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PubMed1997

The effects of magnesium physiological supplementation on hyperactivity in children with attention deficit hyperactivity disorder (ADHD). Positive response to magnesium oral loading test.

Children with ADHD are 'a group at risk' as far as their further emotional and social development and educational possibilities are concerned, and the consequences of the lack of an appropriate therapy appears to be serious. Some of these children do not respond to prevailing therapy methods. It is reported that dietetic factors can play a significant role in the etiology of ADHD syndrome, and magnesium deficiency can help in revealing hyperactivity in children. The aim of our work was to assess the influence of magnesium supplementation on hyperactivity in patients with ADHD. The examination comprised 50 hyperactive children, aged 7-12 years, who fulfilled DSM IV criteria for ADHD syndrome, with recognized deficiency of magnesium in the blood (blood serum and red blood cells) and in hair using atomic absorption spectroscopy. In the period of 6 months those examined regularly took magnesium preparations in a dose of about 200 mg/day. 30 of those examined with ADHD showed coexisting disorders specific to developmental age, and 20 of them showed disruptive behaviour. The control group consisted of 25 children with ADHD and magnesium deficiency, who were treated in a standard way, without magnesium preparations. 15 members of this group showed coexisting disorders specific for developmental age, and 10 members showed disruptive behaviour. Hyperactivity was assessed with the aid of psychometric scales: the Conners Rating Scale for Parents and Teachers, Wender's Scale of Behavior and the Quotient of Development to Freedom from Distractibility. In the group of children given 6 months of magnesium supplementation, independently of other mental disorders coexisting with hyperactivity, an increase in magnesium contents in hair and a significant decrease of hyperactivity of those examined has been achieved, compared to their clinical state before supplementation and compared to the control group which had not been treated with magnesium.

Administration, Oral↗
PubMed1998

Research update: childhood-onset schizophrenia: implications of clinical and neurobiological research.

Childhood-onset schizophrenia is a rare, clinically severe form of schizophrenia, which is associated with disrupted cognitive, linguistic, and social development well before the appearance of frank psychotic symptoms. This disruption of multiple developmental domains signals the important opportunity these patients present for examining neurodevelopmental and other etiologic hypotheses of schizophrenia. The present research update reviews studies of the phenomenology and neurobiology of childhood-onset schizophrenia conducted since 1994. Findings from these studies indicate that children can be diagnosed with schizophrenia using unmodified DSM-III, -IIIR, and -IV criteria, and that the atypical neuroleptic clozapine is an effective medication for this treatment refractory group. Neuropsychologic and neurobiologic studies generally support continuity with adult-onset schizophrenia, with evidence of more severe premorbid impairment. Longitudinal studies show preliminary evidence of progressive ventricular enlargement and more prolonged deterioration in intellectual function than is seen in the adult-onset disorder. If replicated, these observations, together with the insidious onset of this disorder, would suggest that the pathologic underpinning of childhood-onset schizophrenia is not a single static lesion or event but may be a continuous or multi-event process.

Age of Onset↗
PubMed1976

Music and handicapped children.

Handicapped children may gain considerably from being introduced systematically to musical sounds. The benefit comes not only from enjoyment, but also from promoting intellectual, emotional, and social development. Some children who are severely handicapped intellectually may have great musical talent, such as perfect pitch, and if this is systematically cultivated a key can sometimes be found unlocking the barriers to the child's progress. Some examples are described.Several years' experience of working as a music therapist with children both normal and handicapped have convinced me that the use of music as an aid to learning is worth further study and research.

Autistic Disorder↗
PubMed1998

Adolescents with borderline intellectual functioning: psychopathological risk.

This paper presents a qualitative analysis of cognitive and emotional functioning in intellectually borderline adolescents (IQ ranging from 71 to 84) and the consequences for personality and social development. Psychopathological risk, particularly in terms of mood disorders, conduct disorders, and intellectual deterioration, is analyzed, with the distinction made between "excited" and "inhibited" forms. Conceptualizations intellectually borderline adolescents have of their own mental functioning are described in light of the notion of cognitive self--the ability to understand and control internal and external reality. The implications for psychotherapy and rehabilitation are discussed.

Adolescent↗
PubMed1976

World developments and trends in social security.

A survey of developments in the social security systems of more than 125 countries from 1971 to 1975 found that most programs are undergoing significant growth. This pattern is reflected primarily by the adoption of additional programs and new provisions designed to raise benefit levels, provide flexibility in retirement practices, expand coverage, and cope with demographic changes, inflationary trends, and growing costs. The new measures tend to extend the role of social security programs through providing a greater proportion of the population with more comprehensive protection and setting higher benefit rates to replace income lost because of old age, disability, sickness, work injury, unemployment, or death.

Age Factors↗
PubMed2002

Extended parental care in communal social groups.

Recent developments in social insect research have challenged the need for close kinship as a prerequisite for the evolution of stable group living. In a model communal bee species, Lasioglossum (Chilalictus) hemichalceum, previous allozyme work indicated that groups of cooperating adult females are not relatives. Yet at any given time, not all group members perform the risky task of foraging. We previously hypothesized that tolerance for non-foragers was a component of extended parental care, previously known only for kin based social systems. DNA microsatellites were used to study colony genetic structure in order to test this hypothesis. Microsatellite polymorphism was substantial (He = 0.775). Overall intracolony relatedness, mainly of immatures, was low but significant in nine, late season nests (r = 0.136 +/- 0.023), indicating that broods contain five to six unrelated sib ships. Detailed analyses of kinship between pairs of individuals revealed that most pairs were unrelated and most related pairs were siblings. Mothers are absent for 89-91% of the developing immature females, and 97% of developing males. Alternatively, 46% of adult females had neither sibs nor offspring in their nests. These findings indicate that the extended parental care model applies broadly to both kin based and nonkin based social systems in the Hymenoptera.

Age Distribution↗
PubMed2004

Variations in internet-related problems and psychosocial functioning in online sexual activities: implications for social and sexual development of young adults.

This survey of 760 university students examined differences in Internet-related problems and psychosocial functioning between four patterns of participation in online sexual information and entertainment activities. Students who did not participate in either online sexual activity were more satisfied with their offline life and more connected to friends and family. Those who engaged in both online sexual activities were more dependent on the Internet and reported lower offline functioning. Students who only sought sexual information maintained strong offline affiliations. Those who only sought entertainment did not report lower offline functioning. Respondents most deficient in offline social support did not report compensatory online support. Despite students' common participation in online sexual activities (OSA) as a venue for social and sexual development, those relying on the Internet and the affiliations it provides appear at risk of decreased social integration. The authors discussed the finding's implications for social and sexual development.

Adult↗
PubMed2004

Who is doing what to whom? Young infants' developing sense of social causality in animated displays.

In two different experiments a visual habituation/dishabituation procedure was used to test groups of 3-10-month-old infants for their ability to discriminate the role reversal of two abstract figures (discs of different colors) chasing each other on a computer screen. Results of the first experiment point to a reliable age effect. Only 8-10-month-old infants tended to dishabituate to a role reversal between chaser and chasee. A second experiment shows that in dishabituating to the role reversal, 8-10-month-olds do base this discrimination on relational information between the two discs and not merely on the contrast between their respective vitality or discrete dynamic. By the age of 8-10 months, infants demonstrate sensitivity to information specifying what one disc does to the other, at a distance. These findings point to important changes in perceptual-cognitive development and are discussed in the context of a well described key transition in social-cognitive development occurring at around 9 months of age.

Age Factors↗
PubMed2000

Social amnesia in mice lacking the oxytocin gene.

The development of social familiarity in rodents depends predominantly on olfactory cues and can critically influence reproductive success. Researchers have operationally defined this memory by a reliable decrease in olfactory investigation in repeated or prolonged encounters with a conspecific. Brain oxytocin (OT) and vasopressin (AVP) seem to modulate a range of social behaviour from parental care to mate guarding. Pharmacological studies indicate that AVP administration may enhance social memory, whereas OT administration may either inhibit or facilitate social memory depending on dose, route or paradigm. We found that male mice mutant for the oxytocin gene (Oxt-/-) failed to develop social memory, whereas wild-type (Oxt+/+) mice showed intact social memory. Measurement of both olfactory foraging and olfactory habituation tasks indicated that olfactory detection of non-social stimuli is intact in Oxt-/- mice. Spatial memory and behavioural inhibition measured in a Morris water-maze, Y-maze, or habituation of an acoustic startle also seemed intact. Treatment with OT but not AVP rescued social memory in Oxt-/- mice, and treatment with an OT antagonist produced a social amnesia-like effect in Oxt+/+ mice. Our data indicate that OT is necessary for the normal development of social memory in mice and support the hypothesis that social memory has a neural basis distinct from other forms of memory.

Amnesia, Retrograde↗
PubMed2000

Strains in experimental social psychology: a textual anaylsis of the development of experimentation in social psychology.

A textual analysis of post-World War II social psychology methodology manuals and handbook chapters on "methods" indicates that the introduction of the experimental method was enforced and gradually strengthened through the use of scientific rhetoric and the minimization of alternative research strategies. As a consequence, by the 1960s experimentation had become such an established identifying feature of psychological social psychology that the acceptability of ideas in the field came to depend largely on the ability of authors to couch them in the language of the experiment. Text writers continually shored up the defenses of scientific legitimacy and denigrated all other types of argument. We explore three sources of tension or strains evident as contradictions in these texts: (1) between a rational experimenter's carefully following prescribed, logic-generated scientific practices and the investigator's artfully or intuitively designing research; (2) between social psychologists' missionary activities of proselytizing the experiment as the primary research method and social psychologists' apologies and insecurities expressed about using experiments; and (3) between the treatment of participants as docile and submissive versus portraying them as underhanded and damaging to the outcome of the research. In addition, we briefly reexamine the strain (4) between sober scientific experimentation and a playful "fun and games" approach to experimentation (Lubek & Stam, 1995).

Historiography↗
PubMedDate not supplied

Development and application of social learning theory.

This article traces the development of social learning theory over the last 30 years, relating the developments to clinical nursing practice. Particular attention is focused on the contribution of Albert Bandura, the American psychologist, and his work on modelling.

Humans↗
PubMed1987

People in your life. Development of a social support measure for predicting psychotherapy outcome.

A scale was developed to assess psychiatric patients' perceptions of the quality and quantity of supportive relationships. The measure's psychometric properties were assessed in an initial study in which 500 subjects (divided between psychiatric patients and nonpatients) completed the 23-item scale. The results showed good subscale alpha coefficients, test-retest reliability, and face and construct validity. Differences in patients' and nonpatients' perceptions of social support were examined. The influence of demographic factors on both groups' responses to the support measure were assessed. In a second study, the support scale's concurrent and predictive validity were tested. Forty-two patients treated in brief, dynamic psychotherapy completed the scale pre- and posttreatment. Patients' perceptions of supportive relationships pretreatment were associated with pretreatment self-report ratings of symptoms and social adjustment and posttreatment changes in social adjustment. Also, posttreatment responses on the support measures were significantly more positive than were pretreatment perceptions of the quantity and quality of social support.

Adult↗
PubMed1988

The Groningen Social Disabilities Schedule: development, relationship with I.C.I.D.H., and psychometric properties.

Most of the existing instruments for the assessment of social dysfunctioning of psychiatric patients are merely lists of precoded items, leaving little or no room for posing supplementary questions. In this article a new, semi-structured questionnaire--the Groningen Social Disabilities Schedule (GSDS)--is described, in which this shortcoming is met. The development of the GSDS is based on social role theory and on the existence of a hierarchy in social disabilities, demonstrated in an earlier World Health Organization study. Compatibility was sought with the International Classification of Impairments, Disabilities and Handicaps (ICIDH), a trial-classification of the World Health Organization, to be used in research on the consequences of illness. It is concluded that the inter-rater reliability of the GSDS is good. To a large extent the hierarchy proved to hold true for this instrument. Some implications for future research and for the ICIDH are discussed.

Disability Evaluation↗
PubMed2002

[Social theory of aging in the USA: development and current status].

Social theories of aging provide the basis of all relevant practice interventions, policies, programs and research. They evolve and change over time, based upon new knowledge gleaned from additional experience and research, as well as a more enlightened understanding of populations-at-risk and the psychological and social conditions that affect the well-being of such older adults. It is important to assess theories critically in order to use them judiciously. This abstract develops social theories that have evolved in the United States since the early 20th century to the present. They are presented in three main categories: Social Theories, Psychological Theories, and a combination of the two that recognizes the interaction between people and their social environments. Attention is also given to Spirituality and Aging, and to Biological considerations, particularly in regard to Sexuality and Aging. The authors contends that most theories are worthy of consideration, and none are necessarily applicable to everyone. The authors thank Prof. of social work Adelphi University Janice Wood Wetzel for the materials and help in writing this abstract.

Aged↗
PubMed1980

Development of a social dependency scale.

Social dependence was defined in terms of three capacities identified as necessary for the performance of an adult role. The three capacities are everyday self-care competence, mobility competence, and social competence. Measurement of these concepts was facilitated through the use of 12 6-point scales (4 for each capacity). Scores were then computed for each capacity (range 4-24) and for all three capacities together (range 12-72). Operationally, social dependence was defined as the sum of the individual's scores in the three areas: everyday self-care competence, mobility competence, and social competence. The revised instrument was tested on 60 subjects with advanced diseases to determine its reliability. The reliability coefficient alpha was .90, and the standardized-item alpha was .91.

Activities of Daily Living↗
PubMed1996

Rehabilitation and social and adaptive development of young renal transplant recipients.

OBJECTIVE: To survey a group (n = 37) of children and adolescents, who had received renal transplants, along with a parent, to determine their rehabilitation status and social and adaptive development. Additionally, subjects were asked to identify factors perceived as interfering with development and rehabilitation. DESIGN: This primarily descriptive study used a comparative data analysis strategy. There was also an exploratory component to the study. SAMPLE/SETTING: Potential subjects included all children more than 5 and less than 21 years of age who had received at least one renal transplant at a large university medical center in the Midwest. Subjects' actual ages were 5 to 20 (mean = 13.1); 14 were female, 23 were male. Twenty-five had a functioning transplant at the time of the study. METHODS: Telephone interviews were conducted with the child and a parent. The Vineland Adaptive Behavior Subscales for communication, daily living skills and socialization were administered. RESULTS: The mean communication score was 86.5 (19th percentile), mean daily living skills score was 88.1 (21st percentile), and the mean socialization score was 89.0 (23rd percentile). There was no significant difference on any domain score by whether or not the child had a functional transplant at the time of the study. Factors reported by child and parent as interfering with age-appropriate activities were explored. CONCLUSIONS: Nurses working with children and adolescents who have received renal transplants have many opportunities to incorporate developmental assessments and interventions into their nursing care to help these children to lead fuller and more satisfying lives.

Activities of Daily Living↗