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Results for “Social Development”

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At least 451 records · Page 25Linked to original sources
PubMed2004

Minor neurological dysfunction, cognitive development, and somatic development at the age of 3 to 7 years after dexamethasone treatment in very-low birth-weight infants.

The objective of this study was to assess minor neurological dysfunction, cognitive development, and somatic development after dexamethasone therapy in very-low-birthweight infants. Thirty-three children after dexamethasone treatment were matched to 33 children without dexamethasone treatment. Data were assessed at the age of 3-7 years. Dexamethasone was started between the 7th and the 28th day of life over 7 days with a total dose of 2.35 mg/kg/day. Exclusion criteria were asphyxia, malformations, major surgical interventions, small for gestational age, intraventricular haemorrhage grades III and IV, periventricular leukomalacia, and severe psychomotor retardation. Each child was examined by a neuropediatrician for minor neurological dysfunctions and tested by a psychologist for cognitive development with a Kaufman Assessment Battery for Children and a Draw-a-Man Test. There were no differences in demographic data, growth, and socio-economic status between the two groups. Fine motor skills and gross motor function were significantly better in the control group (p<0.01). In the Draw-a-Man Test, the control group showed better results (p<0.001). There were no differences in development of speech, social development, and the Kaufman Assessment Battery for Children. After dexamethasone treatment, children showed a higher rate of minor neurological dysfunctions. Neurological development was affected even without neurological diagnosis. Further long-term follow-up studies will be necessary to fully evaluate the impact of dexamethasone on neurological and cognitive development.

Child↗
PubMed2003

Protection of children's rights to self-determination in research.

Federal guidelines require that informed consent be obtained from participants when they are enrolled in a research study. When conducting research with children, the guidelines utilize the term permission to describe parents' agreement to enroll their children in a study. The basic components of consent and permission are well described and identical, with the exception of the person for whom the decision to participate is being made (i.e., oneself as opposed to one's child). Beyond permission, when enrolling minor participants in research, affirmative agreement to participate in research or assent must be obtained from the child participants themselves. The concept of children's assent to research, however, is poorly defined, resulting in inconsistency in its pursuit and consequently, in its utility. The interface between cognitive development, emotional, and social development must be examined as its pertains to this special situation of decision making. For this process to meaningfully protect minors, the assent process must be clarified, decisions regarding parental veto power must be more convincingly justified, and researchers must be better educated and held accountable for the valid execution of this process. Strategies for implementing the assent process more effectively are presented.

Child↗
PubMed2003

Supervisors' behavior during new employees' socialization: scale development.

This study developed a 16-item scale to measure specifically the construct of Intended Socialization Behavior of the supervisor during new employees' socialization. Data were collected from 178 subjects representing six midwestern organizations. The organizations ranged in size from 100 to 1,001+ employees and represented multiple industries. The subjects included 74 subordinates (with less than 1 year tenure at the organizations) and 93 supervisors. Both the subordinate and the supervisor groups were predominantly male, and the subordinate group was primarily younger than the supervisor group.

Adult↗
PubMedDate not supplied

[A new therapeutic approach: the behavioral prescription of anxiolytics].

Nowadays, two major therapeutic approaches (pharmacological and behavioural) have proven their efficiency and efficacy in the treatment of anxious disorders. These two methods have been used separately, alternatively or simultaneously. The prescription of benzodiazepines is necessary, because they are efficient and fast-acting. But this is not enough and may be hazardous for a prolonged period. Behavioural methodology and therapeutics improve the assessment of anxious disorders and offer a large variety of specific techniques to the physician. The innovative and integrative behavioural prescription (BP) is pragmatic and reliable. For instance, drugs are markers for assessment of anxious behaviours, in an agenda and may be used both to support functional analysis, and as agents of therapeutic contracts. The synergic action of behavioural prescription is clear in three dimensions: BP deepens muscle relaxation and gives better self-control and self-regulation of arousal level. BP alleviates social inhibition by developing social skills. BP modifies cognitions and affective disorders, which is necessary for permanent results and drug withdrawal. Other applications of BP will be considered in the future.

Anti-Anxiety Agents↗
PubMed2006

Service-learning, personal development, and social commitment: a case study of university students in Hong Kong.

Service-learning, which combines academic study with community service, is becoming increasingly popular throughout the world. It is ideally suited to achieving both the personal and academic goals of students and the broader goals of civic responsibility and social justice. This paper describes the design of a local service-learning program the author implemented at a university in Hong Kong. Based on survey data collected from 93 university student participants in the program, it illustrates the impact of service-learning on student outcomes. Results show that the majority of the students benefitted as follows: (1) By developing personal autonomy through real world experiences, students develop a recognition of and faith in their potential. It enhances self-assurance, assumption of new responsibilities, and achievement of individual growth. (2) Students move toward becoming responsible citizens and agents of social change. By learning to care for deprived groups in the community, they are assuming meaningful roles and responding to real issues in ways that have a long-lasting impact on their own lives. Recommendations, based on the shortcomings we have witnessed and the changes we have implemented, are also made.

Achievement↗
PubMed1983

The development of social cognitive processes among juvenile delinquents and nondelinquent peers.

Using 10-11- and 14-15-year-old delinquents and nondelinquents, the present project was intended to investigate: (a) the extent of delinquent-nondelinquent differences on moral reasoning tasks; (b) whether delinquents display less knowledge about social problem solving, or social metacognition, in comparison to nondelinquents; (c) whether the deficiency by delinquents on a social problem-solving task could be lessened with clues to be more strategic; and (d) whether age differences would be observed on these tasks and whether age would interact with delinquency. Developmental differences for age, but not for delinquency, were observed in mortal judgment and prosocial moral reasoning. Under certain conditions, older nondelinquents performed better than other groups while considering some dimensions of social problem solving. Age differences were also noted on the social problem-solving task. When subjects were provided with clues as an organizing strategy on this latter task, all groups scored at levels higher than their no-clues performances. All groups except younger delinquents displayed comparable knowledge about strategies to solve social problems. The findings are discussed in terms of Flavell's processing model of social cognition.

Adolescent↗
PubMed1981

Racism, society, and disease: an exploration of the social and biological mechanisms of differential mortality.

Racial differentials in mortality provide important insight into the nature of mass disease in capitalist society. Not only are the differentials sizable in magnitude, they are consistent for multiple causes of death and appear to evolve in response to social development. The relationships among social factors and the biological and physical agents of disease can be identified through racial contrasts and a pattern of causation which applies to both the minority and majority populations described. Furthermore, the impact of exploitation as the primary disease-mediating factor under capitalist social relations can be estimated. This paper attempts to combine an analysis of bio-medical mechanisms with Marxist social theory in a comprehensive framework for the study of the social origins of racial differentials.

Black or African American↗
PubMed2001

Bringing up bashful baby. Developmental pathways to social phobia.

Shyness is a risk factor for, or an early manifestation of, more enduring problems with social anxiety. But the majority of shy children do not develop social phobia, and factors that further increase risk are poorly understood, underscoring the complexity of this relationship. Studies uniformly show that social phobia (particularly the generalized subtype) runs in families, and twin studies suggest that a moderate component of this familial tendency is genetic in origin. Understanding the genetic etiology of other neuropsychiatric disorders characterized by abnormal social interest, social communication (e.g., autism), or both may prove informative for social phobia. The contribution of unique experiences to the development of social phobia is clear from genetic studies, but studies to date have failed to elucidate what kinds of experiences might be involved. Given patient reports that socially traumatic conditioning experiences have often occurred, detailed evaluation of these kinds of experiences in monozygotic twins discordant for social phobia would be a particularly informative research strategy. Nongenetic familial factors probably have more limited effects on the development of social phobia, although the impact of parental modeling of, and acquiescence to, childhood social fears deserves to be further investigated. These factors may be particularly salient for the expression of social phobia in children whose genes render them susceptible. If so, it should be possible to design early interventions to prevent the progression from phobia proneness (e.g., designated on the basis of family history) to phobic disorder.

Adolescent↗