Paauglių, gyvenančių globos institucijose ir pilnose šeimose, kognityvinių strategijų ir elgesio bei emocinių problemų ypatumai
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The paper deals with theoretical aspects of the factors determining the lack of prosocial behaviour of children who live in institutions and domination of dysfunctional (non-adaptive) cognitive and behavioural strategies. The aim of this investigation was to determine peculiarities and differences of cognitive, behavioural strategies and emotional problems of orphaned and abandoned children and children living with a parent (parents). 11-17 year old teenagers living in institutions (n=215) and living with a parent (parents) (n=223) took part in the investigation. Youth Self Report (YSR 11/18; Youth Self Report, Achenbach, 1991) was used to assess behavioural and emotional problems. Strategy and Attribution Questionnaire (SAQ: Strategy and Attribution Questionnaire, Nurmi, Salmela - Aro, Haavisto, 1995) was used to evaluate cognitive and behavioural strategies of teenagers determining strategies in achievement and social contexts. The results have shown that orphaned/abandoned children could be characterized as having higher levels of depression/anxiety, social and withdrawal problems, aggressive and delinquent behavioural than children living with parents. The results have also shown that such children more often employ dysfunctional and behavioural strategies: they less often seek for social support, try to avoid social situations, feel anxious and hope for successful communication. Abandoned children also employ behavioural methods that prevent them from communication. The investigation also showed that children living with both parents more often hope for success and are not anxious about failures that can emerge while implementing the goals, they also spend more time on analyzing different decisions connected with difficulties and more often employ task-solving strategies in winning and social contexts, than functional (adaptive) strategies that are employed by orphaned/abandoned children.
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