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PubMed1981

Saliva as a chemical cue in the development of social behavior.

Throughout development, Mongolian gerbils engage in conspicuous naso-oral investigations of their social partners' mouth areas. The behavioral contribution of saliva-related stimuli in regulating oral-directed responses was studied during several important phases of the gerbil's social life. Weanlings were preferentially attracted to their mother's saliva, subadults at puberty preferred saliva of littermates to that of nonlittermates, and sexually experienced males preferred the saliva of estrous females to that of nonestrous females. The use of saliva as a discriminative cue during various developmental periods suggests that oral chemostimuli have a perennial role in regulating social interchanges.

Animals↗
PubMed1998

Early detection of social interaction problems: development of a social interaction instrument in young children.

Children with developmental or psychiatric disorders often have problems with social interaction. This study reports on the development of the Ghuman-Folstein Screen for Social Interaction (SSI), a parent/caregiver questionnaire designed to measure the capacity for basic social interaction skills across a variety of contexts in preschool children. The SSI was administered to 51 clinically referred children with a high probability of deficits in social interaction and 60 healthy control subjects to establish reliability and validity. The children were 24 to 61 months of age, with diverse ethnic and socioeconomic backgrounds. Strong internal consistency, significant correlation for test/retest reliability, moderate correlation for interrater reliability and support for external validity of the SSI was established. The SSI scores differentiated between the clinically referred subjects and healthy control subjects and between children with pervasive developmental disorder (PDD) of the autistic type and other non-PDD developmental disorders. The SSI is a relatively simple, efficient, reliable, and valid measure for the capacity for basic social interaction skills in children 24 months to 5 years of age. The SSI has a potential to be useful in primary health care settings to identify children at risk who may need tracking and/or further evaluation and treatment services.

Child Behavior↗
PubMedDate not supplied

Extra tactile stimulation of the premature infant.

To ascertain whether touch, in the form of extra tactile stimulation, would result in more rapid physical and social development and a greater degree of social development of the premature infant, 48 minutes of extra tactile stimulation, defines as a gentle, nonrhythmic stroking of the greatest possible area of skin surface of the infant's body by the nurse's hand, was given to eight experimental group premature infants daily for a minimum of two weeks while they were confined to an isolette. Six infants formed a control group. Regain of birth weight was used to assess physical development. Scores on the applicable portions of the Gesell Development Schedule and Bayley Scales of Infant Development and plasma cortisol levels were used to measure rate and degree of social development. Data were analyzed in terms of the total group and for pairs of infants matched for gestational age, birth weight, and Apgar score. No significant difference was found between control and experimental groups in rate of physical development as measured by regain of birth weight. Analysis of the relationship between weight gain and gestational age, sex, and Apgar scores indicated that none was a substantial indicator of the rate at which infants gained weight while in the hospital. There was no significant difference in the degree of social development between experimental and control infants, but, as hypothesized, there was significant difference in rate of social development. Plasma cortisol levels as an indication of the infant's adrenocorticol development as evidenced by his ability to respond to stressful situations, and hence indirectly his social development, revealed no significant difference between the two groups.

Body Weight↗
PubMed1995

The measurement of social support in the 'European Research on Incapacitating Diseases and Social Support': the development of the Social Support Questionnaire for Transactions (SSQT).

Social support is supposed to have a beneficial effect on the health and wellbeing of people. It is a central concept in the 'EUropean Research on Incapacitating DIseases and Social Support' (EURIDISS). In general, two main distinctions concerning social support are made in the literature, providing four basic dimensions or types of social support: a social-emotional vs an instrumental type of social support, and a 'crisis' or 'problem-oriented' vs 'everyday' or 'daily' type of social support. Based on these types of social support, a series of items were formulated to measure actual supportive interactions or exchanges of resources. The items were spread over five scales. The social-emotional type of social support comprised three scales: daily emotional support; problem-oriented emotional support; and social companionship, while the instrumental type of social support consisted of two scales: the daily instrumental support and the problem-oriented instrumental support. Together, these items and scales constitute the so-called 'Social Support Questionnaire for Transactions' (SSQT). The main objective of this paper is to investigate whether one and the same instrument, i.e. the SSQT, allows for meaningful comparisons between patients with rheumatoid arthritis from different countries. More specifically, the dimensionality and invariance of the dimensions across countries of the SSQT are explored. To this end, patients from four different European countries (France, Norway, The Netherlands and Sweden) were asked to fill in the SSQT. The analysis of the data using principal component analysis (PCA) and simultaneous component analysis (SCA), did yield the intended scales, although the internal consistency of one of them, the daily instrumental support scale, is questionable.(ABSTRACT TRUNCATED AT 250 WORDS)

Arthritis, Rheumatoid↗
PubMed1983

Prevention of adolescent substance abuse through the development of personal and social competence.

The initiation of substance use typically begins during adolescence and appears to be the result of the complex interplay of social, personality, cognitive, attitudinal, behavioral, and developmental factors. Traditional smoking, alcohol, and drug education programs have attempted to increase students' knowledge of the risks associated with using these substances in the hope that this would deter use. Other programs have attempted to enrich the personal and social development of students through what has been referred to as "affective" education. Unfortunately, the inescapable conclusion to be drawn from the substance abuse prevention literature is that few of these programs have demonstrated any degree of success in terms of the actual prevention of substance use/abuse. Traditional educational approaches to substance abuse prevention appear to be inadequate because they are based on faulty assumptions and are too narrow in their focus. The "affective" education approaches, on the other hand, appear to have placed too little emphasis on the acquisition of the kind of skills that are likely to increase general personal competence and enable students to cope with the various interpersonal and intrapersonal pressures to begin using tobacco, alcohol, or drugs. From the perspective of social learning theory (Bandura 1977) and problem behavior theory (Jessor and Jessor 1977), substance use is conceptualized as a socially learned, purposive, and functional behavior which is the result of the interplay of social (environmental) and personal factors. One potentially effective approach to substance abuse prevention might involve enhancing general personal competence and teaching adolescents the kind of problem-specific skills and knowledge which will increase their ability to resist the various forms of pro-substance-use social pressure. Brief reviews of the social skills training literature and the literature related to techniques for coping with anxiety not only provide evidence for the feasibility of teaching these kinds of skills, but also provide guidelines concerning the most effective approaches to use. Similarly, several of the most successful smoking prevention programs have included components designed to increase adolescents' ability to resist the various pro-use social pressures, particularly pressure from their peers. Our own research has involved testing a broad-spectrum prevention strategy which focuses both on the enhancement of personal competence through the development of basic "life skills" and the acquisition of problem-specific skills and knowledge designed to increase adolescents' ability to resist the various forms of social pressure to engage in the use of one or more substances.(ABSTRACT TRUNCATED AT 400 WORDS)

Adaptation, Psychological↗
PubMed2003

Social stratification, development and health in Pakistan: an empirical exploration of relationships in population-based national health examination survey data.

There is a growing literature on an overall direct relationship between health and social position in developed countries. The relationship, however, is less well documented in developing countries where social hierarchies are changing more rapidly, demographic and health transitions are less advanced, and this topic has received less attention from researchers than in some developed countries. This paper presents an empirical investigation of the relationship between social stratification and social development and population health using data on over 6000 adults from the National Health Survey of Pakistan, a nationally representative health examination survey of people in that country. We analyze four indicators of poor nutrition in adults from this data set. The findings reveal complex relationships among social development, social stratification and the consequences for the health of the people of Pakistan. Underweight is related to economic status, anemia to education and social development, and both severe dental caries and a monotonous diet are related to both development and economic status which interact with each other. These results suggest that continued conceptual refinement and the development of standardized measures of stratification and development would contribute to building cross-nationally comparable data sets addressing issues of the relationship among health and economic development and health transitions.

Adolescent↗
PubMed1991

Teachers' perceptions of factors contributing to children's social status.

Factors related to children's friendships have been empirically related to social development and social status. Identifying specific factors related to peer status is important for teachers and counselors in recognizing children at risk for behavior and emotional problems. 370 teachers' global opinions about the importance of factors associated with peer status were assessed through a statewide survey. Analysis indicated that social skills, physical attractiveness, and outgoingness were the most frequently cited factors contributing to students' social status. Implications for research and practice are discussed.

Adult↗
PubMed1991

Is the appearance of children with Down syndrome associated with their development and social functioning?

The appearance of 111 children with Down syndrome, aged six to 14 years, was rated by their class teachers as part of a larger study on factors associated with their development, social life-style and family functioning. There were no significant associations between measures of child development, communicative or independent functioning, social life, behaviour problems or with parental stress, parent-child relationships or quality of family life. Typical features of Down syndrome are not major correlates of development and social functioning, and no support could be found to justify routine cosmetic surgery aimed at ameliorating such features.

Achievement↗
PubMed2006

Development of social anxiety: social interaction predictors of implicit and explicit fear of negative evaluation.

Little is known about how to predict which individuals with known temperament vulnerabilities will go on to develop social anxiety problems. Adolescents (N = 185) were followed from age 13 to 18 to evaluate psychosocial, prospective predictors of social anxiety symptoms and fears of negative evaluation (FNE), after accounting for pre-existing social withdrawal symptoms. Results from structural equation modeling suggest that lack of perceived social acceptance predicts subsequent explicit social anxiety and FNE, whereas the emotional intensity of close peer interactions predicts subsequent implicit FNE. Results are discussed in terms of the importance of peer interaction in the development of social anxiety, and the value of measuring both implicit and explicit FNE.

Adolescent↗
PubMed2003

Can we develop a neurobiological model of human social-emotional development? Integrative thoughts on the effects of separation on parent-child interactions.

After summarizing the main points raised in articles by Kaslow et al. and Plotsk, a number of questions that derive from these authors' work are listed. Additional questions are then posed, the answers to which will likely facilitate one's ability to translate animal models of child psychopathology into human terms. After summarizing the various advantages and disadvantages to models using mice, rats, and monkeys, several examples of recent research that have attempted to meld animal models with human studies are described.

Affect↗
PubMedDate not supplied

Assessing the feeding/eating interaction as a context for the development of social competence in toddlers.

Social competence likely develops through the reciprocal nature of mother-child interactions. Interactions around food provide the young child with consistent and predictable social experiences with the mother, which may establish templates for interactive patterns with others. The Toddler Snack Scale (TSS) assesses the pattern of toddler social behaviors in relation to maternal behaviors during an eating episode. Scale reliability was examined with a sample of 126 dyads at the child's ages of 12, 24, and 36 months. Significant associations were found between TSS classifications and concurrent measures assessed with the Nursing Child Assessment Teaching Scale (NCATS), the Control-Autonomy Balance Scale (CABS), and the Adaptive Social Behavioral Inventory (ASBI). Child temperament contributed to child expressions of social competence, but not to the assignment of maternal or child interaction styles. The scale identifies salient areas for parent-child assessment and intervention throughout infancy and toddlerhood.

Adolescent↗
PubMed2004

Parent-infant synchrony and the social-emotional development of triplets.

To study the social-emotional development of triplets, 23 sets of triplets, 23 sets of twins, and 23 singleton infants (N=138) were followed from birth to 2 years. Maternal depression and social support were assessed in the postpartum period, mother-infant and father-infant interaction and the home environment were observed at 3 months, a separation-reunion episode and a maternal interview were conducted at 12 months, and infant behavior problems were evaluated at 24 months. Lower parent-infant synchrony was observed for triplets. Triplets showed less distress during maternal separation and less approach at reunion. Mothers reported lower adjustment and differentiation among siblings for triplets than for twins. Higher internalizing problems were reported for triplets, and the triplet with intrauterine growth retardation showed the poorest outcomes. Behavior problems were predicted by medical risk, maternal depression, parent-infant synchrony, infant approach, and mother adjustment. Discussion focuses on developmental risk when the exclusivity of the parent-infant relationship is compromised.

Adaptation, Psychological↗
PubMed2005

[Interpersonal relationships experienced in college life and development of social skills].

The purpose of this study is to clarify the relation between the development of social skills and students' experience in interpersonal relationships during their college life, focusing on what factors are most influential. The study was conducted based on a questionnaire regarding social skills, attitudes toward college life, clinical practice, lectures and interpersonal relationships, etc., distributed to 72 senior students from a 4-year nursing college as subjects. As a result, it was found that when students had to meet hardships regarding interpersonal relations during their college life, those who had two or more coping tools were able to develop more social skills than those who had to cope with the difficulty on their own. Moreover, students who had part-time jobs, took part in two or more extracurricular activities or overcame the difficulty of interpersonal relations during school festivals were reported to have improved their social skills. From these findings, one can speculate that the more quantity and the higher quality of interpersonal relationships students experience in their college life, the more and the higher-level social skills they can develop. It was also shown that the negative attitude toward interpersonal relationships as well as the difficulty students felt, during clinical practices worked as negative factors that might arrest the development of their social skills. It is therefore suggested that during clinical practices teachers should commit themselves positively to helping students cope with difficult situations or mend their negative attitudes toward interpersonal relations.

Adaptation, Psychological↗
PubMedDate not supplied

Early social-emotional development in blind infants.

In order to study the impact of blindness on social and emotional development during the first year of life, the level of social-emotional development was compared in blind and sighted 9- and 12-month-old infants. The five 9-month-old and the 17 12-month-old blind infants were completely blind from birth and exhibited no further serious disabilities. Social-emotional development was assessed with a scale from the Bielefeld Developmental Test for Blind Infants and Preschoolers containing three subscales on emotions, social interaction and impulse control. Compared to non-disabled infants, blind infants exhibited a more limited repertoire of facial expressions and less responsiveness. They less frequently attempted to initiate contact with their mothers (self-initiated interactions) or comply with simple requests and prohibitions than sighted infants. These differences in the social-emotional development of blind and sighted infants are traced back to the effects of blindness on the mother-child interaction. The lack of visual perception appears to impede particularly the acquisition of a dialogue concept.

Blindness↗