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Results for “Social Development”

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At least 145 records · Page 8Linked to original sources
PubMed1997

[Management of violent acts within the scope of a pedagogic concept of self and social development--or: talking with school children about violence].

In order to deal with physical aggression in schools it is necessary to develop an educational concept in which the teachers parallel to their observations of the subject orientated learn-track include the relationship- and the self-development-track (three-track-education). In this concept of classifying dialogs which follow the conflict situations have equal importance to other events during school-lessons. The dialogs take place parallel to the lessons. This method requires a flexible organisation of the lessons in which the pupils are used to work on their own. An extension of the teachers competence is necessary. The extension of competence is related to a close observation of social events and to a development of models to explain the problematic behavior of pupils. If it becomes possible for example to interpret part of the pupils' behavior as scenic acting this new point of view may lead to new solutions. The educational concept is orientated on a model of psychoanalytical explanation in which the current situation stands in the foreground. The problem which thus becomes apparent can be now be handled by reconstructing the exterior events (interactions) and by the symbolic presentation of the interior perception (annoyance, anger, rage). Thus the pupils learn to deal with their inner turbulences in the constructive manner. For the acting in the public forms of making amends are practised. Physical aweness and fitness is seen as an important base for self- and social processes. The work of a man within a boys' group and of a woman within a girls' group offers the possibility of sexual identity.

Adolescent↗
PubMed1993

[Social status position and social development following coronary bypass surgery].

For the individual the status passage from employment to retirement means a process of social aging. Retirement can involve old-age pensions or disability pensions. Regarding the quality of medical rehabilitation, four forms of social aging emerge: normal, accelerated, adequate and delayed aging. Empirical courses of rehabilitation are explored in a qualitative study on patients after Coronary Bypass Surgery. These courses comprise in each case a specific form of social aging as individual process. The hypothesis is verified whether different forms of aging are typical for different SES. Furthermore the question is ventured whether early retirement is a status-bound destiny or an individual strategy.

Adult↗
PubMed1976

Intellectual and social development following prolonged isolation.

A patient with severe combined immunodeficiency required protective isolation for the first year of life. He was discharged after an effective treatment program was developed and has remained well. Developmental testing at 14 and 16 months revealed near age level social and intellectual functioning. Optimal nursing care, frequent and prolonged maternal contact, and the patient's adaptive capacities permitted rapid adjustment to normal life following prolonged isolation.

Child Development↗
PubMed2002

Nutrition and brain development: social policy implications.

Undernutrition among young children is widespread in the United States and has a detrimental impact on brain development. This article explores the risks associated with undernutrition and the potential for recovery when diet and the environment improve. Three policy implications are discussed: (a) increasing access to federal food programs, (b) promoting breastfeeding, and (c) working toward reducing child poverty.

Anemia, Iron-Deficiency↗
PubMed2006

Promoting the peer-related social development of young children with mild developmental delays: effectiveness of a comprehensive intervention.

To address the unusual peer-related social competence difficulties characteristic of young children with mild developmental delays, we conducted a randomized clinical trial to evaluate the effectiveness of a comprehensive, developmentally oriented, highly individualized intervention extending over a 2-year period. Outcome measures emphasized generalization of peer interactions in unfamiliar playgroups. Results revealed modest effects of the intervention, with children who had lower cognitive levels benefiting most. Intervention effects were best conceptualized as preventative, minimizing the negative features and atypical patterns of children's social play with peers. Our discussion of future work was focused on alternative implementation models to enhance intervention intensity, inclusion of specific subgroups of children, and direct measurement of children engaging in social tasks.

Adolescent↗
PubMedDate not supplied

Correlates of social development in children with communication disorders: the concurrent predictive value of verbal short-term memory span.

Linguistic and cognitive correlates of social skill were examined in a clinically selected sample of children with communication disorders. Thirty-two children aged between 5 and 10 years were assessed using a questionnaire-based sociability scale. Specially designed measures of verbal and visuo-spatial short-term memory span were administered, as well as standardized tests of grammatical and lexical comprehension. Multiple regression analyses revealed strong prediction of social skill from STM measures but not from comprehension scores. The prediction was based on a striking negative correlation between serial word span and sociability. This word-span measure could offer a useful tool in the assessment of children with communication disorders. However, attention is drawn to the substantial number of children in the sample whose patterns of cognitive, linguistic and social skill are not clearly differentiated. It is suggested that assessment should aim to specify as clearly as possible individual patterns of strength and weakness and avoid unwarranted categorization.

Child↗