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PubMed2001

Does early responsive parenting have a special importance for children's development or is consistency across early childhood necessary?

The role of early versus ongoing maternal responsiveness in predicting cognitive and social development was examined in home visits for mothers, full-term children (n = 103), and medically low-risk (n = 102) and high-risk (n = 77) preterm children at 5 ages. There were 4 maternal clusters based on warm and contingent responsiveness behaviors observed early (at 6, 12, and 24 months) and late (at 3 and 4 years): high early, high late; high early, low late; low early, moderate late; and low early, low late. Children, especially preterm children, showed faster cognitive growth when mothers were consistently responsive. Social growth was similar in the consistently responsive (high-high) and the early-responsive inconsistent (high-low) clusters, but greater deceleration at 4 years among children with mothers in the inconsistent cluster refuted the notion of a unique role for early responsiveness. The importance of consistent responsiveness, defined by an affective-emotional construct, was evident even when a broader constellation of parenting behaviors was considered.

Child↗
PubMedDate not supplied

[Psychology and nutrition in the ontogenetic development in the infant-adolescence years].

The relationship between the psychic development and the nutritional condition from the fetal stage up to the teenage years is the innermost objective of this study. The importance of eating and having an adequate diet during the pregnancy period, the training of the future mother to breast feed in the first months of the baby's life and the subsequent application of the ablactación process and its relation with psychomotor development and the personality progression in the different stages of the psychological, physiological and social development of the infant-adolescent period. The results shown were obtained from various studies carried out in the Nutritional Clinical Service. They are related to the reinduction of breast feeding in children less than 4 months of age with protein energetic malnutrition, as well as other stages of the infant-juvenile obese and other chronic and genetic diseases related to the nourishment and nutrition (diabetes, fenilcetonuria, hiperamonemia, homocistinuria y fibrosis quística), in which the close relationship betweeen the Psychology, and the Nutrition stands, all through the Psychotherapeutic and educational treatments and based on the application of the clinic psychology in the prevention, promotion and treatment of the nutritional alterations and other chronic and genetic diseases related to nourishment and malnutrition. Aspects related to the psychological and social characterizations as well as the personality evolution of these patients and their relatives environment are established.

Adolescent↗
PubMed1986

The Knowledge of Child Development Inventory.

The need for an instrument that measures knowledge of child development and is comprehensible to lay populations and young adolescents has led to the development of the Knowledge of Child Development Inventory (KCDI). The KCDI is a 56-item multiple-choice test of knowledge of child development from birth to age three in the areas of emotional, cognitive, physical, and social development. Normative data were obtained on the KCDI from a sample population of 434 adolescent and adult females from varying racial backgrounds. The instrument has a reading level of 8.0 (Fry Reading Index), a minimum of technical terminology, reliability of .93 (Cronback's alpha coefficient of internal consistency), and criterion validity of .83. The KCDI would be relevant in educational settings where pre- and post-assessment of knowledge of child development is desired, i.e., high school courses in child development, prenatal classes, Head Start parent-training programs, and early childhood/special education parent-training programs. In addition, the KCDI would be relevant in clinical settings where the assessment of a person's concepts of child development are of importance i.e., adoption agencies, abuse centers, and teenage pregnancy centers.

Adolescent↗
PubMed1985

The initial social encounters of high and low social effectiveness school-aged children.

The initial social encounters of 30 pairs of unacquainted high/high, high/low, and low/low popularity status third- and fourth-grade boys and girls were observed in an analogue free-play setting. Pairwise comparisons revealed that the dyads did not differ according to pairing on the exchange of global play information. The low/low popularity dyads, as compared to the high/high and the high/low popularity dyads, exchanged significantly less personal information as indexed by both the patterns and the content of personal information exchange. Analyses revealed no differences between the high/high and high/low dyads on the patterns and content of personal information exchange. However, as compared to the high/high dyads, the high/low dyads and the low/low dyads were less likely to evidence a pattern of initial steps in their social encounters that began with greeting and introduction and that was followed by the exchange of play information. The observations of the high/high dyads were considered as a model for developing social skills training programs designed to facilitate acquaintanceship development, and the need for further research on the processes underlying peer pairing and the components of social skillfulness was discussed.

Child↗
PubMed2005

Bioecological model for guiding social support research and interventions with pregnant adolescents.

Many environmental processes influence the pregnant adolescent and each process can either unlock the potential of the adolescent or act as a barrier to goal achievement or development. Social support is a powerful force in preventing adverse maternal and infant outcomes in the pregnant adolescent, and can come from several sources in the environment. The purpose of this article is to describe the use of the bioecological model of development to frame the complex environmental processes that determine social support received by pregnant adolescents. The bioecological model also can be used to guide mental health assessment of pregnant adolescents.

Adolescent↗
PubMed2004

Effects of 2 prevention programs on high-risk behaviors among African American youth: a randomized trial.

OBJECTIVE: To test the efficacy of 2 programs designed to reduce high-risk behaviors among inner-city African American youth. DESIGN: Cluster randomized trial. SETTING: Twelve metropolitan Chicago, Ill, schools and the communities they serve, 1994 through 1998. PARTICIPANTS: Students in grades 5 through 8 and their parents and teachers. INTERVENTIONS: The social development curriculum (SDC) consisted of 16 to 21 lessons per year focusing on social competence skills necessary to manage situations in which high-risk behaviors occur. The school/community intervention (SCI) consisted of SDC and school-wide climate and parent and community components. The control group received an attention-placebo health enhancement curriculum (HEC) of equal intensity to the SDC focusing on nutrition, physical activity, and general health care. MAIN OUTCOME MEASURES: Student self-reports of violence, provocative behavior, school delinquency, substance use, and sexual behaviors (intercourse and condom use). RESULTS: For boys, the SDC and SCI significantly reduced the rate of increase in violent behavior (by 35% and 47% compared with HEC, respectively), provoking behavior (41% and 59%), school delinquency (31% and 66%), drug use (32% and 34%), and recent sexual intercourse (44% and 65%), and improved the rate of increase in condom use (95% and 165%). The SCI was significantly more effective than the SDC for a combined behavioral measure (79% improvement vs 51%). There were no significant effects for girls. CONCLUSIONS: Theoretically derived social-emotional programs that are culturally sensitive, developmentally appropriate, and offered in multiple grades can reduce multiple risk behaviors for inner-city African American boys in grades 5 through 8. The lack of effects for girls deserves further research.

Adolescent↗
PubMed2006

Response monitoring, the error-related negativity, and differences in social behavior in autism.

Children with autism not only display social impairments but also significant individual differences in social development. Understanding the source of these differences, as well as the nature of social impairments, is important for improved diagnosis and treatments for these children. Current theory and research suggests that individual differences in response monitoring, a specific function of the anterior cingulate cortex (ACC), may contribute to social-emotional and social-cognitive impairments and individual differences in autism. To examine this hypothesis, we used a modified flanker task to assess an ERP index of response monitoring, the error-related negativity (ERN), in a sample of higher function children with autism (HFA) and an IQ-matched control sample. The results revealed a significant Diagnostic group by Verbal IQ interaction on ERN amplitude indicating that the most verbally capable HFA children displayed significantly larger ERN amplitudes than did the control children. Within the HFA sample, greater ERN amplitude was also related to parent reports of fewer symptoms of social interaction impairments, fewer internalizing problems, but more externalizing problems, although these associations were reduced to nonsignificance when medication status was controlled. The latter results complement previous observations from imaging studies of a significant association between ACC activity and social symptoms and impairments in autism. The implications of these results for future research on brain-behavior relations, as well as treatment related research with children with autism are discussed.

Affect↗
PubMed2005

Proactive personality and job performance: a social capital perspective.

This study of 126 employee-supervisor dyads examined a mediated model of the relationship between proactive personality and job performance. The model, informed by the social capital perspective, suggests that proactive employees reap performance benefits by means of developing social networks that provide them the resources and latitude to pursue high-level initiatives. Structural equation modeling suggested that the relationship between proactive personality and job performance is mediated by network building and initiative taking on the part of the employee.

Achievement↗
PubMed2003

The importance of parenting during early childhood for school-age development.

This study reports on the relation of 4 patterns of responsive parenting across early childhood (birth-4 1.2 years) with children's rate of cognitive and social development through 8 years of age for a cohort of children born preterm and of very low birthweight and term. Consistent responsiveness across early childhood predicted faster rates of cognitive and social growth than did inconsistent or minimal responsiveness, particularly for preterm children. As parenting at 6 and 8 years did not alter this relation, results suggest that parenting across early childhood plays a unique role in children's development. We also examined whether mothers could be facilitated to use a set of responsive behaviors across infancy that increased children's learning. Compared to control mothers, mothers randomly assigned to receive the intervention displayed greater changes in behaviors that established a social learning context supporting infants' object exploration and vocalization of interests. This, in turn, resulted in greater changes in infants' cognitive and social skills. As in the 1st study, preterm infants appeared to benefit to a greater extent from this more responsive social learning context.

Adult↗
PubMed1971

Effects of brief separation from mother on rhesus monkeys.

To summarize, data on the course of development of mother-infant relations in rhesus monkeys have been presented; a method for teasing apart the relative roles of mother and infant in causing changes or differences in the interaction described; and the complexity of the social nexus, within which the relationship is set, stressed. When the mother is removed for a few days, the infant calls a great deal at first and then shows depressed locomotor and play activity. These symptoms may last for a month after the mother's return. Simple tests given 6 months and even 2 years later strongly suggest that the differences (between infants that have had such a separation experience and infants that have not) are persistent. Are these data relevant to the human case? The rhesus monkey has no verbal language and a much less complex social development than man. Furthermore, its social environment is quite different from that found in any human culture. Parallels between monkey and man must therefore be scrutinized carefully before being used as a basis for generalization. But the facts show that a brief separation experience produces in rhesus monkey infants symptoms that are very similar (except for the apparent absence of a "phase of detachment" on reunion) to those in human infants (25). While age of separation, within the rather narrow limits used here, was a variable of minor importance, the effects of the separation varied, as in the human case, with the length of the separation experience and the sex of the infant. Differences in the techniques of experimenters, as well as differences in the species, prevent precise comparisons of the roles of the mother-infant relationships; nevertheless, the nature of the relationship appears to be an important variable in both monkey and man. There would seem, therefore, to be strong reasons for thinking that we are dealing with comparable phenomena. If that is the case, the fact that monkeys function at a simpler conceptual level than man limits the complexity of the explanatory hypotheses necessary in the human case. In addition, the finding that such a brief separation experience, involving removal of the mother but no exposure to a strange environment, can produce effects lasting for months or years in rhesus monkeys strengthens the evidence that long-term effects may occur also in man. Finally, this analysis provides bases for attempts to predict individual differences in the effects of a period of separation on rhesus infants, and the parallels with man suggest that examination of the same variables in the human case would be worthwhile.

Animals↗
PubMedDate not supplied

Rhythms and rhymes: developing communication in very young blind and multihandicapped children.

Communicative behaviours develop in early infancy. Blind and multihandicapped infants are at risk in developing social signal behaviours that serve the purpose of signalling the attention of adults and engaging adults in shared interactions and social routines. Primary intersubjectivity or adult-infant interaction has been shown to provide the matrix in which communicative behaviours are acquired. The social routine is one form of adult-infant interaction in which mutuality and shared attention to the same event is developed. The results of this study indicate that very young blind and multihandicapped children can develop intentional and communicative behaviours in the course of social routines based on traditional nursery rhymes. Of particular interest were the youngest subjects who were 15 months-2 years and 3 months at the start of the study. These subjects demonstrated a variety of social responses to interaction with adults. Their responsiveness was expressed in the modalities that were most accessible to them. The physically handicapped children used vocalization as a primary mode of communication, while the physically active depended on physical gestures and postures.

Blindness↗
PubMed2003

[Early intervention and psycho-educational support: a review of the English language literature].

While research on early-intervention programs remains rare in France, there are numerous scientific publications in the English-language literature. This article attempts to describe the contribution of such programs in terms of children subsequent development and changes in their families. Twenty-six programs incorporating home intervention, care, social support and early-childhood education, have been conducted for more than a year within local and hospital populations selected through various scales of risk. The large majority of the programs have randomized trials. Intervention and early education applied essentially to families from deprived environment, families with premature or low-birth-weight infants, and families exhibiting psychosocial or psychiatric risks. Programs of relatively long-term and addressing to families' needs and well-being, initiated in the prenatal period, resulted in variable degrees of positive influences on children cognitive, behavioural and social development, and on parent-child relationships. The most remarkable results with the most prolonged effects concerned school attendance and school performance. Positive effects were also recorded in specific populations (adolescent mothers, mentally retarded mothers.). Nevertheless the efficacy of such programs remained limited and mainly dependent upon parents' motivation and involvement and concurrent family risk factors. Although evaluation of intervention programs regarding multiple risk factors remains difficult, qualitative analyses complementing the available statistical data appear necessary.

Child↗
PubMed1991

Cognitive-developmental systems theory in pervasive developmental disorders.

The concept of reality systems is introduced in context of cognitive-developmental systems theory. Examination of the parallels between the reality systems of normal infants and those of children with pervasive developmental disorders supports the view that the latter are stalled at an early stage of development. Evaluation of pervasively disordered children with closed-system and system-forming disorders indicates the aberrant manner in which such children orient toward and engage objects and events, a manner that precludes flexible adaptation to people or surroundings. Attention is given the role of interruption as it triggers a compensatory reaction to maintain systems and the contribution of such reactions in developing the intentional behavior so lacking in children with pervasive developmental disorders. Finally, the author discusses theory-driven strategies to correct deficits in the body schema, coping with surroundings, social development, and communication and representation.

Child↗
PubMed1986

Experiences in day care and social competence among maltreated children.

The experience of 39 preschool-age maltreated children from 13 child care facilities was examined to determine the extent to which the children's social development was related to the quality of day-care service. Maltreated children assigned by the Arkansas Department of Social Services to three different types of child care facilities were observed: specialized day-care programs, regular day-care centers and family day homes. The children scored below average in intelligence and were rated by their parents as displaying higher than normal rates of disturbed behavior. While no comparison group of non-maltreated children was included in the study, observations of the maltreated children in the child care setting revealed substantially more positive than negative social behavior. The children were reasonably effective in interacting with adult caregivers in day care. The maltreated children were also productive in most encounters with peers. Ratings of the quality of care received in day care were significantly correlated with the children's social competence in child care. Aspects of social behavior in maltreated children were related to the organization of the program, the physical facilities, traits of the caregiver, and caregiver expectations for the children.

Child Abuse↗
PubMed1977

Individual differences in self-conception: a multivariate approach.

The present study investigated the determinants of the affective and denotative semantic structures in the process of self-conception. Three-mode data of semantic differential ratings of 11 ego-related concepts on a representative set of scales were obtained from a homogeneous group of 29 male college sophomores. Results for the scale mode indicated that after Osgood's three affective components were recaptured, three other orthogonal dimensions were interpretable denotative features. The concept mode consisted of five distinctive factors representing the multidimensional nature of self concepts. Differences among four types of subjects in their interactions between meaning systems and concept factors were highlighted by the rotated core matrix. Characteristics of subject-type homogeneities were further identified by regressions of their factor coefficients on a set of variables representing personality development, social behaviors, and attitudes.

Adult↗
PubMed1995

Social initiations by autistic children to adults and other children.

Social initiations made by autistic and verbal-matched retarded children were recorded in two naturalistic situations. Frequencies of initiation to adults did not differ between groups, but the retarded children initiated much more frequently to peers. Most interactions for both groups were positive, but the autistic children engaged in more ritualized, and the retarded children more playful, initiations. The autistic children monitored the social environment more when forced into proximity with peers, whereas the retarded children initiated more in the unstructured situation. Autistic initiation to peers was unrelated to severity of autism, but was related to cognitive skills, including vocabulary and comprehension of affect, whereas retarded children's initiations were unrelated to cognitive level. Results are discussed in terms of the differences between adults and children as social stimuli, prerequisite skills for initiation to peers, and the relationship between social cognition and social behavior. It is suggested that autistic and retarded children differ in the quantity of their initiations to peers, and the quality of their initiations to adults, and that initiations to peers may be a particularly useful index of social development in autistic children. Results confirm the need of autistic children for highly structured social environments, and suggest an important role for the remediation of specific cognitive skills such as comprehension of others' affects.

Adolescent↗
PubMedDate not supplied

Protein energy malnutrition (PEM), brain and various facets of child development.

Protein energy malnutrition (PEM) is a global problem. Nearly 150 million children under 5 years in the world and 70-80 million in India suffer from PEM, nearly 20 million in the world and 4 million in India suffer from severe forms of PEM, viz., marasmus, kwashiorkor and marasmic kwashiorkor. The studies in experimental animals in the west and children in developing countries have revealed the adverse effects of PEM on the biochemistry of developing brain which leads to tissue damage and tissue contents, growth arrest, developmental differentiation, myelination, reduction of synapses, synaptic transmitters and overall development of dendritic activity. Many of these adverse effects have been described in children in clinical data, biochemical studies, reduction in brain size, histology of the spinal cord, quantitative studies and electron microscopy of sural nerve, neuro -CT scan, magnetic resonance imaging (MRI) and morphological changes in the cerebellar cells. Longer the PEM, younger the child, poorer the maternal health and literacy, more adverse are the effects of PEM on the nervous system. Just like the importance of nutrients on the developing brain, so are the adverse effects on the child development of lack of environmental stimulation, emotional support and love and affection to the child. When both the adverse factors are combined, the impact is severe. Hence prevention of PEM in pregnant and lactating mothers, breast feeding, adequate home based supplements, family support and love will improve the physical growth, mental development, social competence and academic performance of the child. Hence nutritional rehabilitation, psychosocial and psychomotor development of the child should begin in infancy and continue throughout. It should be at all levels, most important being in family, school, community and various intervention programmes, local, regional and national. Moreover medical students, health personnel, all medical disciplines concerned with total health care and school teachers should learn and concentrate on the developmental stimulation and enrichment of the child.

Amino Acids↗
PubMed1999

Older men in contemporary discourses on ageing: absent bodies and invisible lives.

Contemporary discourses on ageing are essentially 'feminized', and as such report little on the experiences of older men. Living into late old age has become, and will continue to be, a normal phenomenon in our social worlds for both men and women. As a disadvantaged group, older women have attracted more attention than their older male counterparts. Yet this 'advantaged' older man may well be shackled by his gender role, and male gender socialization does impact upon men in later life. Older single men often have poorly developed social and family networks leaving them at a disadvantage. However, the masculinities of older men are conspicuously absent from most male gender studies. Rather than omitted, it is more that the dominant discourses of younger and middle-aged men are preserved. In turn, disability and disease do accompany old age yet disability has remained in the background and is, consequently, underdeveloped. This is not to say that disability represents the whole experience of health for older people, but it is clearly not an ageist fantasy. The phenomena of ageing, gender (including masculinity), and disability can be connected and consequently interpreted and understood by studying embodiment in old age.

Adaptation, Psychological↗