterly. Analyses of the database from the past century revealed that 20 of the most prolific scholars contributed 14% of all articles. Contributions from faculty and students at University of Minnesota-Twin Cities, University of Nebraska-Lincoln, University of South Carolina, University of Wisconsin-Madison, and University of Texas-Austin represented 10% of all articles including the term school psychology in the Science Citation Index. Relationships among some of the most highly cited articles are also described. Collectively, the series of analyses reported herein contribute to our understanding of scholarship in school psychology. (PsycINFO Database Record

Factor structure of the inventory of adult temperament styles / Estrutura fatorial do inventário de estilos de temperamento de adultos

Temperament refers to stylistic and relatively stable traits that subsume intrinsic tendencies to act and react in somewhat predictable ways to people, events, and stimuli. Temperament can be defined by four bipolar styles: extroversion-introversion, practical-imaginative, thinking-feeling, and organized-flexible. These four styles provide the theoretical structure for the group administered Inventory of Adult Temperament Styles (IATS).Validity evidences are reported on 853 middle class adults (43% female), ages 15 through 54 (M = 26.5, SD = 8.6), who were studying at universities or working in Sao Paulo state (Brazil). The degree items are consistent with the four temperament styles was examined through item response theory and confirmatory factor analysis. Results confirm the proposed theoretical structure. Invariance testing suggests that scores reflecting temperament styles have similar meanings for men and women. Implications as well as future directions for research are discussed. (AU)

O temperamento compreende estilos e traços relativamente estáveis que representam tendências para agir e reagir de formas previsíveis frente aos acontecimentos, pessoas ou estímulos. O temperamento pode ser definido por quatro estilos bipolares: extroversão-introversão, prático-imaginativo, pensamento-sentimento, organizado-flexível. Estes quatro estilos compuseram a estrutura teórica do Inventory of Adult Temperament Styles (IATS). As evidências de validade do IATS foram investigadas em uma amostra de 853 adultos (43% mulheres), idades entre 25-54 (M=26, DP=8,6), estudando ou trabalhando no estado de São Paulo. A adequação dos itens em relação aos quatro estilos de temperamento foi examinada através da teoria de resposta ao item e da análise fatorial confirmatória. Os resultados confirmaram a estrutura teórica proposta. O teste da invariância indicou que os estilos de temperamento observados possuem significados semelhantes para homens e mulheres. Implicações e sugestões para futuras pesquisas são discutidas. (AU)

Test development and use in five Iberian Latin American countries.

The abundance of scholarship on test development and use generally is higher in English-speaking than in Iberian Latin American countries. The purpose of this article is to help overcome this imbalance by describing and identifying similarities and differences in test development and use in two Iberian (Portugal and Spain) and three of the largest Latin American (Argentina, Brazil, and Venezuela) countries. The stages of test development in each country, roles of professional associations, presence of standards for test use, professionals' educational training, commonly used tests, together with prominent challenges to continued progress are discussed. Test development and use in these five countries are transitioning from a dependence on the use of translated tests to greater reliance on adapted and finally nationally constructed tests. Continued growth requires adherence to international standards guiding test development and use. Stronger alliance among professional associations in the Iberian Latin American countries could serve as a catalyst to promote test development in these regions.

If you do not know the child's temperament you do not know the child / Se não se conhece o temperamento da criança, não se conhece a criança

Current scholarship generally characterizes temperament as stylistic and relatively stable traits that subsume intrinsic tendencies to act and react in somewhat predictable ways to people, events, and other stimuli. An understanding of children's temperament preferences aids our understanding of the origins of behaviors as well as normal attitudes children display at home, school, and elsewhere. The purpose of this paper is to provide an introduction to children's temperament along with a desire that this information serve to stimulate further research and applications in Brazil. The concept of temperament has evolved from a classic (Hippocrates and Galen) to a modern (Jung and Myers and Briggs) perspective. Two theoretical orientations (Thomas and Chess as well as Oakland and colleagues) provide somewhat popular methods to explain temperament constructs displayed by children and youth. This paper focuses on Oakland and colleagues' approach to temperament in children ages 8-17 in terms of the eight basic styles that are grouped into four bipolar traits: extroverted or introverted, practical or imaginative, thinking or feeling, and organized or flexible styles. Descriptions of the temperament styles and their corresponding behavioral characteristics in children are included. Findings from cross-national research on children's temperaments also are discussed.(AU)

O conhecimento atual geralmente caracteriza temperamento como traços de estilo relativamente estáveis que classificam tendências intrínsecas para agir e reagir de maneiras mais ou menos previsíveis à pessoas, eventos e outros estímulos. Entender as preferências de temperamentos infantis nos ajuda a entender as origens dos comportamentos das crianças bem como suas atitudes cotidianas em casa, na escola ou em outros lugares. O objetivo deste artigo é fornecer uma introdução ao temperamento infantil juntamente com um desejo de que esta informação estimule estudos futuros e aplicações no Brasil. O conceito de temperamento tem evoluído da perspectiva clássica (Hipócrates e Galeno) para a moderna (Jung e Myers e Briggs). Duas referências teóricas (Thomas e Chess assim como Oakland e colaboradores) nos fornece métodos um tanto populares para explicar constructos de temperamento apresentados por crianças e jovens. Este artigo é focado na abordagem de Oakland e seus colaboradores ao temperamento de crianças entre 8 e 17 anos que apresenta oito estilos básicos agrupados em quatro traços bipolares: extrovertido ou introvertido, prático ou imaginativo, raciocínio ou emoção, e organizado ou flexível. Descrições dos estilos de temperamento e suas características comportamentais em crianças estão incluídas. Os resultados de pesquisa transnacional abordando temperamento infantil também são discutidos.(AU)

If you do not know the child's temperament you do not know the child / Se não se conhece o temperamento da criança, não se conhece a criança

Current scholarship generally characterizes temperament as stylistic and relatively stable traits that subsume intrinsic tendencies to act and react in somewhat predictable ways to people, events, and other stimuli. An understanding of children's temperament preferences aids our understanding of the origins of behaviors as well as normal attitudes children display at home, school, and elsewhere. The purpose of this paper is to provide an introduction to children's temperament along with a desire that this information serve to stimulate further research and applications in Brazil. The concept of temperament has evolved from a classic (Hippocrates and Galen) to a modern (Jung and Myers and Briggs) perspective. Two theoretical orientations (Thomas and Chess as well as Oakland and colleagues) provide somewhat popular methods to explain temperament constructs displayed by children and youth. This paper focuses on Oakland and colleagues' approach to temperament in children ages 8-17 in terms of the eight basic styles that are grouped into four bipolar traits: extroverted or introverted, practical or imaginative, thinking or feeling, and organized or flexible styles. Descriptions of the temperament styles and their corresponding behavioral characteristics in children are included. Findings from cross-national research on children's temperaments also are discussed...

O conhecimento atual geralmente caracteriza temperamento como traços de estilo relativamente estáveis que classificam tendências intrínsecas para agir e reagir de maneiras mais ou menos previsíveis à pessoas, eventos e outros estímulos. Entender as preferências de temperamentos infantis nos ajuda a entender as origens dos comportamentos das crianças bem como suas atitudes cotidianas em casa, na escola ou em outros lugares. O objetivo deste artigo é fornecer uma introdução ao temperamento infantil juntamente com um desejo de que esta informação estimule estudos futuros e aplicações no Brasil. O conceito de temperamento tem evoluído da perspectiva clássica (Hipócrates e Galeno) para a moderna (Jung e Myers e Briggs). Duas referências teóricas (Thomas e Chess assim como Oakland e colaboradores) nos fornece métodos um tanto populares para explicar constructos de temperamento apresentados por crianças e jovens. Este artigo é focado na abordagem de Oakland e seus colaboradores ao temperamento de crianças entre 8 e 17 anos que apresenta oito estilos básicos agrupados em quatro traços bipolares: extrovertido ou introvertido, prático ou imaginativo, raciocínio ou emoção, e organizado ou flexível. Descrições dos estilos de temperamento e suas características comportamentais em crianças estão incluídas. Os resultados de pesquisa transnacional abordando temperamento infantil também são discutidos...

Adaptive behavior among adults with intellectual disabilities and its relationship to community independence.

This study examined relationships between general adaptive behavior and the degree of community independence displayed by 272 adults with intellectual disabilities. Specifically, the Adaptive Behavior Assessment System--Second Edition (ABAS-II; Harrison & Oakland, 2003 ) was completed for each participant and compared with actual levels of work and residential independence. The participants' adaptive behavior accounted for 40%-43% of the variance in their work and residence independence. The results from this field-based study indicated that participants who displayed higher levels of adaptive behavior generally worked and lived more independently. Participants with the lowest general adaptive behavior required the highest degree of community supports. Implications of these findings are discussed.

Venezuelan children temperament styles and comparison with their United States peers / Estilo temperamental en niños venezolanos y comparación con sus pares norteamericanos

Temperament styles of 411 Venezuelan children are described in reference to possible gender and age differences and compared with those of 2589 U.S. children in light of Jung's theory of temperament as modified by Myers and Briggs, one that highlights four bipolar qualities: extroversion-introversion, practical-imaginative, thinking-feeling and organized-flexible styles. Venezuelan children generally prefer extroverted to introverted style, practical to imaginative styles, thinking to feeling styles, and organized to flexible styles. Gender differences are seen on thinking-feeling. In contrast to males, females are more likely to prefer a feeling style. Age differences are seen only on organized-flexible styles. In contrast to U.S. children, Venezuelan children express higher preferences for extroverted, practical, thinking, and organized styles. Results are discussed in light of possible contextual differences in child development and qualities associated with temperamental styles and its practical implication for parenting and teaching. However, the biological base for temperament should not be overlooked.(AU)

Este estudio describe las preferencias de estilo temperamental en una muestra de niños venezolanos (n=411), analiza diferencias por género, edad y compara los resultados con una muestra de niños de los Estados Unidos (n= 2589). Se apoya en la teoría jungniana de Myers y Briggs, la cual contempla cuatro cualidades bipolares: extroversión-introversión, práctico-imaginativo, pensador-afectivo y organizado-flexible. Los resultados muestran que los niños venezolanos prefieren los estilos extrovertido, práctico, pensador y organizado. Se encontraron diferencias por género sólo para la bipolaridad pensador afectivo, donde las niñas prefieren el estilo afectivo en comparación con los niños y diferencias por edad en organizado flexible. En comparación con los niños de los Estados Unidos, los de Venezuela mostraron mayor preferencia por los estilos extrovertido, práctico, pensador y organizado. Los resultados se discuten a la luz de las diferencias contextuales en desarrollo infantil y cualidades asociadas con los estilos temperamentales en niños con sus implicaciones para la crianza y la enseñanza.(AU)

Estimated prevalence of attention-deficit/ hyperactivity disorder symptoms among college freshmen: gender, race, and rater effects.

Group differences and prevalence rates for attention-deficit/hyperactivity disorder (ADHD) symptoms in a matched sample of college freshmen (n = 956) and their parents (n = 956) were investigated for gender and race (African American and Caucasian) effects using current self-report and retrospective parent-report ratings. On self-report, compared to female students, male students displayed higher mean scores on subscales and lower rates for reporting symptom totals beyond DSM-IV thresholds for the three subtypes of ADHD. Mean differences in ADHD symptoms were not apparent for race. However, African American students displayed higher rates for reporting symptom totals beyond DSM-IV thresholds for all subtypes. On retrospective parent report, male students and Caucasian students displayed higher mean scores on all scales and higher rates for reporting symptom totals beyond DSM-IV thresholds for all subtypes. Prevalence rates varied by gender and race on self-report and parent report. Prevalence was examined based on combined data of self-report and parent report and using age-adjusted cutoff criteria. Findings and implications are discussed.

Multigroup confirmatory factor analysis for the adaptive behavior assessment system-II parent form, ages 5-21.

The AAIDD has promulgated various models of adaptive behavior, including its 1992 model stressing 10 adaptive skills and its 2002 model that highlighted three conceptual domains. In previous studies on the Adaptive Behavior Assessment System-II (ABAS-II), researchers found support for a model including both 10 adaptive skills and three conceptual domains. To extend this review, we examined gender-invariant structure of adaptive behavior using the ABAS-II Parent Form, Ages 5-21, to answer four questions: Do the skill areas in this measure display the same pattern of factor loadings and the same factor loadings? Are intercepts of the observed skill areas equal? Do skill areas measure the corresponding factors with the same accuracy? Results show a similar one-factor structure for males and females.

Differentiation at higher levels of cognitive ability: evidence from the United States.

Most psychologists and educators assume that intelligence is a linear construct, meaning that smart people simply have more intelligence than their less gifted peers. Likewise, individuals with mental retardation are thought to have less intelligence. In contrast to this widely accepted belief, the authors posed an alternative hypothesis--that intelligence is qualitatively different in various populations. Using factor analysis of a standardization sample of the Woodcock-Johnson Test of Cognitive Ability (R. W. Woodcock & M. B. Johnson, 1989), the authors examined the nature of intellect across ability. Results indicated that the amount of variance attributable to Spearman's g declined as measured intellectual ability increased.

Learning disabilities internationally and in Brazil: issues to consider in developing services for Brazilian students with learning disabilities

Brazilian students with learning disabilities (LD) generally are not identified or receive special education services. However, a desire to better serve them has been evident. The purpose of this article is to discuss issues pertaining to the development of LD services for Brazilian students. An international context for understanding LD is presented. LD may constitute the plurality, even majority, of education-related disorders among students. However, students with LD often remain invisible because most countries do not provide services for them. Additionally, test and other assessment methods used to assess LD are not available universally and, among those countries that have such tests, their use differs considerable. Six international authoritative sources that offer diagnostic criteria are identified. The status of LD in the United States is reviewed. Diagnostic and intervention model are discussed. Suggestions for developing services for students with LD, supported by tests and other assessment methods in Brazil, are offered(AU)

International school psychology: psychology's worldwide portal to children and youth.

International school psychology is discussed in reference to scholarly and professional development within psychology, the emergence of an international association of school psychology, its efforts to promote school psychology, prevailing characteristics of school psychologists, and additional efforts needed to further enhance its development. Nine issues that will help shape the future of international school psychology are also identified. The importance of psychology, including school psychology, in promoting children's needs and rights is underscored.

Alternative treatments for attention-deficit/hyperactivity disorder: does evidence support their use?

Attention-deficit/hyperactivity disorder (ADHD) affects approximately 2 to 3 million children in the United States. Stimulant medication is one of the most common treatments for ADHD; however, adverse reactions from its use cause many parents to seek complementary or alternative treatments. Many individuals use complementary and alternative medicine (CAM) because they are attracted to CAM philosophies and health beliefs, dissatisfied with the process or results of their conventional care, or concerned about adverse effects of stimulants. The success of CAM in treating children with ADHD varies, and parents typically use a trial-and-error method when evaluating CAM. Alternative treatments often include neurofeedback, homeopathy, herbal medicines, iron supplements, and dietary modifications or supplements. Although anecdotal and empirical evidence is surfacing to support the efficacy of these alternatives, further research is needed before they can be regarded as effective, reliable treatments for ADHD. Therefore, the use of more conventional treatments should be considered if alternative interventions prove unsuccessful.

Avaliacao da afetividade

O proposito deste trabalho e o de apresentar uma taxonomia de qualidades afetivas, descrever termos basicos, discutir principios que ajudam a obter precisao, oferecer exemplos de metodos geralmente usados para medir qualidades afetivas e oferecer informacoes que possam ajudar as pessoas que buscam conhecer mais profundamente estes topicos.

Qualidades que influenciarao as praticas de teste e avaliacao de criancas e jovens no comeco do seculo XXI: perspectivas institucionais

Sao revistas as condicoes que tiveram impacto no desenvolvimento e uso, bem como aquelas que possivelmente continuarao a influenciar o desenvolvimento e a pratica de uso dos testes. A enfase recaiu no uso de teste com criancas e jovens no cenario internacional.

Psicologia escolar no Brasil: passado, presente e futuro / School psychology in Brazil

Neste estudo säo apresentadas as tendências históricas que auxiliaram a estabelecer a psicologia brasileira e, notadamente, a psicologia escolar. O progresso notável, durante os últimos 25 anos, capacitou a psicologia no Brasil a alcançar o terceiro dentre cinco níveis de desenvolvimento. A situaçäo atual da psicologia escolar no Brasil é comparada com a de outras naçöes. Säo sugeridos possíveis caminhos para a continuaçäo do desenvolvimento da psicologia escolar brasileira

Psicologia escolar no Brasil: passado, presente e futuro

Neste estudo sao apresentadas as tendencias historicas que auxiliaram a estabelecer a psicologia brasileira e, notadamente, a psicologia escolar. O progresso notavel, durante os ultimos 25 anos, capacitou a psicologia no Brasil a alcancar o terceiro dentre cinco niveis de desenvolvimento. A situacao atual da psicologia escolar no Brasil e comparada com a de outras nacoes. Sao sugeridos possiveis caminhos para a continuacao do desenvolvimento da psicologia escolar brasileira.