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Karių patiriamo streso ir jo įveikos ypatumai
No full textStress and particularly coping is one of the most widely studied topics in military psychology. That is caused by two main reasons: 1. Military operational environment can be described as extremely stressful. One of the criteria of good military preparedness is the ability to perform in the stressful situations. 2. The price of stress effects on military performance can be very high. This article investigates peculiarities of conscript’s experienced stress and coping according transactional stress model of R. S. Lazarus. Sample of 114 conscripts was participating in the main research. Two scales – „The Primary Appraisal of Military Service Scale“ and „The Conscript’s Experienced Stress Scale“ – were specially constructed for this study. The secondary appraisal of military service was measured with four items proposed by R. S. Lazarus. Coping was assessed by D. Roger „Coping Style Questionnaire“ which was modified by A. Elklit. V. Domanskaitė-Gota and D. Gailienė (Vilnius University) prepared the Lithuanian versijon of this „Coping Style Questionnaire.“ Military service performance was assessed using the evaluation of theoretical tests and general evaluation of physical test.Gathered data confirmed 6 sources of conscripts’ stress. These are: 1) performance of military tasks; 2) tiredness and lack of time; 3) leaders’ behaviour; 4) everyday routine and conflicts; 5) making great demands of conscripts; 6) difficult tasks. It appeared that the biggest stress is caused by everyday minor events (tiredness and lack of time, everyday routine and conflicts), the smallest level of stress is associated with leaders’ behaviour and making great demands of conscripts. The stress level in the beginning of military service can be used for the anticipation of the stress level in the end of military service and also of the experienced stress in military service. Primary appraisal of different military service aspects was strongly related to experienced stress (p ≤ 0.01). Experienced stress was also significantly related to emotional and avoiding coping strategies (p ≤ 0.01). The significant correlation was also obtained while analysing results of military service performance and emotional coping strategy – those conscripts, who use emotional coping strategy more frequently, are worse evaluated for military service performance (p ≤ 0.05). The experienced stress was related to military service performance – those who had experienced small stress were evaluated better for military performance comparing with those conscripts who had experienced big stress.Šiame darbe, remiantis R. S. Lazaruso streso teorija, analizuojami karių patiriamo streso ir jo įveikos ypatumai. Parengus karinės tarnybos pirminio įvertinimo ir karių patiriamo streso skales buvo ištirta 114 privalomąją karinę tarnybą atliekančių karių. Gauti rezultatai rodo, kad didžiausią stresą kariams sukelia kasdieniai įvykiai arba situacijos. Nustatytas statistiškai reikšmingas ryšys tarp visų tarnybos aspektų pirminio įvertinimo, emocinės, taip pat vengimo streso įveikos strategijos, bazinio kario kurso rezultatų ir visu tirtu tarnybos laikotarpiu patiriamo streso. Remiantis tarnybos pradžioje išgyvenamos įtampos įverčiais galima prognozuoti tiek bazinio kario kurso pabaigoje, tiek visu tirtu tarnybos laikotarpiu karių patiriamą stresą
Simbolinės kalbos naudojimo konsultuojant vaikus ir psichoterapijoje galimybės
Get PDFThe article presents a case of psychotherapeutic work with a 7-year-old girl. The origin of the symptoms, their sense and therapeutic result are analysed in order to look at the child’s world of fantasies while comparing the approaches of different psychotherapeutic schools such as dynamical, analytical, individual psychology and existential.According to the psychodynamical theory the girl’s present difficulties can be cosidered to be the reflection of unsolved problems in the previous stages of development which were caused by some urgent events of life. The essence of the problems is a confflict between Id and Superego which reveals itself by inability to tolerate one’s own agressive impulses and express them in a constructive way. Somatic disorders and the fear of death are the expression of autoagression. The symbolics of drawings can be interpreted as gradual understanding of one’s agression, accepting it and being able to control the process.As maintained by A. Adler’s individual psychology, the girl’s “perfect” lifestyle was determined by the aspiration of recognition when the aim is to raise oneself rather than cooperate. The disorders were brought about by the inadequacy between ambitions and real relations. The fear of death can be understood as the expression of the “good girl’s” unsuccessful lifestyle with its fictitious aims. The heroes’ stories in the drawings can be viewed as transition from well adapted social behaviour to social interest, from raising oneself to cooperation.On the authority of C. G. Jung’s analytical theory, the girl’s intrapsychic structure is dominated by Person’s archetipe while the Child’s and Self’s archetypes were not as strongly expressed. This disbalanse, inequivalent relation between the stuctures of consciousness and subconsciousness were the inner causes which brought about these disorders. The fear of death and somatic disorders mean experiencing impasse (one of the stages of transformation), when a person gives up his previous awareness and loses the feeling of his own self. The heroes described and the stories created are the expression of the personality’s transformation process in the course of which other relations of Self and Ego were formed which were different in quality.As claimed by the existential theory, the fear of death is related to the fear of authentic life. The less a man’s life is filled with personal purports the stronger is the fear of death. The completion of life is inevitability. One can encounter this fact at any age and it is always followed by disturbing happenings. Such experience changes the feeling of one’s own self, his inner psychological world and personal relations. This can be the basis of finding oneself which causes growing, renovation of vitality and creativity in daily routine. The girl’s therapeutic story can be treated as her search for authenticity and possibilities to create her own life and her refusal to be just a passive onlooker.Whatever school the psychotherapeutist or consultant represents, the most important thing is the quality of the contact between the child and the therapeutist. Its essence lies in understanding the other person. It is a kind of relationship which enables the child to move away from identification with his parents, to have the feeling of being really seen, having relation. It is the moment of revealing oneself, which is only possible in contact with another person, when frankness is mutual. Consequently, the child obtains a new understanding of relations which enables therapeutic changes. The effect of human relations can be understood as a new different empiric process which becomes powerful due to the genuineness of relations.Straipsnyje pristatomas psichoterapinio darbo su septynerių metų mergaite atvejis. Analizuojant šį atvejį kelių psichoterapinių mokyklų – dinaminės, analitinės, individualiosios psichologijos ir egzistencinės – požiūriu, atskleidžiamas kiekvienos jų sąlygiškumas praktiniame darbe. Taip pat diskutuojama dviem temomis – apie terapinio kontakto ypatumus, kurie galėtų turėti įtakos vaikų psichologinių sutrikimų ir simptomų mažėjimui bei pasitelkus simbolinę kalbą gautų duomenų apie vaiko išgyvenimus, jausmus ir mintis patikimumą psichologiniuose tyrimuose. Straipsnyje teigiama, jog siekimas suprasti kliento subjektyvųjį pasaulį (o ne jį interpretuoti), leidžia sukurti dialoginę – fenomenologinę atmosferą, kurioje atsiveria erdvė ir autentiškiems terapiniams pokyčiams, ir įvairių fenomenų tyrimo galimybėms
Moksleivių įvardijamos savižudiškų polinkių priežastys
No full textThis article presents nationally representative data on the prevalence of suicidal tendencies and self reported explanations of their causes.The analysis is based on the data of the survey conducted in 2002 according to the methodology of the WHO Cross-National study on Health Behaviour in School-aged Children (HBSC). The sample was expected to represent the whole country from the point of view of age, sex, nationality and the place of living. A stratified cluster sampling design was used to draw a sample of 11, 13 and 15 year old Lithuanian schoolchildren. Regarding the actual number of pupils in the lists of selected classes the response rate was approximately 96 percents. The final population of the cleaned data consisted of 5645 schoolchildren: 2887 (51.1%) boys and 2758 (48.9%) girls.The survey instrument was a standardized anonymous questionnaire. The focus question group concerning suicides was included into Lithuanian questionnaire version in order to study the suicidal ideation and behaviour in adolescents. The assessment of the prevalence of suicidal tendencies among schoolchildren was made considering answers to the question “Have you ever had any thoughts about suicide?” Reasons for suicidal thoughts or behaviour were reported in free form, replying to the question “If you have been at the edge to suicide (have had frequent thoughts, planned) or tried to commit it, give briefly the main reasons that have evoked such feelings or behaviour.”The findings demonstrated that suicidal tendencies are typical to about one third (32.5%) of eleven, thirteen and fifteen year old schoolchildren: 24.1% of respondents appointed that they sometimes have thoughts about suicide, 4.0% claimed to have frequent thoughts about it, 2.7% had thought about suicide rather seriously and making concrete plans how to commit it, 1.7% mentioned that they had tried to commit suicide. Girls tended to have suicidal inclinations almost twice more often than boys.The data received show, that schoolchildren were inclined to disclose triggers of their suicidal intentions. Various explanations of the reasons of suicidal tendencies were set forth by 42.7% of suicidal boys and girls. Discussing reasons for suicidal inducements, schoolchildren most often mentioned depressing feelings and experiences. Usually in the provided explanations there was no thorough description of situation or events; schoolchildren tried to define the way they feel in general terms, mentioning “tired” life, fatigue, loneliness, unhappiness, anger or desire of revenge. There is a great probability that beneath such expressions there could be hidden not only painful experiences caused by traumatizing events but also depression. Comparison by gender showed that girls were especially prone to refer to emotional, sensual experience, whereas boys more often gave concrete facts and events. Rather often while explaining reasons of suicidal attempts younger children named a wish to try one or other way of suicide, to experience “what a person feels when dying”, “what is life like beyond.” The carried out survey proved that such thoughts expressed by schoolchildren should warn about possible risk to a child who may be either eager to satisfy curiosity or not able to cope with emotional problems or misfortunes. These findings indicate that all signs of depressive mood and suicidal behaviour of adolescents must be taken seriously.Straipsnyje pristatomo tyrimo tikslas buvo įvertinti Lietuvos moksleivių savižudiškų polinkių paplitimą ir išanalizuoti, kokius savižudiškų minčių bei elgesio paaiškinimus pateikia vienuolikos, trylikos ir penkiolikos metų berniukai ir mergaitės. Atliktas darbas pagrįstas 2002 metų PSO koordinuojamos moksleivių sveikatos ir gyvensenos studijos (Health Behaviour in School-Aged Children – HBSC) duomenimis. Tirtą kontingentą sudarė 5645 moksleiviai: 2887 (51,1 proc.) berniukai ir 2758 (48,9 proc.) mergaitės. Tyrimo duomenimis, savižudiški polinkiai būdingi trečdaliui (32,5 proc.) apklausoje dalyvavusių moksleivių. Savižudiškų polinkių turintys moksleiviai linkę atskleisti jų priežastis: jas nurodė 42,7 proc. tiriamųjų. Aptardami savižudiškas paskatas moksleiviai dažniausiai minėjo slegiančius jausmus ir išgyvenimus. Jaunesnieji moksleiviai mintis ir bandymus save žaloti itin dažnai aiškino smalsumu ir noru išbandyti įvairius savižudybės būdus
Aš sistemos tyrimo repertuarinių gardelių metodika galimybės
No full textSelf is a topic of great interest and very widely researched problem in psychology. Nevertheless after a century of researches and discussions there is no theory and definition of the self which would agree most of scholars with. Very viable is distinction between two fundamental aspects of the self, the “I” and the “Me”, self as a subject and self as an object. I-self is the knower, the active agent responsible for constructing of the Me-self. “I” initiates and controls activity, processes information about self. “Me” represents all things known about self. “Me” came to be labeled the self-concept and has received major attention of researchers. There are many definitions of the selfconcept. Discussions about its nature, structure and influence on the functioning of a person are still continuing. One can find very little agreement in consideration of these questions. It is possible to trace out three common themes that almost all scholars recognize: knowledge about the self, evaluation of self and feelings towards self. Because of theoretical confusion there is no satisfactory method of research of self-concept. Various theoretical models of the selfconcept are in essence sets of dimensions which are invented by authors. Researches using the methods, based on these models, almost always confirm theoretical presumptions. The question arises: are these dimensions really those which exhaustively reveal true content and structure of self-concept? Some authors question the purposefulness of nomotethic investigation in this area and suggest to change the point of view to the problem from researcher’s perspective to the perspective of participants, and apply ideographic, phenomenological methods for the research of self.One of the method of the investigation of self, poorly known in Lithuania, is repertory grid technique based on G. A. Kelly’s personal construct theory.From the standpoint of personal construct theory self can be treated in three ways: 1) as an object (element) that can be evaluated by some dimensions, 2) as construct “Me – not-Me” (construct is a dimensijon used by the person for interpreting of himself and surrounding world), other objects can be evaluated as “like Me” and “not like Me”; 3) as a system of constructs – self-system, the sum of constructs related with the pole “Me” of construct “Me – not-Me”. Selfsystem is the central part of personal construct system and influences all its functioning. As every construct system self-system is just one of possible ways of interpreting of self and thus it may be not accurate and adequate. The main function of self-system is to help the person to predict his reactions to future events and to control his needs, emotions and actions.Repertory grid technique allows to reveal unique individual content, structure and evaluative aspects of the self-system and thus shows person’s view to himself from his own perspective. In order to investigate the self-system two schemes may be used. First, when various aspects of the self (Me as I am, as I would like to be, as I ought to be, etc.) are used as elements. Second, when various aspects of the self are used as constructs. In this case other people important to the person under investigation are used as elements. The content of self-system can be revealed through constructs that are related to different aspects of the self. The structure of self-system can be find out, analisying relationships of constructs. The evaluative aspect of self-system becomes clear from the relationship between real and ideal self.The aim of this paper is to demonstrate the possibilities of repertory grid technique as a method of research of the self-system by presenting three individual cases. The rating grid was used. The scheme of investigation: 1. filling in of the list of elements; 2. construct elicitation using dyads of elements; one of elements always was “Me as I am”; 3. rating of elements on each construct on 5 point scale. The result of this process – an element by construct matrix of ratings that could be analysed by various methods of mathematical statistic. Correlation analysis was performed. Intensity and relation scores were computed. The graphical representation of self-systems was presented.Three given cases represent very different content and structure of the self-system and self-evaluation of participants. Each participant used different set of constructs for self-interpretation. Three types of the structure of self-system were revealed: monolithic, integrated and diffuse. Through the correlation between real and ideal self the level of self-evaluation emerged. One common feature of participants was detected – the importance of “ought self”. Results help to understand the personal problems that participants can face with.Straipsnio tikslas yra parodyti repertuarinių gardelių technikos (RGT), kaip Aš sistemos tyrimo metodo galimybes, atlikus trijų individualių atvejų analizę. RGT, kuri yra pagrįsta G. A. Kelly’o asmenybės konstruktų teorija, leidžia suderinti nomotetinės ir ideografinės psichodiagnostikos principus, atskleisti unikalų asmenybės Aš sistemos turinį, struktūrą, savigarbos lygį. Tyrimui naudotas RGT variantas – įvertinimų gardelė. Atlikta individualių duomenų koreliacinė analizė, apskaičiuoti konstruktų intensyvumo balai ir gardelės sąryšio balas, tiriamųjų Aš sistemos pavaizduotos grafiškai. Trys pateikti atvejai atspindi skirtingą tiriamųjų Aš sistemos turinį, struktūrą ir savęs vertinimą. Savęs interpretavimui tiriamieji naudoja įvairius konstruktų rinkinius. Atsiskleidė trys skirtingos Aš sistemos struktūros – monolitinė, integruotoji ir difuzinė. Koreliacijos tarp realaus ir idealaus Aš koeficientas atskleidė tiriamųjų savigarbos lygį. Išryškėjo vienas bendras visiems tiriamiesiems bruožas – „privalomojo Aš“ reikšmingumas Aš sistemoje. Rezultatai padeda suprasti problemas, su kuriomis tiriamieji gali susidurti
Kodėl muzika gydo?
No full textA. Šidlauskaitė answers some questions.A. Šidlauskaitės atsakymai į klausimus
Lietuvos studentų socialiniai ryšiai: diagnostinis tyrimas naudojant socialinio tinklo matricą
Get PDFThe given article analyses the definition of a social network and its treatment, discusses the tradition of empirical research, schools, as well as several contemporary studies. It also reveals the functional (applied) significance of social network research and conceptions.At present the social network has been analysed on different levels: individual, group, community, etc. However, the preferred methods are the ones that mark the individual’s establishment in the social structure, as well as the formation of this structure from separate micro-ties. Consequently, the research prioritizes egocantered (personal) network that is oriented towards a separate individual, or an ‘individual – individual’ relationship.Different scientists, especially in the West, carry out numerous social network research exploiting various methodologies. According to the authors of this article, diagnostic social network research is considered to be most advanced. Subsequently, one of research objectives was to initiate the modelling of a more reliable, valid, and economical instrument that would allow an overall evaluation of a definite person or group social network.The article presents the data of the Lithuanian students’ social network empirical research. The research instrument is the social network matrix that is comprised of 35 items. The answer table was filled in by 305 young adults at different Lithuanian universities, colleges, and higher educational institutions. The matrix involves 7 social network subjects, namely, parents, siblings, spouses, friends, relatives, neighbours, schoolmates, and 5 social network functions, such as financial support, accommodation, emotional (or similar) support. Two structures of the social network were revealed in this research. These are the close medium, involving parents, spouses, siblings, and friends, and the distant medium, involving schoolmates, neighbours, and relatives. Based on the Multi-Dimensional Scaling model, as well as on the other indices, the article presents several arguments for the matrix constructional validity. The asymmetrically marked domineering of the financial support function is evident. It might be explained in the terms of specificity of the student population, or the social and economic conditions in Lithuania. Empirically defined network structure is treated as culturally specific, and is tried to be interpreted in the context of materialistic and post-materialistic value theory and modernization concept. There emerged particular hypotheses that require more detailed cross-cultural studies.After the norming base has been supplied, the method of the social network matrix could be treated as an independent diagnostic instrument in the future. For this reason the authors of this article are ready to provide all interested researchers with the informatikon necessary for norming and correct intercultural comparison.Straipsnyje pateikti Lietuvos studentų socialinio tinklo empirinio tyrimo duomenys. Tyrimo priemonė yra socialinio tinklo matrica (7X5). Tai 7 socialinio tinklo subjektai: tėvai, broliai, sutuoktiniai, draugai, giminaičiai, kaimynai, bendramoksliai ir 5 socialinio tinklo funkcijos: finansinė pagalba, pastogės suteikimas, emocinė ir kt. pagalba. Remiantis MDS modeliu ir kitais rodikliais pateikti kai kurie tinklo matricos konstrukcinio validumo argumentai. Konstatuotas asimetriškai ryškus finansinės pagalbos funkcijos vyravimas. Empiriškai nustatyta tinklo struktūra traktuojama kaip kultūriškai specifiška ir ją bandoma interpretuoti modernizacijos sąvokos ir materialių bei postmaterialių vertybių teorijos kontekste. Formuluojamos konkrečios hipotezės, reikalaujančios detalesnių tarpkultųrinių tyrimų. 
Lietuviškų sakinių sintaksinė tvarka ir jų prisiminimas
No full textBeing a case-based language, Lithuanian is very flexible with respect to word order (Klimas, 2002). For example, the sentence „The girl threw the ball“, which in English can only be expressed as presented, in Lithuanian can be stated in all possible permutations: subject-verb-object (SVO, SOV, VSO, VOS, OSV, & OVS). The goal of this study was to explore the relationship between the different syntactic arrangements and memory for sentence content and reconstruction of syntactic word order.Two hypotheses were taken into account with respect to memory for sentence content. The first may be called the word order proficiency hypothesis. Since Lithuanian shows a preference for SVO and SOV word order sentences (Ambrazas, 1994), one would expect these sentences to occur more frequently, appear less complex, and possibly involve a reduced memory load (see Clifton & Duffy, 2001; Hemforth & Konieczny, 2000). If that is the case, SVO and SOV sentences should be recalled significantly better than VSO, VOS, OSV, and OVS sentences. The second is the semantic identity hypothesis. Research has consistently shown that sentences are recalled mainuly in terms of their semantic content, whereas surface information is lost very rapidly (Brewer & Hay, 1984; Sachs, 1967). Since in Lithuanian the different word order sentences carry the same underlying semantic content, their recall should thus be the same. Regarding reconstruction of word order, subjects tend to reconstruct sentences according to prevailing forms (Brewer & Hay, 1984). Hence, the prediction was made that the non-canonical syntactic order sentences (VSO, VOS, OSV, & OVS) would tend to mirgate over to the canonical forms (SVO & SOV) during the process of recall.The participants in the study were 72 native Lithuanian speakers who had recently immigrated to the United States. They were told that they would be asked to read a list of sentences and afterwards try to remember as many of them as possible. During the course of individual testing, the participant was presented a list of 24 sentences printed on separate cards. Six of the sentences served as a permanent buffer, three at the beginning and three at the end of the list. The 18 critical sentences that stood in the middle were divided into six groups of three sentences. The respective six syntactic word orders (SVO, SOV, VSO, VOS, OSV, and OVS) were counterbalanced across the six groups of three sentences. The participants had 5 sec. to look at each card, read the sentence, and then flip over to the next sentence. After seeing the whole list, the participant was asked to recall as many of the sentences as possible by writing them down on a lined sheet of paper. Following free recall the participant was given a cued recall test. Each participant was handed an 18-page booklet with one of the critical sentence words: subject, verb, or object, printed in either the first, second, or third position with the task to write in the two missing words. Each of the three sentence words was counterbalanced across the three positions.For both free recall and cued recall, a repeated measures ANOVA of correct recall revealed no significant difference amongst the six types of presented sentences, F(5, 355) < 1 for both. Hence, the results support the semantic identity hypothesis over the word order proficiency hypothesis. Additional support for the semantic identity hypothesis came from the results of cued recall by word type. Apparently, subject, verb, and object were equally effective in facilitating recall of the remaining sentence, F(2, 142) = 1,22, p > .05. However, as to the kind of syntactic word order used in recalling the sentences, the difference amongst the six sentence orders was highly significant, F(5, 355) = 20.51, p < .001. Specifically, the two subjectbefore-object syntactic forms (SVO & SOV) were used far more often than the non-canonical forms (VSO, VOS, OSV, & OVS). The results of cued recall revealed a similar pattern.In conclusion, different syntactic arrangements do not seem to affect the semantic retention of sentences. However, as they are being retrieved, the terms of the non-canonical syntactic order sentences are recast into their natural thematic relations, thus giving prominence to the subject as the agent of the underlying argument structure.Lietuvių kalboje trinariai sakiniai gali būti pasakyti įvairia žodžių tvarka (SVO, SOV, VSO, VOS, OSV ir OVS). Tačiau pirmenybė vis vien teikiama sakiniams, kur veiksnys stovi sakinio pradžioje (SVO ir SOV) (Ambrazas, 1994). Šiame tyrime buvo bandoma atsakyti į klausimą, ar skirtinga žodžių tvarka sakinyje nulemia galimybę geriau prisiminti pasakytą teiginį. Pagal vieną hipotezę, dažnai pasitaikantys SVO ir SOV sakiniai dėl savo sklandumo bus geriau prisimenami, negu rečiau pasitaikantys VSO, VOS, OSV ir OVS. Pagal kitą hipotezę, sakiniai turėtų būti įsidėmimi panašiai, nes juose slypi tapati prasmė. Šiame tyrime numatyta, kad jame dalyvaujantiems žmonėms pateikti sakiniai, kuriuose žodžiai sudėlioti neįprasta tvarka, prisimenant bus keičiami į sakinius, turinčius įprastinę struktūrą. Tyrime sutiko dalyvauti 72 neseniai į Ameriką atvykę lietuviai. Jiems buvo pateikta vis kitokia sintaksine tvarka (SVO, SOV, VSO, VOS, OSV ir OVS) 18 kritinių sakinių, į kuriuos buvo leista žiūrėti po 5 sek. Tiriamieji atliko laisvo atsiminimo ir paskui – priminto atsiminimo užduotis. Paaiškėjo, kad sakiniai buvo lygiai gerai prisiminti, nesvarbu, kokia jų sintaksinė sandara. Tačiau sakinių prisiminimo metu pastebėtas ryškus tyrimo dalyvių polinkis neįprastos sintaksinės sandaros sakiniams (VSO, VOS, OSV ir OVS) suteikti įprastą tvarką (SVO ir SOV)
Paauglių depresijos simptomų, savivertės, šeimos socialinio-ekonominio statuso ir tėvų auklėjimo stiliaus sąsajos
No full textTheories of parent child interactions suggest that parent-child transactional styles substantially influence children’s acquisition of appropriate social interaction skills, as well as impacting related adjustment outcomes. Early childhood experiences have frequently been suggested as causal factors in the development of psychopathological manifestations in adolescence. In particular, dysfunctional rearing practices appeared to be highly correlated with different types of psychopathology or psychological problems developed later in life, such as depressive symptoms and low self-esteem. Nevertheless, despite an increasing number of studies, the results were rather inconsistent and as not providing valid information on the relationships between depressive symptoms, low self-esteem, socioeconomic status and parental rearing practices among adolescents. There is still a lack of information about the role of parental rearing and socioeconomic status of the family in the development of emotional problems and self-esteem in children and adolescents.The purpose of this cross-sectional study was to investigate possible relationships between depressive symptoms, self-esteem, socioeconomic status, parental rearing, gender and age. Convenient sample of adolescents (N = 300, from 16 to 18 years) was given a test measuring self-esteem, a test measuring depressive symptoms, and a test measuring parental rearing. The Lithuanian version of RSE (Rosenberg, 1965) has been used to assess self-esteem. The depression subscale of the Lithuanian version of YSR (Achenbach, 1991) has been used to assess depressive symptoms. Parental rearing (emotional warmth, rejection, overprotection) was assessed using the Lithuanian versijon of the EMBU (Arrindell, 1999; Arrindell et al., 1994). Three measures of socioeconomic status were used: mother’s education and father’s education, family income, and family structure (one or two parents).Depressive symptoms were found to be higher for girls than for boys, whereas self-esteem was found to be higher for boys than for girls. Depressive symptoms were associated with lower self-esteem, both for boys and girls. Multivariate regressional analysis indicated that depressive symptoms are significantly predicted by self-esteem for boys and girls, by parental rejection for boys and girls, and by parental overprotection only for girls. Depressive symptoms were not significantly predicted by any of the three socioeconomic status measures. In addition, self-esteem was significantly predicted by depression for boys and girls, by parental emotional warmth for boys and girls, and by parental overprotection and by familial income only for girls. The differences between the prediction of depressive symptoms and the prediction of self-esteem, which appeared negatively correlated, suggested etiological differences. The differences between gender, and the lower percent of explained variance by regression analysis for boys than for girls, suggested gender differences in etiology of depression and in etiology of self-esteem.Straipsnyje analizuojami depresijos simptomų, savivertės, tėvų auklėjimo stiliaus, šeimos socialinio-ekonominio statuso ryšiai. Tyrime dalyvavo 16–18 metų paaugliai (N = 300). Depresijos simptomams, savivertei ir tėvų auklėjimo stiliams nustatyti buvo naudojami YSR (Achenbach, 1991), RSE (Rosenberg, 1965) bei EMBU (Arrindell, 1999) klausimynai. Šeimos socialinis-ekonominis statusas buvo nustatomas pateikus tiriamiesiems anketą. Rezultatų analizė atskleidė, kad merginos patiria daugiau depresijos simptomų ir turi menkesnę savivertę nei vaikinai ir tai su amžiumi nekinta. Paaiškėjo, kad abiejų lyčių paauglių depresijos simptomai ir savivertė yra tarpusavyje neigiamai susiję. Regresinės analizės rezultatai parodė, kad savivertė, tėvų atstūmimas tiek merginoms, tiek vaikinams reikšmingai prognozuoja depresijos simptomus. Perdėta globa prognozuoja depresijos simptomus tik merginoms. Joks šeimos socialinio-ekonominio statuso kintamasis paauglių depresijos simptomų neprognozuoja. Skirtumai tarp lyčių prognozuojant paauglių depresijos simptomus leidžia daryti prielaidą, kad egzistuoja etiologiniai merginų ir vaikinų depresijos simptomų skirtumai
Du objektų spalvos suvokimo procesai
Get PDFPerception of colour depends on the spectral composition of light that reaches retina and depends as well on various mechanisms of visual system that processes information flow. The few important mechanisms can be distinguished in colour perception: colour adaptation, colour constancy and colour contrast. If the visual field has only one coloured object, then colour perception will be determined by spectral composition of the light and colour adaptation. Whereas mechanisms of colour constancy and colour contrast switches on when in the visual field there are at least two colour objects. Von Kries (1905) have attributed colour constancy phenomenon to theory of receptoral adaptation. But this is theory is applicable to local processes happening in relatively small size of visual field. Craven and Foster (1992) shows that receptor excitation ratios remains constant during change of illumination. But again remains unexplained colour change during adaptation. So, the hypothesis is raised that two processes attribute colour perception: local colour contrast calculation and global adaptation to the background. Therefore the experiments have been carried out to establish the colour contrast and background adaptation impact on colour perception.Four subjects with normal colour vision participated in the experiments. 40 Munsell samples (value 7 and chroma 4) illuminated with one reference illuminant (standard C) and 6 test illuminants (standard A, standard S, cardinal red, cardinal green, cardinal yellow and cardinal blue) were simulated on computer monitor. The dark-adapted subjects have been shown colour samples on neutral background illuminated with one of test illuminants. The task was to match the colour stimuli appearance under reference illuminant. The sequential asymmetric matching procedure was carried out. First subject adapts to neutral background under illuminan C then test stimulus and test background appears for limited time followed by readaptation to neutral background. Then subject is asked to adjust the colour mach under illuminant C. Two different experiment paradigms have been used. In the first one the stimulus had 2° on neutral background covering 20° of visual field. In the second paradigm the stimulus size was the same but the background was covering the all visual field. The adaptation and presentation timings were 1, 5, 30 or 60 seconds.Results under the first experiment paradigm show partial colour constancy for all subjects and for all test illuminants under various adaptation times. Despite quite a long adaptation time of 30 seconds subjects was unable to achieve full colour constancy. Colour constancy improves under second experiment paradigm. 60-second adaptation time is enough to achieve full colour constancy. The less adaptation time (1 or 30 second) gives partial colour constancy.The subject sees two colours (stimulus and background) during the experiment. The colour perception of stimulus and background changes during adaptation time. In the first 5 seconds of adaptation 40–60% of full adaptation level is reached (Fairchild and Reniff, 1995; Werner et al., 2000). Wesner and Shevell (1992, 1994) shown that signals from all visual field have influence on colour perception of object. The first part of our experiment shows that neutral background of 20° gives partial adaptation to background colour. Therefore, increase background illumination to full visual field gives full adaptation to background. So, subject perceives different coloured background under various illuminants as the same neutral (grey) background.We can state that two different systems have been distinguished in the process of colour perception. One system evaluates the colour difference between the stimulus and the background. Second system evaluates the colour of the background. Perceived colour difference during adaptation does not change much, but perceived colour of the background changes a lot and drifts towards neutral colour. The hypothesis of two level colour perception is supported by experimental data.
Objektų spalvų suvokimas aiškinamas dviem procesais. Atlikti bandomieji tyrimai, kuriais nustatyta kontrasto ir fono adaptacijos įtaka spalvų suvokimui. Bandyme dalyvavo keturi tiriamieji. Jų spalvinis regėjimas buvo normalus. 40 spalvotų stimulų ir 6 apšvietimai buvo generuojami vaizduoklio ekrane. Tiriamiesiems buvo rodomas spalvotas objektas pilkame fone esant įvairiems apšvietimams. Tiriamasis turėjo nustatyti, kokią objekto spalvą mato esant įvairiems adaptacijos laikams. Paaiškėjo, kad galima išskirti dvi subjektyvaus spalvos įvertinimo sistemas: viena sistema įvertina objekto ir suvokiamo fono spalvų skirtumą, o kita – fono spalvą. Suvokiamas spalvų skirtumas adaptacijos metu keičiasi nedaug, o suvokiama fono spalva artėja prie neutralios. Gauti duomenys pagrindžia dviejų lygmenų spalvų suvokimo hipotezę: sistema, įvertinanti spalvų skirtumus, yra lokali, o sistema, įvertinanti foną, – globali
Lietuviškas SDQ – standartizuotas mokyklinio amžiaus vaikų „Galių ir sunkumų klausimynas“
Get PDFStrengths and Difficulties Questionnaire (SDQ) developed by R. Goodman (1997) has been widely used in epidemiological studies throughout the world as a screening measure for mental health in children and adolescents. The SDQ comprises 25 items plus supplement on impact of the difficulties for the child and family. There are 5 subscales: Prosocial behaviour, Hyperactivity, Emotional symptoms, Conduct problems and Peers problems, the last four adding up to the Total Difficulties score. The design of the SDQ with both strength’ and difficulties’ items supposedly increases acceptability of the instrument on behalf of informants and make questionnaire especially suitable for studies of general population were the majority of children are healthy. Three SDQ versions (parent, teacher and self-report) were translated into Lithuanian language and psychometric properties of those Lithuanian SDQ versions are presented and analysed in this article. Representative sample of children aged 7–16 years (n = 2626) was randomly selected from 14 big town, 9 town and 20 country schools. 2447 parent versions, 2613 teacher versions and 1612 self-report versions were completed. SDQ self-report version was administered only to 11–16 year olds. Data analysis based on method of internal consistency, item inter- and intra-scale correlation, including exploratory and confirmatory factor analysis, comparison of data in clinical and non-clinical groups (62 children) and inter-rater correlations showed adequate psychometric properties of the Lithuanian SDQ. Cronbach’s alpha for the total difficulties score was in three informant reports 0.72–0.85, while the range in different subscales was 0.34–0.86. As raters, the teachers had the best internal consistency. The lowest level of alpha was in self-report version. Correlation analysis confirmed the postulated structure of the SDQ in all three versions, while the results of factor analysis had some exceptions to it. Lithuanian cut-off points were similar of those found in British sample. Applying Cohen’s criteria for the effect size between British and Lithuanian samples all the SDQ subscales felt in a low area except prosocial behaviour, emotional symptoms and total difficulties subscales in parents reports and prosocial subscale in self-report which felt in the moderate area. The present study gives further evidence of usefulness of the Lithuanian SDQ as screening instrument for research and clinical purposes.R. Goodmano (1997) sukurtas SDQ (Strenghts and Difficulties Questionnaire, toliau Galių ir sunkumų klausimynas) plačiai taikomas pasaulyje vaikų emocinių simptomų, elgesio problemų, hiperaktyvumo, santykių su bendraamžiais problemų ir socialumo formalizuotai atrankai, išverstas į daugelį pasaulio kalbų. Šiame tyrime pristatome lietuviškų SDQ tėvų, mokytojų ir vaikų versijų psichometrines charakteristikas, remdamiesi 2003 metais atlikto reprezentacinės 7–16 metų Lietuvos vaikų imties (n = 2626) tyrimo rezultatais. Duomenų analizė taikant vidinio suderinamumo metodą, koreliacinę ir faktorių analizę bei klinikinės ir neklinikinės grupės rezultatų palyginimą parodė pakankamą visų trijų lietuviškų versijų patikimumą ir validumą: nustatyta, kad geriausios psichometrinės charakteristikos yra mokytojų versijos, o prasčiausios – vaikų versijos. Lietuviškųjų SDQ versijų ribos įverčiai panašūs į britų. Skiriasi tik britų ir lietuvių tėvų atsakymai apie vaikų emocinius simptomus ir bendrus sunkumus bei socialų elgesį. Pastarąjį skirtumą patvirtina ir pačių vaikų atsakymai. Straipsnyje pristatomi rezultatai leidžia teigti, kad lietuviškas SDQ versijas galima naudoti psichologiniam įvertinimui mokslinio tyrimo ir formalizuotos atrankos tikslais