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23-27 August, 2011<br />
THURSDAY 25 AUGUST<br />
TS15 TS15.1 Attachment theory in the Swedish ’equal<strong>it</strong>arian’ context – match or mismatch<br />
Katarina Blume*<br />
TS15.2 Children’s Memory for Removal: The Importance of Parents’ Attachment Style<br />
Annika Melinder*, Gunn Astrid Baugerud, & Gail Goodman (cancelled)<br />
TS15.3 Amae and Attachment Representations in Children<br />
Blaise Pierrehumbert*, Keumjoo Kwak, Rejean Tessier, Line Nadeau, Haya Sechiyama,<br />
Stéphanie Habersaat, Maryline Monnier, & Hélène Miyuki Turpin Murata<br />
TS15.4 Attachment and externalizing behaviors in preschool children: Intellectual capac<strong>it</strong>ies<br />
as a moderator<br />
Marie Stievenart* & Isabelle Roskam<br />
08.30 – 10.00 TRACK 5: PSYCHOPATHOLOGY AND INTERVENTIONS<br />
THEMATIC SESSION INTERVENTION AND COUNSELLING I<br />
Salong Nina<br />
Chair: Katariina Salmela-Aro<br />
TS16 TS16.1 Effectiveness of a parenting program for families at psychosocial risk.<br />
Lucía Jiménez*, Victoria Hidalgo, Susana Menéndez, José Sánchez, Bárbara Lorence, &<br />
Ángela Arenas<br />
TS16.2 The electronic diary as an intervention tool to support daily family life and parenting<br />
Anna Rönkä*, Johanna Hyväluoma, & Sanna Häkkinen<br />
TS16.3 Dads Tuning in to Kids: A pilot study of a universal parenting intervention for fathers<br />
of preschool children<br />
Katherine Wilson*, Ann Harley, & Sophie Havighurst<br />
TS16.4 Towards predicting Information and Communication Technology (ICT) use in older<br />
people: Variations in att<strong>it</strong>udes between different types of users, and the need for<br />
social participation<br />
Saskia Sabelus*, Peter K. Sm<strong>it</strong>h, John Jessel, & Jonathan Freeman<br />
08.30 – 10.00 TRACK 6: CHILDREN AND SCHOOL<br />
THEMATIC SESSION SCHOOL CONTEXT AND CHILD DEVELOPMENT III<br />
Foaje 2 Griegsalen Chair: Turid Helland<br />
TS17 TS17.1 Effects of preventive mental health programs in schools. A long<strong>it</strong>udinal quasi<br />
experimental intervention study w<strong>it</strong>h Solomons design<br />
Bror Just Andersen*<br />
TS17.2 Core developmental dimensions in the assessment-intervention of children w<strong>it</strong>h ASD<br />
Susana Castro* & Ana Isabel Pinto<br />
TS17.3 Training of self control and Self-assertion among the students w<strong>it</strong>h physical<br />
handicap<br />
Mahnaz Esteki *, Soheila Shariat, & An<strong>it</strong>a Baghdacariance<br />
TS17.4 An approach to participation of children w<strong>it</strong>h disabil<strong>it</strong>ies in inclusive preschool<br />
settings<br />
Tiago Ferreira*, Vera Coelho, & Ana Isabel Pinto<br />
TS17.5 Surviving adolescence: effects of a social and emotional learning school program on<br />
children and youth psychosocial development through a long<strong>it</strong>udinal study<br />
Raquel Palomera*, M. Angeles Melero, & Juan Amodia<br />
08.30 – 10.00 TRACK 7: PERSONALITY AND SELF DEVELOPMENT<br />
THEMATIC SESSION IDENTITY AND SELF DEVELOPMENT III<br />
Foaje 2 Peer Gynt Chair: Oddrun Samdal<br />
TS18 TS18.1 The relation between self-esteem, mental secur<strong>it</strong>y and identification in adolescents<br />
(12 to 18 years old); a case study in Iran.<br />
Hooman Namvar* & Atefeh Hosseinloo<br />
TS18.2 Relationship between self-concept, self-esteem and social suficiency of Cypriot preprmary<br />
school children.<br />
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