Social support networks among families of children with craniofacial anomalies.
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Investigated the social support available to families of children born with craniofacial anomalies and the perceived degree of satisfaction derived from these relationships. Thirty-six children (1 month to 5 years old) born with craniofacial deformities (FD) were matched by age and sex to 36 children with no significant physical or behavioral problems. The Social Support Questionnaire-Revised, the Revised Denver Developmental Screening Test, and a semistructured interview were administered. Results indicated that parents of FD children reported less available social support and were significantly less satisfied with their support. Parents of children who had more severe physical impairments and were rated as less attractive reported having less available and less satisfying social support. In particular, the social competence of the child was the most important predictor of parental social support. This result is interesting as the parents of FD children appeared to underreport the presence of behavioral-psychological problems in their children.Reciprocity
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Relations between social contingency in mother-child interaction and 2-year-olds' social competence.
This study examined relations between social contingency in mother-child interaction and low-income 2-year-olds' social competence, using a cross-sectional design (N = 47). Measures of social contingency included time spent in joint attention and dyadic turn-taking behaviors following maternal bids. Measures of child social competence included emotional self-regulation during a delay- of-gratification task and empathic responsiveness toward an experimenter feigning injury. Social contingency was related to children's use of self-regulatory strategies, but not to empathic responsiveness. Child negative emotionality and gender contributed to explanations of children's self-regulatory strategy use. More emotionally negative children spent less time using self-distraction; girls used less self-distraction and more comfort-seeking during delay than did boys. However, time spent in joint attention made an additional independent contribution over and above child factors.
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Social relationships are as important to people with autism as they are to any other member of society. However, a primary behavioral characteristic used to define the syndrome of autism is a paucity of social interaction. Such an observation about disordered behavior is really a proposition about a situation in need of remedy. A proposition is simply a statement about a problem to be solved, and the social interaction literature can be viewed as a concatenation of propositions. One of the first propositions tendered regarding autism was how to increase precursors to social interaction. The solution to that problem was to task analyze precursor behaviors and systematically structure their occurrence. Because of the success of these efforts, other previously untenable aspects of social interaction were targeted for analysis. As more and more social behaviors were proposed for analysis and studied, the notion of social skills emerged as a guiding theme. The concept of social skills itself occasioned an expansion of researchers’ propositions regarding what was relevant to social interaction. The answers to those questions have made the study of social interaction far more complex than was conceived originally. Emerging propositions in researchers’ work include questions about the nature of social competence, the development of friendships and other social relationships, and the ways in which various aggregates of behavior can assist us in understanding those broader goals. These more recent propositions are historical in context, but prescriptive in our pursuit of enriching the social participation of people with autism. If the past is any predictor of the future, social interaction research for people with autism is entering a period of fertile analysis and application.
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This study examined the effects of (a) integrating handicapped and nonhandicapped children in preschools and (b) a condition designed to promote social integration. Fifty-six children with mild and moderate handicaps were randomly assigned to four experimental conditions: integrated/social interaction, integrated/child-directed, segregated/social interaction, and segregated/child-directed. Observation revealed a higher proportion of interactive play, as well as higher language development, in the social interaction conditions; and children in the integrated/social interaction condition received significantly higher ratings of social competence. These data suggest that structuring social interaction between higher and lower performing children can result in benefits to the lower performing students.
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Past investigations of Down's syndrome (DS) have indicated that there are marked abnormalities in the craniofacial morphology. The aim of this study was to establish the craniofacial anthropometric variables which discriminate DS group from healthy population and also to observe the changes occurring with growth. Using noninvasive method of craniofacial anthropometry, craniofacial pattern profile (CFPP) analysis (from twenty-five anthropometric measurements per person) was performed in 104 DS individuals and 365 healthy controls, aged seven to fifty-seven and divided into four age ranges. Z-scores were calculated for each variable and the variations in the craniofacial region have been identified by multivariate discriminative analysis. The results showed that three variables (head length (g-op), head circumference (OFC) and outer canthal distance (ex-ex) were responsible for 85.68% variability (p < 0.001). The analysis of z-scores showed that the majority of variables were in subnormal (under -2 SD) and normal range (from -2SD to +2SD), but none of them was in the supernormal range (over the +2SD). Some craniofacial characteristics are age-related. On the basis of craniofacial anthropometric traits it was possible to separate even 91.35% of DS patients from the healthy population. It could be concluded that these findings demonstrate the usefulness of application of CFPP in defining abnormal craniofacial dimensions in DS individuals.
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Previous research on the social competence of LD children has primarily focused on social skill or social processing deficits. The present research examines two hypotheses: (1) that LD children differ not only in their social strategies but also in their goals for social interaction and (2) that differences in the social goals and strategies of LD children are developmentally related. Forty-eight second- through fifth-grade boys were shown four hypothetical social situations and were individually interviewed about their goals and strategies. Each social situation was presented in an explicit prosocial goal and a no-goal condition. Data analysis proceeded sequentially with a content analysis of the responses followed by an analysis of the interpersonal developmental level of responses. LD children were found to perform with less social competence and at lower developmental levels than nonhandicapped peers; however, social competence differences were limited to peer conflict situations. Results of the study are discussed with respect to (1) the variability of LD childreny's social competence across interactional contexts, (2) the importance of LD children's social goals as well as their social skills, and (3) the potential utility of an interpersonal developmental model for conceptualizing LD children's social competence.
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Social exchange theory has long emphasized that social interaction entails both rewards and costs. Research on the effects of social relations on psychological well-being, however, has generally ignored the negative side of social interaction. This study examined the relative impact of positive and negative social outcomes on older women's well-being. The sample consisted of 120 widowed women between the ages of 60 and 89. Multiple regression analyses revealed that negative social outcomes were more consistently and more strongly related to well-being than were positive social outcomes. This effect of negative social involvement did not appear to be due to major differences among women with high versus moderate or low levels of problematic social ties. Analyses of variance indicated that these three groups of women differed neither in important background characteristics nor in indices of social competence. The results demonstrate the importance of assessing the specific content of social relations. Implications for the design of social network interventions are discussed.
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