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Publication Metadata only Approach to speech and language delay in children from the perspective of pediatrics(Marmara University School of Medicine, 2012) Kayıran, Sinan Mahir; Şahin, Seda Atilla; Department of Psychology; Acer, Sena Cüre; Undergraduate Student; Department of Psychology; College of Social Sciences and Humanities; 223822During well-child visits, as pediatricians generally focus on physical examination, speech and language delay may be ignored. Speech and language delay is associated with genetic, emotional, neuropsychiatric or idiopathic causes. The prevelance in our country has not been established. When speech and language delay is suspected, the pediatrician should discuss this concern with the family and, if required, refer the child to a speech-language therapist. In this review, the issue is discussed from the perspective of pediatrics and what a pediatrician needs to know. (Marmara Medical Journal 2012;25:1-4) / Sağlam çocuk vizitlerinde, genellikle pediatristler fiziksel incelemeye odaklandığından, konuşma ve dil gecikmesi ihmal edilebilmektedir. Konuşma ve dil gecikmesi genetik, emosyonel, nöropsikiyatrik nedenlerle ya da idiopatik olabilir. Ülkemizdeki prevelans bilimsel çalışmalarla ortaya konulmamıştır. Konuşma ve dil gecikmesinden şüphelenildiğinde, pediatrist bu durumu aile ile tartışmalı ve gerekli gördüğünde bir konuşma terapistine yönlendirmelidir. Bu derlemede, konu pediatri perspektifinden, bir pediatristin bilmesi gerekenler yönüyle tartışılmıştır. (Marmara Üniversitesi Tıp Fakültesi Dergisi 2012;25:1-4)Publication Metadata only Breastfeeding attitudes and reported problems in a national sample of wic participants(Sage Publications Inc, 2007) Williams, Rick L.; McCann, Margaret F.; Department of Psychology; Baydar, Nazlı; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; 50769Recent reports indicate that breastfeeding rates continue to be dramatically lower among WIC participants, compared with other US mothers. The WIC Infant Feeding Practices Study was a nationally representative 1-year longitudinal study of WIC participants that obtained information about attitudes regarding infant feeding and about infant-feeding practices. Hispanic mothers were most likely to agree with statements about benefits of breastfeeding, and Black mothers were most likely to agree with statements about barriers. Concern about insufficient milk was common in all ethnic groups. Perceived benefits were associated with breastfeeding initiation (P <.05), longer breastfeeding duration (P <.01), and later formula initiation (P <.01); for barriers, the opposite pattern was found. Breastfeeding mothers who reported concern about insufficient milk breastfed for shorter durations (P <.001) and initiated formula earlier (P <.01). These results suggest possible messages that should be communicated as part of a re-energized WIC breastfeeding promotion campaign. In particular, maternal anxiety about insufficient breast milk must be addressed.Publication Metadata only Face emotion recognition differences with respect to frustration in disruptive mood dysregulation disorder (DMDD) and attention-deficit/hyperactivity disorder (ADHD)(Elsevier Science Inc, 2017) N/A; N/A; N/A; N/A; N/A; Department of Psychology; Taşkıran, Ali Sarper; Türkakın, Esin; Mutluer, Tuba; Necef, Işıl; Balcı, Fuat; Other; Master Student; Researcher; Faculty Member; Doctor; Faculty Member; Department of Psychology; School of Medicine; Graduate School of Social Sciences and Humanities; N/A; School of Medicine; School of Medicine; College of Social Sciences and Humanities; Koç University Hospital; 195168; N/A; N/A; 305311; N/A; 51269Objectives: We examined the effect of frustration in emotion recognition across children with ADHD and disruptive mood dysregulation disorder (DMDD) and healthy control (HC) subjects. Methods: Sample group consisted of 43 participants (14 DMDD + ADHD, 14 ADHD, 15 HC subjects, mean = 9.51; SD = 2.10), who completed a novel emotion recognition task with a frustration component that we developed using happy, angry, and neutral faces from the FACES database of Max Planck Institute for Human Development. The task was a two-alternative forced choice paradigm in which participants were asked to identify if a face was happy versus neutral or if a face was angry versus neutral. Frustration, in some blocks, was elicited by providing conflicting feedback and holding back deserved points after some correct answers. Results: In the frustration blocks of the emotion recognition task, there were statistically significant main effects of emotion on accuracy [ F (1,39) = 18.886, P < 0.001, η 2 = 0.326] and the type of feedback in previous trial on the response time [ F (1,39) = 11.019, P < 0.002, η 2 = 0.220], as well as a between-subjects effect of diagnosis on accuracy [ F (2,39) = 6.384, P = 0.004, η 2 = 0.247]. Post hoc analyses revealed that participants were more accurate recognizing happy faces as opposed to angry faces ( P < 0.001), slower after frustrating trials ( P = 0.002), and that participants with DMDD were less accurate than control subjects ( P = 0.017) and participants with ADHD ( P = 0.007). Linear integrated speed-accuracy scores (LISAS), interpreted as reaction time adjusted by error rate, showed a main effect of emotion [ F (1,39) = 12.389, P = 0.001, η 2 = 0.241] and feedback type in previous trial [ F (1,39) = 6.350, P = 0.016, η 2 = 0.140], but there was no between-subjects effect of diagnosis group on LISAS. The post hoc analyses revealed that the reaction time adjusted for error rates when recognizing happy faces were found to be faster as opposed to angry faces ( P = 0.001) and slower in postfrustration trials ( P = 0.016). Conclusions: Children with DMDD are less accurate overall compared with healthy control subjects and children with ADHD in the novel task that involves emotion recognition. Their impairment becomes more pronounced after frustrating trials, which emerge as a distinctive feature between participants with pure ADHD and those with ADHD/DMDD comorbidity.Publication Metadata only Orthopedic disability and socioemotional functioning(Wiley, 2009) Yağmurlu, M. Fırat; Department of Psychology; Department of Psychology; Selçuk, Bilge; Yılmaz, Müberra; Faculty Member; Undergraduate Student; Department of Psychology; College of Social Sciences and Humanities; College of Social Sciences and Humanities; 52913; N/ABackground: The major aim of the study was to examine self-concept, emotional stability, and sociability of Turkish adolescents with orthopedic disability, and the links between these domains and sport participation. Method: Participants of the study were 95 students in grades 5-12 (mean age, 15.44 +/- 2.40 years). They were recruited from two boarding schools established for youth with orthopedic disabilities. Parents of the adolescents participated in the study by completing a form to provide information about the child, his/her condition (e.g. first appearance, severity, treatment), and the household in general. Adolescents filled in self-report scales that were developed to measure self-concept, emotional stability, and sociability. Results: Hierarchical multiple regression indicated that regular engagement in sports significantly predicted self-concept of adolescents with orthopedic disability, and the predictive value of playing sport was significant even after differences in participant age, sex, and severity of the disability were taken into account. Emotional stability and sociability of adolescents with disability were predicted by sports playing but to a low degree. Conclusion: Study findings underline the importance of understanding social aspects of disability, and the positive association between playing sports and an individuals positive beliefs about oneself.Publication Metadata only Practical tools to support adolescent substance abuse prevention in primary care: a multi-site randomized controlled trial of computer-facilitated screening and provider brief advice in the medical office(Elsevier, 2018) Harris, Sion K.; Sherritt, Lon; Grubb, Laura; Samuels, Ronald; Silva, Thomas; Vernacchio, Louis; Wornham, Wendy; Knight, John Rogers; Department of Psychology; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; 222027N/APublication Metadata only The role of socioeconomic adversity and armed confict in executive function, theory of mind and empathy in children(Springer, 2021) Kara, Buket; Department of Psychology; Selçuk, Bilge; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; 52913This study investigates the role of socioeconomic adversity and armed conflict in executive function (EF), theory of mind (ToM) and empathy in a rarely studied group, children living in eastern Turkey. The data were collected from 115 children (60 girls) aged 39 to 95 months (M = 68.22, SD = 14.62). Results revealed that children's performance was low in the EF and ToM tasks, and high in the empathy task. In path analysis, controlling for age, armed conflict experience predicted lower EF (beta = - 0.15) and higher empathy (beta = 0.21), and socioeconomic adversity predicted lower ToM (beta = 0.20). These findings contribute to our knowledge on cognitive and emotional development of children who live in such disadvantaged contexts.