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Sutrikusio regėjimo vaikų intelektinių gebėjimų įvertinimo galimybės
No full textProblems and possibilities assessing intellectual abilities of visually impaired children are addressed in the article. In other countries, usually, there are few or no nationally standardized tests available for use with this population. Therefore parts of available instruments designed for normally sighted children are used. Sometimes test procedures or stimuli are modified what affects the validity of the results and they need to be interpreted with caution. Intellectual abilities of Lithuanian visually impaired children are currently assessed using WISC-III Verbal scale. We discuss the possibility to use ITVIC (Intelligence test for visually impaired children) test for the assessment of intellectual abilities of Lithuanian children. ITVIC was designed in The Netherlands for an assessment of intellectual abilities of Braille educated visually impaired children aged 6–15 years. The authors used Thurstone Primary factor theory as a theoretical starting point. ITVIC has both, verbal and haptic subtests and two types of norms: age norms for all Braille educated children and age norms for two vision groups within the population of Braille educated children separately. ITVIC Manual is translated to English which made it accessible for use in Lithuania. After we received the permission from publishers and test author, translation of ITVIC manual was made. Based on results from 41 Lithuanian Braille educated children aged 7–16 years, evaluation of ITVIC reliability and validity was made. Data analysis based on the method of internal consistency and Split half reliability analysis confirmed good reliability of all ITVIC subtests except House plan questions. This subtest also has low content validity. Correlations between ITVIC subtests and school achievement results show adequate criterion validity of the test. The means of subtest scores in Lithuanian and Dutch population were compared for the group of children without usable vision aged >13,5 years. The scores of two WISC-III subtests as part of ITVIC test were compared to Lithuanian WISC-III norms. The results show that the results of 7 ITVIC subtests can be interpreted using Duch norm tables and Lithuanian WISC-III Vocabulary norms for this age group.Įvairiose šalyse trūksta standartizuotų testų akliesiems, todėl jų intelektiniai gebėjimai vertinami panaudojant verbalinius regintiesiems skirtų testų subtestus arba modifikuojant neverbalinius. Lietuvoje aklųjų ir silpnaregių intelektiniai gebėjimai vertinami WISC-III Verbaline skale. Olandų sukurtas ITVIC testas (vadovas yra išleistas anglų kalba) yra skirtas įvairiems, tiek verbaliniams, tiek neverbaliniams, aklų vaikų intelektiniams gebėjimams įvertinti. Gavus autorių sutikimą adaptuoti testą Lietuvoje, buvo išverstas testo vadovas. Remiantis 7–16 m. vaikų, kurie mokosi Brailio raštu (N = 41), ITVIC atlikimo rezultatais, vertinami testo patikimumo ir validumo rodikliai. Atliekant ITVIC rezultatų analizę, dalijimo pusiau ir vidinio suderinamumo metodu buvo patvirtintas visų subtestų, išskyrus Namo plano, patikimumas ir turinio validumas. Verbalinių ITVIC subtestų koreliacijos su verbaliniais WISC-III subtestais bei ITVIC subtestų įverčių koreliacijos su mokymosi rezultatais leidžia daryti išvadą apie pakankamą testo kriterijaus validumą. Palyginus lietuvių vaikų subtestų atlikimo rezultatus su olandų bei lietuviškomis WISC-III normomis, galima daryti išvadą, jog 13,5 m. vaikų, neturinčių naudingos regos, rezultatų analizei galima panaudoti olandiškų subtestų ir lietuviškas Žodyno normas
Paauglių emocinių ir elgesio sunkumų sąsajos ir pokyčiai per trejus metus: amžiaus ir lyties ypatumai
Get PDFAdolescent emotional and behavioural problems probably eventuate through a variety of developmental pathways and exposure to several risk factors. Several salient influences and concomitants associated with an increased risk of adolescent emotional and behavioural problems have been previously documented, including being female or male, low parental support, and substance use. The research focuses on adolescence as an important developmental period for understanding its emotional and behavioural problems and their correlations. To date, there have been few longitudinal studies on the possible structural relationships among emotional and behavioural problems in adolescent samples. The purpose of the present study was to gain a more comprehensive understanding of the longitudinal relationships among these factors and to demonstrate how they differ by sex. This study expands upon previous studies and upon the current body of literature by utilizing a longitudinal design and considering the stability and change of emotional and behavioural problems during adolescence. The longitudinal analyses contribute through clarifying ambiguities in previous findings of concurrent relations and longitudinal trends of emotional and behavioural problems. Finally, this investigation focused on a community sample, to enable a better generalization of the results to other community samples of troubled youth. Using a longitudinal sample, this study aims to analyze (1) how emotional and behavioural problems are associated with each other in adolescence, in different age groups, (2) how emotional and behavioural problems change over a three-year period, and (3) how these developmental tendencies are related to child’s gender. The sample consisted of 317 adolescents: 174 girls (55%) and 143 boys (45%). Emotional and behavioural problems were assessed at ages 14, 15 and 16 by the Youth Self Report (YSR) completed by the children. The study found that emotional and behavioural problems are associated: in all age groups, a coherence among anxiety/depression, somatic complaints, withdrawal, aggression and delinquency was apparent. Evidence suggests that emotional and behavioural problems, except withdrawal and delinquency, are relatively stable, however, the intensity of problems changes over time. Gender differences were apparent: in all age groups, girls scored higher than boys on anxiety/depression and somatic complaints, while boys scored higher than girls on the delinquency scale. The interactions between gender*age for anxiety/depression, somatic complaints, withdrawal, aggression and delinquency were not significant, implying that for both boys and girls these problems over a three-year period remained on the same level.Naudojant tęstinio tyrimo duomenis straipsnyje analizuojama, kaip susiję tarpusavyje skirtingų amžiaus grupių paauglių emociniai ir elgesio sunkumai, kaip šie sunkumai kinta per trejus metus ir kaip šios raidos tendencijos susijusios su paauglio lytimi. Tęstiniame tyrime dalyvavo 14–16 metų paaugliai (N = 317). Emociniams ir elgesio sunkumams nustatyti buvo naudojamas YSR 11/18 (Achenbach, 1991) klausimynas. Rezultatai rodo, kad paauglių emociniai ir elgesio sunkumai yra tarpusavyje susiję. Aptiktos visų trijų amžiaus grupių paauglių nerimastingumo / depresiškumo, somatinių skundų, užsisklendimo bei agresyvaus elgesio ir delinkventinio elgesio įverčių sąsajos. Paaiškėjo, kad emociniai ir elgesio sunkumai, išskyrus užsisklendimą ir delinkventinį elgesį, bėgant laikui nesikeičia, tik jų stiprumas kinta. Taip pat nustatyta, kad visų amžiaus grupių merginos pasižymi aukštesniais nerimastingumo / depresiškumo bei somatinių skundų įverčiais nei vaikinai, o vaikinai pasižymi aukštesniais delinkventinio elgesio įverčiais nei merginos. Tačiau nei merginoms, nei vaikinams šie sunkumai per trejus metus nekinta
Mokymosi tikslų supratimas ikimokykliniame amžiuje
Get PDFLearning begins early in life; so do children’s beliefs and attitude towards learning. Much is known about how children learn in general as well as in specific domains, however, little is known about the early beginnings and development of academic purposes. The aim of this study was to discover how preschoolers understand the reasons for learning. Two studies were done to achieve this goal. 121 children participated in the first study which tried: 1) to compare the understanding of reasons for learning of four- and six-year-old children and 2) to compare the understanding of reasons for learning of boys and girls in preschool age. Sixty-two children took part in the second study which examined the perception of reasons for learning of five-year-old children living in the country and in a city. All data were collected using the following methods: „Cow scenario“ (Li, 2004a), „School stories“ (Wang and Leichtman, 2000), „Birthday book probing“ (Li, 2004a). Two types of variables, reflective and content, were examined. The results of the first study revealed that already four-year-old children have their opinion about the learning process and school. Their attitude towards learning changes as children grow up. Younger children appeared to have already developed some basic understandings of reasons for learning, although elder children showed much more consistent patterns than their younger peers. Analysis of children’s answers by content variables shoved that younger and elder children identified the following types of benefits from learning: intellectual, economic, and social (for the benefit of others). They have a positive attitude to the learning process and can formulate the positive emotional effect of learning. However, six-year-old children name the categories of intellectual and economic benefit and the value expression more often than their younger peers. The boys’ and girls’ attitude towards learning was very similar. The results of the second study revealed that there was a difference in understanding the social benefit and gaining knowledge/skill among five-year-old children living in a village and in a city.Mokytis vaikas pradeda gana anksti ir jau tuomet formuojasi jo požiūris į mokymąsi. Yra nemažai vaiko pasiekimų tyrimų ir tik nedaug – mokymosi tikslų supratimo kaitos. Šiuo tyrimu siekiama išsiaiškinti mokymosi tikslų sampratą ikimokykliniame amžiuje. Tam buvo atlikti du tyrimai. Pirmajame tyrime, siekiant palyginti ketverių ir šešerių metų vaikų bei ikimokyklinio amžiaus berniukų ir mergaičių mokymosi tikslų supratimą, dalyvavo 121 ikimokyklinio amžiaus vaikas. Antrajame tyrime, siekiant palyginti kaimo ir miesto vaikų mokymosi tikslų supratimą, buvo apklausti 62 penkiamečiai. Duomenys buvo renkami taikant tris metodikas – „Pasakojimo siužeto pasirinkimas“ (Li, 2004a), „Pasakojimo užbaigimas“ (Wang and Leichtman, 2000), „Gimtadienio norų tyrimas“ (Li, 2004a) – ir atliktas jų kiekybinis bei kokybinis kodavimas. Pirmojo tyrimo rezultatai atskleidė, kad šešerių metų vaikai nuosekliau nei ketverių metų vaikai apibūdina mokymosi reikšmę. Šešiamečiai dažniau nei keturmečiai įvardija intelektinę bei ekonominę mokymosi naudą, taip pat dažniau pasako teigiamą moralinį mokymosi vertinimą. Tyrimo rezultatai atskleidė, kad berniukų ir mergaičių požiūris į mokymąsi yra panašus. Antrojo tyrimo rezultatai parodė, kad skiriasi kaime ir mieste augančių penkiamečių vaikų socialinės mokymosi naudos ir žinių kiekio įgijimo mokantis supratimas
Partnerio lyginamojo pranašumo, elgesio ir pasitenkinimo poros santykiais sąsajos
Get PDFRelationship satisfaction is one of the main determinants of the stability of couple relationships. The past two decades witnessed a growing number of studies of factors affecting relationship satisfaction in couples, including both behavioural aspects and subjective factors. However, the influence of various aspects of the experience of the previous relationship on relationship satisfaction in later relationships has been studied much less extensively. In particular, there have been no studies on how the perceived superiority of the current partner over the previous partner might affect relationship satisfaction in the current relationship. The purpose of the present study was to supplement the body of research with data on the relationship between partner’s comparative superiority, relationship behaviours, and relationship satisfaction in dating couples. Subjects in the present study were 51 heterosexual couple in a dating relationship. Age of the subjects ranged from 19 to 28 years. Couples were selected for this study under the condition that the present relationship was not the first experience of steady dating relationship for either of the partners. Subjects were given a battery of instruments, which included Perceived Relationship Quality Components scale (Fletcher et al., 2000) for measurement of relationship satisfaction, Partner’s Comparative Superiority scale constructed specifically for the present study, and a number of questions on frequency of various relationship behaviours, including sex, signs of attention given to and received from the partner, yelling by the partner or by the subject, not talking by the partner or to the partner and amount of time spent together with the partner. Correlation between relationship satisfaction and partner’s comparative superiority was strong and highly significant (r = 0.656, p < 0.001). There were also significant positive correlations between relationship satisfaction and amount of time spent together with the partner (r = 0.275, p < 0.01), number of signs of attention given to the partner (r = 0.220, p < 0.05) and number of signs of attention received from the partner (r = 0.253, p < 0.05). On the other hand, relationship satisfaction correlated negatively with such behavioural indicators of conflict as the frequency of yelling by the partner (r = –0.341, p < 0.001), not talking by the partner (r = –0.197, p < 0.05) and frequency of the subject yelling at the partner (r = –0.298, p < 0.01). To assess the relative importance of partner’s comparative superiority and behavioural aspects of the relationship to relationship satisfaction, multiple regression analysis was conducted. The final regression equation indicated that only two variables – partner’s comparative superiority and the number of signs of attention given by the subject to the partner – made a significant unique contribution towards explaining the variance of relationship satisfaction. The two variables accounted for 45.6 per cent of the variance of relationship satisfaction, of which 42.5 per cent was accounted for by partner’s comparative superiority.Tiriant partnerio lyginamąjį pranašumą, partnerių santykių rodiklius ir pasitenkinimo poros tarpusavio santykiais sąsajas dalyvavo 51 heteroseksuali pora. Tiriamųjų amžius svyravo nuo 19 iki 28 metų. Tyrimo rezultatai parodė stiprius pasitenkinimo santykiais ryšius su suvokiamu partnerio lyginamuoju pranašumu. Nors buvo rastos reikšmingos teigiamos koreliacijos tarp pasitenkinimo santykiais ir tokių partnerių elgesio rodiklių kaip kartu su partneriu praleidžiamo laiko trukmė, partneriui rodomo dėmesio ženklai ir partnerio rodomo dėmesio ženklai bei reikšmingos neigiamos koreliacijos tarp pasitenkinimo santykiais ir partnerio balso kėlimo ir nešnekėjimo su tiriamuoju dažnumas bei tiriamojo balso kėlimo dažnumas, tačiau galutinė daugialypė regresijos lygtis parodė, kad pasitenkinimo santykiais prognozei reikšmingos unikalios įtakos turėjo tik du kintamieji – partnerio lyginamasis pranašumas ir tiriamojo partneriui per mėnesį rodomo dėmesio ženklų dažnumas. Du į lygtį patekę kintamieji paaiškino 45,6 proc. pasitenkinimo santykiais duomenų variacijos, iš kurių 42,5 proc. teko partnerio lyginamajam pranašumui
Spalvų suvokimo konstantiškumo veiksniai: kontrastas ir adaptacija prie fono spalvos
Get PDFColour constancy is the ability of the human visual system to comprehend the constant colour of an object with no regard to changes in the illumination spectrum. Each year witnesses the appearance of new scientific works in various countries. The works touch upon different aspects of the phenomenon. Although scientific research has been conducted for many years, there is no recognised theory explaining the mechanisms that are decisive for colour constancy. The aim of the present work was to establish the influence of contrast, adaptation and background structure upon colour constancy.All experiments were performed with the application of asymmetric matching. Five subjects took part in the experiments. Colour constancy was examined by performing experiments in three cycles. The test illuminants were two Planckian illuminants, standard illuminant A (u’= 0.2559, v’ = 0.5243), illuminant S (u’= 0.1744, v’= 0.3923) and illuminants r (u’/v’ = 0.2618/0.4533), g (u’/v’ = 0.1517/0.4667), v (u’/v’ = 0.2116/0.3766), y (u’/v’ = 0.1939/0.5180. The first set of 7/4 (value – 7/, chroma – /4) of 10 Munsell samples served as test stimuli in the experiments of the second cycle. Being 2° in size, they were generated in the centre of the monitor. The samples were surrounded by a neutral background, sized N7 20° (N meaning the colour being neutral, with the value of 7). Around the neutral background, subject of the experiment saw the non-radiating part of the screen, which we called the „black surround“ (Fig. 1). In the second set of the experiment, the subjects observed the stimuli througha cardboard tube (Fig. 2). Neutral N7 Munsell samples and a set of 7/4 (value – 7/, chroma – /4) of 10 Munsell samples served as test stimuli in the experiments of the third cycle.Colour constancy is quantitively evaluated on the basis of the Brunswik Ratio (BR) (Troost and de Weert, 1991). Higher values of BR were associated with longer adaptation periods, but only when a larger background was used (second cycle of experiments (Fig. 7)). Supplementary experiments showed that the changes in colour appearance were related to a slight shift in the perceived colour of the background. The timing of the colour shifts was modelled in terms of cone opponent responses.Our conclusions are:1. When stimuli are exposed for a short period of time (1 s), partial colour constancy takes place. It does not change (or changes insignificantly) when the stimulus is observed for a longer time (5 and 30 s). Such colour constancy is determined by fast processes which confirm the influence of simultaneous contrast on colour constancy.2. When the background is small, the influence of adaptation on colour constancy is little, even it the observation time is long (5 or 30 s).3. When the background fills the entire field of vision, adaptation results in a high colour constancy perception.Straipsnyje keliame hipotezę, kad spalvos suvokimo konstantiškumas, kaip procesas, turi dvi sudedamąsias dalis: lokalų ir globalų procesą. Lokalus procesas – tai skirtumas tarp fono ir spalvoto objekto (mūsų tyrimuose – Manselio pavyzdėlio). Šis procesas nuo adaptacijos nepriklauso ir vyksta tik nedideliame regėjimo lauke. Kitas procesas vyksta bėgant laikui, kai kinta suvokiama spalva. Tai fono spalva. Stebėtojas ją įvertina kaip viso regėjimo lauko spalvinį parametrą, todėl pastarasis procesas – globalus. Spalvų suvokimo konstantiškumo eksperimente abu procesus tyrėme asimetriniu stimulų lyginimo metodu. Bandymams naudojome 7 skirtingus plataus spektro apšvietimo šaltinius. Dviejose skirtingose bandymų serijose testiniai stimulai – Manselio 7/4 pavyzdėliai, buvo generuojami monitoriaus ekrane. Bandymuose dalyvavo penki tiriamieji. Spalvų suvokimo konstantiškumas buvo įvertinamas Brunsviko santykiu (BR). Gauti rezultatai rodo, kad adaptaciniai pokyčiai nevyksta, kai tiriamųjų regos lauke yra „tuščioji aplinka“. Pašalinus „tuščiąją aplinką“, spalvų suvokimo konstantiškumas pagerėja, BR tampa artimas 1. Remdamies bandymų rezultatais galime teigti, kad yra du skirtingi spalvos suvokimo procesai. Vienas yra greitas, beveik šuoliškas, nulemtas kontrasto, o kitas lėtesnis, adaptacinio pobūdžio, aiškiai pastebimas po 30 s. Spalvos pokytis (adaptacija) dar įvertinamas oponentinių signalų atsakų apskaičiavimu
6–18 m. vaikų reprezentacinės ir klinikinės imčių emocinių ir elgesio sunkumų sąsajų palyginimas su šeimos socialiniais, ekonominiais ir demografiniais veiksniais
Get PDFThe focus of this paper – analysis of associations of emotional and behavioral problems of referred and non-referred children with family socio-demographic variables. For this purpose, we used data from a clinical sample (N = 780) that consists of children placed for treatment to child psychiatry centers and mental health centers, and data from a representative sample (referred children are excluded) (N = 3191). Worldwide known ASEBA instruments CBCL6/18 and YSR 11/18 were applied in this research to evaluate children\u27s emotional and behavioral problems, also a questionnaire to collect data on socio-demographic variables about child and his family. We made a comprehensive analysis of social, demographic, economic variables in relation to emotional and behavioral problems assessed by CBCL and YSR, also comparisons between clinical and representative groups were made. Results show that gender was important variable influencing level of internal and external problems both in clinical and representative samples. Age was more important determinant in representative group. Children from incomplete families showed higher levels of emotional and behavioral disturbances (particularly, external). Children from clinical sample from incomplete families more often were receiving in-patient treatment rather than outpatient treatment. Better educational background (especially that of mothers) was important social factor determining lower levels of psychological problems in both clinical and representative samples. Family SES (income per person) negatively correlated with most CBCL and YSR scales scores, although there were no significant relations with Somatic Complaints and Rule Breaking Behavior scales. Prognostic power of socio-economic, demographic variables to predict child behavioral and emotional problems was assessed. In addition, revised norms for CBCL6/18, TRF6/18 and YSR11/18 are enclosed.Šio tyrimo tikslas – 6–18 m. vaikų reprezentacinės (N = 3191) ir klinikinės (N = 780) imčių, emocinių ir elgesio sunkumų sąsajų palyginimas su šeimos socialiniais, ekonominiais ir demografiniais veiksniais ir siekis tęsti 2003 m. atlikto tyrimo duomenų analizę. Elgesio ir emocinių sunkumų įvertinimui panaudotas Vaikų elgesio aprašas (CBCL6 / 18) bei Jaunuolių klausimynas (YSR11 / 18) (Achenbach, Rescorla, 2001) bei anketa, skirta socialiniams demografiniams duomenims apie vaiką ir jo šeimą surinkti. Plačiai išanalizuotos socialinių, demografinių bei ekonominių kintamųjų sąsajos su CBCL ir YSR skalių rezultatais bei atlikta palyginamoji dviejų imčių rezultatų analizė. Tyrimo nustatyta, kad vaikams iš nepilnų šeimų būdingesni emociniai ir elgesio (ypač eksternalūs) sunkumai, o klinikinės imties vaikams iš nepilnų šeimų dažniau teikiama stacionarinė nei ambulatorinė pagalba. Mūsų tyrimo duomenimis, aukštesnis tėvų išsilavinimas (ypač motinos) buvo svarbus socialinis veiksnys, padedantis mažinti tiek reprezentacinės, tiek ir klinikinės imčių vaikų psichologinius sunkumus. Šeimos socialinis ekonominis statusas neigiamai koreliavo su daugelio CBCL ir YSR klausimyno skalių rezultatais. Regresinės analizės būdu prognozuojama socialinių, ekonominių ir demografinių kintamųjų įtaka CBCL ir YSR skalių rodikliams. Rezultatai rodo, kad vaiko lytis buvo reikšmingas kintamasis, darąs įtaką tiek sveikų, tiek sergančių vaikų internaliems ir eksternaliems sunkumams. Vaikų amžius labiau susijęs su sveikų vaikų sunkumais. Šioje publikacijoje taip pat pateikiamos patikslintos ir lengviau praktikoje naudoti pritaikytos CBCL6 / 18, TRF 11 / 18 ir YSR11 / 18 normos bei atitaisomos korektūros klaidos, įsivėlusios pateikiant Mąstymo ir Dėmesio sunkumų skalių vidurkius CBCL, TRF ir YSR pagal standartizavimo duomenų lenteles (Žukauskienė ir Kajokienė, 2006).
 
Subjektyvaus trauminio patyrimo ir potrauminio augimo bei potrauminio streso sutrikimo sąsajos
Get PDFObjectives: The notion that traumatic experiences may have an impact on the human mind is very old. Recent developments in psychotraumatology shifted the approach to a trauma from a purely negative to a more positive perspective. Research confirmed that traumatic events may lead not only to posttraumatic stress or other disorders but also to positive changes. The present research was based on the concept of Posttraumatic Growth developed by Calhoun and Tedeschi (1996), which is widely known in the field of traumatic stress. Although the number of Posttraumatic Growth (PTG) research is growing rapidly, little is known about Posttraumatic Growth predictors. The present research was designed to find out the links between Posttraumatic Growth, Posttraumatic Stress and initial reactions to the traumatic event. We set up two goals of the study: 1) evaluation of how initial traumatic reactions predict PTG, and 2) assessment of links between PTG and PTSD. Methods: A group of 104 university students exposed to at least one-lifetime traumatic event participated in the study. The average time gap between exposure to a traumatic event and the time of research was 43 months. The intensity of initial reactions to a traumatic event was measured using a 10-item self-rating inventory developed by the authors of the present study. The Subjective Traumatic Experience (STE) inventory consisted of items covering cognitive, emotional and physiological reactions to a traumatic event. Posttraumatic Growth was measured using the Posttraumatic Growth Inventory (PGI) developed by Tedeschi and Calhoun (1996). Previous research showed satisfactory psychometric properties of the Lithuanian version of PGI (Gailienė & Kazlauskas, 2005). Posttraumatic Stress Disorder was measured using the Lithuanian version of the Impact of Event Scale-Revised (IES-R). A recent validation of the IES-R on Lithuanian population showed its good psychometric properties (Kazlauskas et al., 2006). Results: Correlation analysis revealed positive correlations among all three variables – PTG, STE and PTSD. Path analysis with two path models from STE to PTG and from STE to PTSD provided an adequate fit to the data χ2(1) = 1.62; p = .20; RMSEA = .077; NFI = .95; CFI = 1.0. Subjective traumatic experiences predicted Posttraumatic Growth (β= .32; T = 3.35) and PTSD (β = .42; T = 4.62). The modified model with correlations between PTG and PTSD added provided an ideal fit, but changes of the model were not significant: χ2difference (1) = 1.62; p > .05. Path analysis was made using LISREL software. Conclusions: The most significant predictor of both PTSD, and PTG was the intensity of initial reactions to a traumatic experience. While we found a weak but significant correlation between PTG and PTSD, the Path analysis has revealed that PTG and PTSD are rather distinct posttraumatic processes, both predicted by a traumatic event.Potrauminis augimas yra teigiami psichologiniai padariniai po traumos, kurie pasireiškia savęs suvokimo, požiūrio į pasaulį ir tarpasmeninių santykių pokyčiais (Tedeschi and Calhoun, 1996). Pozityvūs procesai po traumos dar tik pradedami tyrinėti, todėl nėra žinoma, kokios yra potrauminio augimo (PTA), trauminio įvykio intensyvumo ir potrauminio streso sutrikimo (PTSS) sąsajos. Siekiant įvertinti ryšius tarp trauminės patirties ir PTSS bei PTA, buvo ištirti 104 studentiško amžiaus jaunuoliai, per savo gyvenimą patyrę bent vieną trauminį įvykį. Tako analizės modelis parodė, kad subjektyvus trauminės patirties intensyvumasyra veiksnys, reikšmingai prognozuojantis tiek PTSS, tiek PTA. Kuo reakcija į trauminį įvykį yra stipresnė, tuo labiau išreikšti PTSS ir PTA požymiai. Nustatytas nestiprus teigiamas ryšys tarp PTSS ir PTA parodė, kad, norėdami geriau suprasti, kaip jaučiasi asmenys po traumos, turime atsižvelgti ir į teigiamus (PTA), ir į neigiamus (PTSS) traumos padarinius
Teismo psichologinė ekspertizė Lietuvoje: dabartinė padėtis, problemos ir galimi jų sprendimo būdai
Get PDFAccording to Law of Forensic Expertise of Lithuania, only a person who has sufficient legal and psychological knowledge and passed appropriate exams can obtain the status of an expert in forensic psychology. Unfortunately, the possibilities of professional psychologists (excluding clinical psychologists) to exercise forensic psychological expertise are limited without a good reason. Obscure rules of evaluation of qualifications and practical experience regulate the process of becoming a licensed expert in forensic psychology. These rules are not based on legal, professional or practical analysis. This is a result of the historical situation when for a long time psychological expertise has been considered to be part of psychiatry and was only additional „servicing“ activity of expertise of psychiatry. Problems of education and training of experts in forensic psychology (EEP) are described in this article. At present, demand for EFP services is growing. Judges, interrogation officers, investigators need more and more special knowledge in the field of psychology, especially when analyzing the ability of juvenile witnesses to provide credible information, the ability of juveniles to understand the situation and to provide their opinion in the cases of custody or adoption. At present, the number of EEPs remains the same. A lot of psychologists who have good knowledge and experience can only consult but cannot act as experts. There are no EFP to participate actively in research activities. Moreover, the Office of Forensic Psychiatry does not provide any information and refuses to coach psychology students on practical aspects of expert work. They withhold information on expertise methods as well. The Council of Experts does not include any psychologists, and psychiatry experts represent the opinion of psychologists too. One of the possible solutions to this situation is preparation of a new legal act on forensic psychology, which would regulate the status of psychological expertise according to the new modern approach. Detailed proposals are provided at the end of the article. Implementation of the proposals would encourage the competitive process of psychological expertise and facilitate involvement of the Lithuanian Psychological Association, scientific institutions and scientists working in this area.Dabar mūsų šalyje psichologams (išskyrus klinikinio psichologo specializaciją) ribojamos galimybės atlikti teismo psichologines ekspertizes, neatsižvelgiant į psichologo turimą kvalifikaciją, įgytą patirtį ar mokslo laipsnį. Tokia situacija nėra pagrįsta nei teisiniu, nei profesiniu, nei praktiniu požiūriu. Ji susidarė todėl, kad istoriškai psichologinė teismo ekspertizė gimė kaip sudedamoji psichiatrinės ekspertizės dalis ir ilgą laiką buvo vertinama kaip pagalbinė, „aptarnaujanti“ psichiatrinę. Ieškant problemos sprendimo būdų, reikėtų parengti naują teismo psichologinės ekspertizės norminį aktą, kuris atspindėtų modernios teismo psichologinės ekspertizės statusą. Straipsnio pabaigoje pateikiami konkretūs pasiūlymai, kurių įgyvendinimas skatintų rungtynišką teismo psichologinę ekspertizę, leistų įtraukti į ekspertizių atlikimą Lietuvos psichologų sąjungą, taip pat mokslininkus ir mokslo įstaigas, atliekančias psichologinės ekspertizės tyrimus. 
Lietuviškosios NEO PI-R versijos psichometriniai rodikliai
Get PDFPersonologists from many countries have consulted the natural language when developing personality taxonomies. Presently, the Big Five factor structure represents the most popular lexically derived personality taxonomy. The Five-Factor model consists of hierarchical trait organization and comprises five basic personality dimensions or factors. These factors are often termed the “Big Five” and represent the general consensus in differential psychology. The five factors are named Neuroticism (N), Extraversion (E), Openness (O), Agreeableness (A), and Conscientiousness (C). The five-factor model developed by Costa and McCrae (1985) is operationalized in the NEO Personality Inventory (NEO-PI R) (Costa, McCrae, 1992).The replicability and ubiquity of the Big Five have led many personality psychologists to advocate this structure as a basic framework for personality description and assessment. The generalizability across different cultures and languages is crucial for the evaluation of a personality taxonomy or structure. When using selfreports, it is critical for trait psychologists to ascertain whether the same sets of assertions are equivalent, i. e. whether they convey the same meanings across languages and cultures that are different from the one in which they were originally generated. Like any kind of assessment based on informants, NEO PI-R is susceptible to the influence of culture and language. This makes analysis of psychometric properties and standardization necessary for the culture in which they are going to be used.This study examined the psychometric properties of the Lithuanian version of the NEO PI-R in a sample of 317 adults (104 men and 213 women, age 19–64). With respect to reliability, although internal consistency and homogeneity estimates of five dimensions were all acceptable the results suggested rather high levels of internal consistency and homogeneity for most of the facet scales with few exceptions. The similarity of reliability with English studies gives to these dimensions and facets scales, the needed stability for future practical applications, as well as for research.Next, in this study we deal with the examination of construct or structural equivalence. To determine the structure of its underlying factor, the Lithuanian NEO PI-R scores of item-level (240 items) were subjected to the principal components analysis with varimax rotation. Factorial analysis identified the same five factors as in other countries. 28 from 30 facet scales (all, except Impulsivity (N5) and Activity (E4)) had chief loadings in the predicted factor. This confirms the generalizability and sufficient fit to the theoretical model.Third, our results with respect to mean scores revealed significant differences between the Lithuanian sample and the USA normative sample for Neuroticism, Openness to Experience and Conscientiousness domains. Overall, this study has provided evidence to support the conjecture that personality structure transcends cultural differences. The conclusions of this study are in line with these recent findings, and they support McCrae and Costa’s (1997) hypothesis that the FFM represents a universal personality structure.Pastaruosius du dešimtmečius asmenybės psichologiniuose tyrimuose Penkių faktorių modelis (PFM), kitaip žinomas kaip „Penketas svarbiausiųjų“, tampa dominuojančia paradigma. NEO PI-R klausimynas (Costa and McCrae, 1992) yra skirtas būtent PFM empiriškai tyrinėti. Naudojant savistaba paremtus klausimynus būtina, kad tie patys teiginių rinkiniai būtų lygiaverčiai, t. y. skirtingose kultūrose turėtų tą pačią reikšmę. NEO PI-R, kaip ir bet kurio kito klausimyno, vertimas ir naudojimas kitose kultūrose priklauso nuo tos kalbos ir kultūros ypatumų, todėl toje šalyje, kur metodikos bus taikomos, būtina psichometrinių rodiklių analizė ir standartizacija. Šiame straipsnyje pateikiami kai kurie lietuviškosios NEO PI-R versijos psichometriniai rodikliai. Tyrime dalyvavo 317 vyrų ir moterų, kurių amžius nuo 19 iki 64 metų, savanoriškai sutikę užpildyti NEO PI-R klausimyną. Tyrimo rezultatai rodo, kad vidinis didžiųjų dimensijų (neurotizmo, ekstraversijos, atvirumo patyrimui, sutariamumo bei sąmoningumo) suderinamumas pakankamai geras. Kai kurių asmenybės dimensijų žemesnio lygmens bruožus įvertinančių subskalių vidinis suderinamumas gana prastas, bet panašūs rezultatai gauti JAV, analizuojant amerikiečių normatyvinės imties tyrimų rezultatus. Be to, tikrinant PFM struktūros generalizacijos galimybes dar vienoje kultūroje, hipotetinė penkių faktorių struktūra gauta ir analizuojant lietuvių tiriamųjų rezultatus. Duomenų analizė rodo, kad 28 iš 30 subskalių turi didžiausią svorį iš anksto numatytame faktoriuje, o tai rodo gerą NEO PI-R lietuviškosios versijos struktūrinį validumą, taip pat pakankamą atitikimą teoriniam Penkių faktorių modeliui