Socioemotional selectivity theory: the role of perceived endings in human motivation

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Sample records for socioemotional selectivity theory

1. Satisfaction with social networks: an examination of socioemotional selectivity theory across cohorts.

   PubMed

   Lansford, J E; Sherman, A M; Antonucci, T C

   1998-12-01

   This study examines L. L. Carstensen's [1993, 1995] socioemotional selectivity theory within and across three cohorts spanning 4 decades. Socioemotional selectivity theory predicts that as individuals age, they narrow their social networks to devote more emotional resources to fewer relationships with close friends and family. Data from 3 cohorts of nationally representative samples were analyzed to determine whether respondents' satisfaction with the size of their social networks differed by age, cohort, or both. Results support socioemotional selectivity theory: More older adults than younger adults were satisfied with the current size of their social networks rather than wanting larger networks. These findings are consistent across all cohorts. Results are discussed with respect to social relationships across the life course.

2. Age-Related Differences in Goals: Testing Predictions from Selection, Optimization, and Compensation Theory and Socioemotional Selectivity Theory

   ERIC Educational Resources Information Center

   Penningroth, Suzanna L.; Scott, Walter D.

   2012-01-01

   Two prominent theories of lifespan development, socioemotional selectivity theory and selection, optimization, and compensation theory, make similar predictions for differences in the goal representations of younger and older adults. Our purpose was to test whether the goals of younger and older adults differed in ways predicted by these two…

3. An Attentional Application of Socioemotional Selectivity Theory in College Students

   ERIC Educational Resources Information Center

   Pruzan, Katherine; Isaacowitz, Derek M.

   2006-01-01

   Socioemotional selectivity theory posits that emotions become increasingly salient as individuals approach endings. Recent findings have linked the theory with biases in information processing in the context of aging. However, these studies all confounded advancing age and the motivational impact of endings. This study represented an attempt to…

4. Volunteerism and socioemotional selectivity in later life.

   PubMed

   Hendricks, Jon; Cutler, Stephen J

   2004-09-01

   The goal of this work was to assess the applicability of socioemotional selectivity theory to the realm of volunteerism by analyzing data drawn from the September 2002 Current Population Survey Volunteer Supplement. Total number of organizations volunteered for and total number of hours engaged in volunteer activities were utilized to obtain measures of volunteer hours per organization and volunteer hours in the main organization to determine whether a selective process could be observed. Descriptive statistics on age patterns were followed by a series of curve estimations to identify the best-fitting curves. Logistic age patterns of slowly increasing then relatively stable volunteer activity suggest that socioemotional selectivity processes are operative in the realm of voluntary activities. Socioemotional selectivity theory is applicable to voluntary activities.

5. Taking time seriously. A theory of socioemotional selectivity.

   PubMed

   Carstensen, L L; Isaacowitz, D M; Charles, S T

   1999-03-01

   Socioemotional selectivity theory claims that the perception of time plays a fundamental role in the selection and pursuit of social goals. According to the theory, social motives fall into 1 of 2 general categories--those related to the acquisition of knowledge and those related to the regulation of emotion. When time is perceived as open-ended, knowledge-related goals are prioritized. In contrast, when time is perceived as limited, emotional goals assume primacy. The inextricable association between time left in life and chronological age ensures age-related differences in social goals. Nonetheless, the authors show that the perception of time is malleable, and social goals change in both younger and older people when time constraints are imposed. The authors argue that time perception is integral to human motivation and suggest potential implications for multiple subdisciplines and research interests in social, developmental, cultural, cognitive, and clinical psychology.

6. Socioemotional selectivity theory, aging, and health: the increasingly delicate balance between regulating emotions and making tough choices.

   PubMed

   Löckenhoff, Corinna E; Carstensen, Laura L

   2004-12-01

   After providing an introductory overview of socioemotional selectivity theory, we review empirical evidence for its basic postulates and consider the implications of the predicted cognitive and behavioral changes for physical health. The main assertion of socioemotional selectivity theory is that when boundaries on time are perceived, present-oriented goals related to emotional meaning are prioritized over future-oriented goals aimed at acquiring information and expanding horizons. Such motivational changes, which are strongly correlated with chronological age, systematically influence social preferences, social network composition, emotion regulation, and cognitive processing. On the one hand, there is considerable reason to believe that such changes are good for well-being and social adjustment. On the other hand, the very same motivational changes may limit health-related information-seeking and influence attention, memory, and decision-making such that positive material is favored over negative information. Grounding our arguments in socioemotional selectivity theory, we consider possible ways to tailor contexts such that disadvantages are avoided.

7. Age-related differences in goals: testing predictions from selection, optimization, and compensation theory and socioemotional selectivity theory.

   PubMed

   Penningroth, Suzanna L; Scott, Walter D

   2012-01-01

   Two prominent theories of lifespan development, socioemotional selectivity theory and selection, optimization, and compensation theory, make similar predictions for differences in the goal representations of younger and older adults. Our purpose was to test whether the goals of younger and older adults differed in ways predicted by these two theories. Older adults and two groups of younger adults [college students and non-students] listed their current goals, which were then coded by independent raters. Observed age group differences in goals generally supported both theories. Specifically, when compared to younger adults, older adults reported more goals focused on maintenance/loss prevention, the present, emotion-focus and generativity, and social selection, and less goals focused on knowledge acquisition and the future. However, contrary to prediction, older adults also showed less goal focusing than younger adults, reporting goals from a broader set of life domains [e.g., health, property/possessions, friendship].

8. Social and emotional patterns in adulthood: support for socioemotional selectivity theory.

   PubMed

   Carstensen, L L

   1992-09-01

   This investigation explored 2 hypotheses derived from socioemotional selectivity theory: [a] Selective reductions in social interaction begin in early adulthood and [b] emotional closeness to significant others increases rather than decreases in adulthood even when rate reductions occur. Transcribed interviews with 28 women and 22 men from the Child Guidance Study, conducted over 34 years, were reviewed and rated for frequency of interaction, satisfaction with the relationship, and degree of emotional closeness in 6 types of relationships. Interaction frequency with acquaintances and close friends declined from early adulthood on. Interaction frequency with spouses and siblings increased across the same time period and emotional closeness increased throughout adulthood in relationships with relatives and close friends. Findings suggest that individuals begin narrowing their range of social partners long before old age.

9. Age and motives for volunteering: testing hypotheses derived from socioemotional selectivity theory.

   PubMed

   Okun, Morris A; Schultz, Amy

   2003-06-01

   Following a meta-analysis of the relations between age and volunteer motives [career, understanding, enhancement, protective, making friends, social, and values], the authors tested hypotheses derived from socioemotional selectivity theory regarding the effects of age on these volunteer motives. The Volunteer Functions Inventory was completed by 523 volunteers from 2 affiliates of the International Habitat for Humanity. Multiple regression analyses revealed, as predicted, that as age increases, career and understanding volunteer motivation decrease and social volunteer motivation increases. Contrary to expectations, age did not contribute to the prediction of enhancement, protective, and values volunteer motivations and the relation between age and making friends volunteer motivation was nonlinear. The results were discussed in the context of age-differential and age-similarity perspectives on volunteer motivation.

10. Motivational changes in response to blocked goals and foreshortened time: testing alternatives to socioemotional selectivity theory.

    PubMed

    Fung, Helene H; Carstensen, Laura L

    2004-03-01

    Socioemotional selectivity theory contends that when people perceive time as limited, they prioritize emotionally meaningful goals. Although empirical support for the theory has been found in several studies, 2 alternative explanations for the pattern of findings remain: [a] emotional goals are pursued by default because nonemotional goals are blocked, and [b] emotional goals are pursued in search of emotional support rather than emotional meaning. This study tested these alternatives by examining social goals in response to blocked goals and foreshortened time. Findings reveal distinct motivational patterns, as reflected in social preferences and self-reported social goals, in response to the 2 types of constraints.

11. When familiar social partners are selected in open-ended situations: further tests of the socioemotional selectivity theory.

    PubMed

    Dudley, Nikki M; Multhaup, Kristi S

    2005-01-01

    Socioemotional selectivity theory [SST; Carstensen, 1995, Current Directions in Psychological Science, 4, 151-156] predicts that novel social partners are preferred in open-ended situations, whereas familiar social partners are preferred in future-limited situations. The authors attempted to generalize past research to new familiar and novel partner options. Studies 1 [N=144; undergraduates, community-dwelling adults ages 65 to 95] and 2 [N=336 community-dwelling participants ages 11 to 89] indicated that young and older participants in a future-limited situation preferred familiar partners. However, with different social partner options than have been used in previous research, young participants in an open-ended situation also preferred a familiar partner, contrary to the predictions of SST.

12. Socio-Emotional Selectivity: A Preliminary Analysis of Perspectives of Adult Learners in the University of Botswana

    ERIC Educational Resources Information Center

    Pansiri, Nkobi Owen; Mhozya, Cynthia M.; Bulawa, Philip; Moletsane, Nelson T.

    2012-01-01

    Grounded in the theoretical framework of socio-emotional selectivity theory [SST], this study investigated how the socio-emotional, academic and economic experiences of adult learners in the Primary Education in the University of Botswana affected their academic engagement. This was motivated by the trend of gradual enrolment decline observed by…

13. Socioemotional selectivity in cancer patients.

    PubMed

    Pinquart, Martin; Silbereisen, Rainer K

    2006-06-01

    This study analyzed the contact preferences of newly diagnosed cancer patients and healthy control group participants. In line with the theory of socioemotional selectivity, patients were more likely than control participants to prefer contact with familiar social partners, but this difference was stronger in younger and middle-aged patients than in older patients. Across a 6-month interval, patients' contact preferences changed according to the perceived success of therapy. For example, if therapy was perceived to be successful, patients showed an increasing interest in contacts with unfamiliar social partners. Results indicate that contact preferences are adapted to the perception of limited versus extended future lifetime. Copyright [c] 2006 APA, all rights reserved.

14. Thinking about a Limited Future Enhances the Positivity of Younger and Older Adults’ Recall: Support for Socioemotional Selectivity Theory

    PubMed Central

    Barber, Sarah J.; Opitz, Philipp C.; Martins, Bruna; Sakaki, Michiko; Mather, Mara

    2016-01-01

    Compared with younger adults, older adults have a relative preference to attend to and remember positive over negative information. This is known as the “positivity effect,” and researchers have typically evoked socioemotional selectivity theory to explain it. According to socioemotional selectivity theory, as people get older they begin to perceive their time left in life as more limited. These reduced time horizons prompt older adults to prioritize achieving emotional gratification and thus exhibit increased positivity in attention and recall. Although this is the most commonly cited explanation of the positivity effect, there is currently a lack of clear experimental evidence demonstrating a link between time horizons and positivity. The goal of the current research was to address this issue. In two separate experiments, we asked participants to complete a writing activity, which directed them to think of time as being either limited or expansive [Experiments 1 and 2] or did not orient them to think about time in a particular manner [Experiment 2]. Participants were then shown a series of emotional pictures, which they subsequently tried to recall. Results from both studies showed that regardless of chronological age, thinking about a limited future enhanced the relative positivity of participants’ recall. Furthermore, the results of Experiment 2 showed that this effect was not driven by changes in mood. Thus, the fact that older adults’ recall is typically more positive than younger adults’ recall may index naturally shifting time horizons and goals with age. PMID:27112461

15. Thinking about a limited future enhances the positivity of younger and older adults' recall: Support for socioemotional selectivity theory.

    PubMed

    Barber, Sarah J; Opitz, Philipp C; Martins, Bruna; Sakaki, Michiko; Mather, Mara

    2016-08-01

    Compared with younger adults, older adults have a relative preference to attend to and remember positive over negative information. This is known as the "positivity effect," and researchers have typically evoked socioemotional selectivity theory to explain it. According to socioemotional selectivity theory, as people get older they begin to perceive their time left in life as more limited. These reduced time horizons prompt older adults to prioritize achieving emotional gratification and thus exhibit increased positivity in attention and recall. Although this is the most commonly cited explanation of the positivity effect, there is currently a lack of clear experimental evidence demonstrating a link between time horizons and positivity. The goal of the current research was to address this issue. In two separate experiments, we asked participants to complete a writing activity, which directed them to think of time as being either limited or expansive [Experiments 1 and 2] or did not orient them to think about time in a particular manner [Experiment 2]. Participants were then shown a series of emotional pictures, which they subsequently tried to recall. Results from both studies showed that regardless of chronological age, thinking about a limited future enhanced the relative positivity of participants' recall. Furthermore, the results of Experiment 2 showed that this effect was not driven by changes in mood. Thus, the fact that older adults' recall is typically more positive than younger adults' recall may index naturally shifting time horizons and goals with age.

16. Living With Limited Time: Socioemotional Selectivity Theory in the Context of Health Adversity

    PubMed Central

    Sullivan-Singh, Sarah J.; Stanton, Annette L.; Low, Carissa A.

    2016-01-01

    The current research was designed to test the applicability of socioemotional selectivity theory [SST; Carstensen, 2006], a life span theory that posits that perceived time remaining in life [time perspective] is a critical determinant of motivation, to individuals who face foreshortened futures [limited time perspective] due to life-limiting medical illness. In Study 1, we investigated whether life goals and biases in attention and memory for valenced emotional stimuli differed between women living with metastatic breast cancer [n = 113; theoretically living under greater limited time perspective than peers without cancer] and similarly aged women without a cancer diagnosis [n = 50; theoretically living under greater expansive time perspective than peers with cancer] in accordance with SST. As hypothesized, metastatic group goals reflected greater emphasis on limited versus expansive time perspective relative to comparison group goals. Hypotheses regarding biases in attention and memory were not supported. Study 2 followed metastatic group participants over 3 months and revealed that, consistent with hypotheses, whereas limited time perspective goals predicted decreased intrusive thoughts about cancer, expansive time perspective goals predicted decreased perceived cancer-related benefits. Together, these studies suggest that SST is a useful lens through which to view some components of motivation and psychological adjustment among individuals confronting medically foreshortened futures. PMID:25984789

17. Living with limited time: Socioemotional selectivity theory in the context of health adversity.

    PubMed

    Sullivan-Singh, Sarah J; Stanton, Annette L; Low, Carissa A

    2015-06-01

    The current research was designed to test the applicability of socioemotional selectivity theory [SST; Carstensen, 2006], a life span theory that posits that perceived time remaining in life [time perspective] is a critical determinant of motivation, to individuals who face foreshortened futures [limited time perspective] due to life-limiting medical illness. In Study 1, we investigated whether life goals and biases in attention and memory for valenced emotional stimuli differed between women living with metastatic breast cancer [n = 113; theoretically living under greater limited time perspective than peers without cancer] and similarly aged women without a cancer diagnosis [n = 50; theoretically living under greater expansive time perspective than peers with cancer] in accordance with SST. As hypothesized, metastatic group goals reflected greater emphasis on limited versus expansive time perspective relative to comparison group goals. Hypotheses regarding biases in attention and memory were not supported. Study 2 followed metastatic group participants over 3 months and revealed that, consistent with hypotheses, whereas limited time perspective goals predicted decreased intrusive thoughts about cancer, expansive time perspective goals predicted decreased perceived cancer-related benefits. Together, these studies suggest that SST is a useful lens through which to view some components of motivation and psychological adjustment among individuals confronting medically foreshortened futures. [c] 2015 APA, all rights reserved].

18. Age-Related Patterns in Social Networks among European Americans and African Americans: Implications for Socioemotional Selectivity across the Life Span.

    ERIC Educational Resources Information Center

    Fung, Helene H.; Carstensen, Laura L.; Lang, Frieder, R.

    2001-01-01

    Tests socioemotional selectivity theory among African Americans and European Americans. Older people reported as many close partners but fewer peripheral partners as their younger counterparts, thus confirming the theory. A greater percentage of close social partners in social networks related to lower levels of happiness among the young age group…

19. Task and socioemotional behaviors of physicians: a test of reciprocity and social interaction theories in analogue physician-patient encounters.

    PubMed

    Roberts, C A; Aruguete, M S

    2000-02-01

    The purpose of the present study is to assess social interaction and reciprocity theories as explanations for patient responses to a physician in a medical consultation. Social interaction theory predicts that patients mostly recognize and react to socioemotional behavior of their physicians due to a lack of understanding of physician task behaviors or a preoccupation with anxiety. Reciprocity theory predicts that patients recognize socioemotional and task behaviors of their physicians, and they respond to these behaviors in thematically similar ways. We examined these hypotheses by having subjects view one of four videotapes which varied in physician task behavior [thorough or minimum levels of explanation of etiology, symptoms, and treatment] and physician socioemotional behavior [high or low levels of concern and affection displayed verbally and non-verbally]. Results supported the general proposition of social interaction theory in that high levels of socioemotional behavior of the physician increased measures of patient self-disclosure, trust, satisfaction, and likelihood of recommending the physician. Physician task behavior had no effect on patient response to the physician, a finding inconsistent with reciprocity theory.

20. Adolescent Peer Relations and Socioemotional Development in Latin America: Translating International Theory into Local Research.

    PubMed

    Berger, Christian; Lisboa, Carolina; Cuadros, Olga; de Tezanos-Pinto, Pablo

    2016-06-01

    Peer relations constitute a main developmental context for adolescents. Peers offer an instance for identity definition and set the norms of acceptable and valued characteristics, behaviors, and attitudes, representing a societal model that allows and restrains avenues for adolescents' socioemotional development. The present article departs from these considerations to review research on adolescents' peer relations in Latin America from a socioemotional perspective. First, approaches to adolescence are discussed, with a main focus on attachment and identity theories, based on a bioecological framework. Then, a review of research in Latin America on friendships, school climate, and intergroup relations is presented. The discussion addresses the tension between theories and evidence generated in developed societies and highlights the particularities of Latin American youth, stressing the need for collecting local data. © 2016 Wiley Periodicals, Inc.

1. Cultural specificity of socioemotional selectivity: age differences in social network composition among Germans and Hong Kong Chinese.

   PubMed

   Fung, Helene H; Stoeber, Franziska S; Yeung, Dannii Yuen-lan; Lang, Frieder R

   2008-05-01

   We examined age differences in social network composition among 330 Germans and 330 Hong Kong Chinese, aged 20 to 91 years. We measured social network composition with the Social Convoy Questionnaire. In both cultures, older age was associated with the same number of close social partners and fewer peripheral social partners than was younger age. However, the patterns of age differences in specific relationships differed across cultures: Age was negatively associated with the proportion of nuclear family members among Germans but the association was positive among Hong Kong Chinese. Age was positively associated with the proportion of acquaintances among Germans but the association was negative among Hong Kong Chinese. We discuss the findings in terms of whether the socioemotional selectivity theory holds in both cultures.

2. Assessment of socioemotional processes facilitates the distinction between frontotemporal lobar degeneration and Alzheimer's disease.

   PubMed

   Narme, Pauline; Mouras, Harold; Roussel, Martine; Devendeville, Agnès; Godefroy, Olivier

   2013-01-01

   We explored the value of a battery of socioemotional tasks for differentiating between frontotemporal lobar degeneration [FTLD] and Alzheimer's disease [AD]. Patients with FTLD [n = 13] or AD [n = 13] and healthy controls [n = 26] underwent a neuropsychological assessment and the socioemotional battery [an empathy questionnaire, an emotion recognition task, and theory of mind tasks]. Socioemotional processes were markedly impaired in FTLD but relatively unaffected in mild AD. The computed Socioemotional Index discriminated more accurately between FTLD from AD than behavioral and executive assessments did. Furthermore, impairments in socioemotional processes were correlated with indifference to others.

3. Socioemotional selectivity in older adults: Evidence from the subjective experience of angry memories.

   PubMed

   Uzer, Tugba; Gulgoz, Sami

   2015-01-01

   Few studies have compared the phenomenological properties of younger and older adults' memories for emotional events. Some studies suggest that younger adults remember negative information more vividly than positive information whereas other studies suggest that positive emotion yields phenomenologically richer memories than negative emotion for both younger and older adults. One problem with previous studies is a tendency to treat emotion as a dichotomous variable. In contrast, emotional richness demands inclusion of assessments beyond just a positive and negative dimension [e.g., assessing specific emotions like anger, fear and happiness]. The present study investigated different properties of autobiographical remembering as a function of discrete emotions and age. Thirty-two younger and thirty-one older adults participated by recalling recent and remote memories associated with six emotional categories and completed the Memory Characteristics Questionnaire for each. Results demonstrated that older adults' angry memories received lower ratings on some phenomenological properties than other emotional memories whereas younger adults' angry memories did not show this same pattern. These results are discussed within the context of socioemotional selectivity theory.

4. Age-related patterns in social networks among European Americans and African Americans: implications for socioemotional selectivity across the life span.

   PubMed

   Fung, H H; Carstensen, L L; Lang, F R

   2001-01-01

   Socioemotional selectivity theory contends that as people become increasingly aware of limitations on future time, they are increasingly motivated to be more selective in their choice of social partners, favoring emotionally meaningful relationships over peripheral ones. The theory hypothesizes that because age is negatively associated with time left in life, the social networks of older people contain fewer peripheral social partners than those of their younger counterparts. This study tested the hypothesis among African Americans and European Americans, two ethnic groups whose social structural resources differ. Findings confirm the hypothesis. Across a wide age range [18 to 94 years old] and among both ethnic groups, older people report as many emotionally close social partners but fewer peripheral social partners in their networks as compared to their younger counterparts. Moreover, a greater percentage of very close social partners in social networks is related to lower levels of happiness among the young age group, but not among the older age groups. Implications of findings for adaptive social functioning across the life span are discussed.

5. Does impaired socioemotional functioning account for behavioral dysexecutive disorders? Evidence from a transnosological study.

   PubMed

   Narme, Pauline; Roussel, Martine; Mouras, Harold; Krystkowiak, Pierre; Godefroy, Olivier

   2017-01-01

   Behavioral dysexecutive disorders are highly prevalent in patients with neurological diseases but cannot be explained by cognitive dysexecutive impairments. In fact, the underlying mechanisms are poorly understood. Given that socioemotional functioning underlies appropriate behavior, socioemotional impairments may contribute to the appearance of behavioral disorders. To investigate this issue, we performed a transnosological study. Seventy-five patients suffering from various neurological diseases [Alzheimer's disease [AD], Parkinson's disease [PD], frontotemporal lobar degeneration, and stroke] were included in the study. The patients were comprehensively assessed in terms of cognitive and behavioral dysexecutive disorders and socioemotional processes [facial emotion recognition and theory of mind]. As was seen for cognitive and behavioral dysexecutive impairments, the prevalence of socioemotional impairments varied according to the diagnosis. Stepwise logistic regressions showed that [i] only cognitive executive indices predicted hypoactivity with apathy/abulia, [ii] theory of mind impairments predicted hyperactivity-distractibility-impulsivity and stereotyped/perseverative behaviors, and [iii] impaired facial emotion recognition predicted social behavior disorders. Several dysexecutive behavioral disorders are associated with an underlying impairment in socioemotional processes but not with cognitive indices of executive functioning [except for apathy]. These results strongly suggest that some dysexecutive behavioral disorders are the outward signs of an underlying impairment in socioemotional processes.

6. Measuring Integrated Socioemotional Guidance at School: Factor Structure and Reliability of the Socioemotional Guidance Questionnaire [SEG-Q]

   ERIC Educational Resources Information Center

   Jacobs, Karen; Struyf, Elke

   2013-01-01

   Socioemotional guidance of students has recently become an integral part of education, however no instrument exists to measure integrated socioemotional guidance. This study therefore examines the factor structure and reliability of the Socioemotional Guidance Questionnaire. Psychometric properties of the Socioemotional Guidance Questionnaire and…

7. Maximizing Wellness in Successful Aging and Cancer Coping: The Importance of Family Communication from a Socioemotional Selectivity Theoretical Perspective.

   PubMed

   Fisher, Carla L; Nussbaum, Jon F

   Interpersonal communication is a fundamental part of being and key to health. Interactions within family are especially critical to wellness across time. Family communication is a central means of adaptation to stress, coping, and successful aging. Still, no theoretical argument in the discipline exists that prioritizes kin communication in health. Theoretical advances can enhance interventions and policies that improve family life. This article explores socioemotional selectivity theory [SST], which highlights communication in our survival. Communication partner choice is based on one's time perspective, which affects our prioritization of goals to survive-goals sought socially. This is a first test of SST in a family communication study on women's health and aging. More than 300 women of varying ages and health status participated. Two time factors, later adulthood and late-stage breast cancer, lead women to prioritize family communication. Findings provide a theoretical basis for prioritizing family communication issues in health reform.

8. Theory of Mind, Socio-Emotional Problem-Solving, Socio-Emotional Regulation in Children with Intellectual Disability and in Typically Developing Children

   ERIC Educational Resources Information Center

   Baurain, Celine; Nader-Grosbois, Nathalie

   2013-01-01

   This study has examined the link between social information processing [SIP] and socio-emotional regulation [SER] in 45 children with intellectual disability [ID] and 45 typically developing [TD] children, matched on their developmental age. A Coding Grid of SER, focusing on Emotional Expression, Social Behaviour and Behaviours towards Social…

9. Maximizing Wellness in Successful Aging and Cancer Coping: The Importance of Family Communication from a Socioemotional Selectivity Theoretical Perspective

   PubMed Central

   Fisher, Carla L.; Nussbaum, Jon F.

   2015-01-01

   Interpersonal communication is a fundamental part of being and key to health. Interactions within family are especially critical to wellness across time. Family communication is a central means of adaptation to stress, coping, and successful aging. Still, no theoretical argument in the discipline exists that prioritizes kin communication in health. Theoretical advances can enhance interventions and policies that improve family life. This article explores socioemotional selectivity theory [SST], which highlights communication in our survival. Communication partner choice is based on one's time perspective, which affects our prioritization of goals to survive—goals sought socially. This is a first test of SST in a family communication study on women's health and aging. More than 300 women of varying ages and health status participated. Two time factors, later adulthood and late-stage breast cancer, lead women to prioritize family communication. Findings provide a theoretical basis for prioritizing family communication issues in health reform. PMID:26997920

10. Parental Debt and Children's Socioemotional Well-being.

    PubMed

    Berger, Lawrence M; Houle, Jason N

    2016-02-01

    We estimated associations between total amount of parental debt and of home mortgage, student loan, automobile, and unsecured debt with children's socioemotional well-being. We used population-based longitudinal data from the National Longitudinal Study of Youth 1979 Cohort and Children of the National Longitudinal Study of Youth 1979 Cohort. Our analytic sample consisted of 29 318 child-year observations of 9011 children and their mothers observed annually or biennially from 1986 to 2008. We used the Behavioral Problems Index to measure socioemotional well-being. We used ordinary least squares regressions to estimate between-child associations of amounts and types of parental debt with socioemotional well-being, net of a host of control variables, and regressions with child-specific fixed effects to estimate within-child associations of changes in parental debt with changes in socioemotional well-being, net of all time-constant observed and unobserved confounders. Greater total debt was associated with poorer child socioemotional well-being. However, this association varied by type of debt. Specifically, higher levels of home mortgage and education debt were associated with greater socioemotional well-being for children, whereas higher levels of and increases in unsecured debt were associated with lower levels of and declines in child socioemotional well-being. Debt that allows for investment in homes [and perhaps access to better neighborhoods and schools] and parental education is associated with greater socioemotional well-being for children, whereas unsecured debt is negatively associated with socioemotional development, which may reflect limited financial resources to invest in children and/or parental financial stress. This suggests that debt is not universally harmful for children's well-being, particularly if used to invest in a home or education. Copyright © 2016 by the American Academy of Pediatrics.

11. Behavioral and Socio-Emotional Functioning in Children with Selective Mutism: A Comparison with Anxious and Typically Developing Children across Multiple Informants

    ERIC Educational Resources Information Center

    Carbone, Diana; Schmidt, Louis A.; Cunningham, Charles C.; McHolm, Angela E.; Edison, Shannon; St. Pierre, Jeff; Boyle, Michael H.

    2010-01-01

    We examined differences among 158 children, 44 with selective mutism [SM; M = 8.2 years, SD = 3.4 years], 65 with mixed anxiety [MA; M = 8.9 years, SD = 3.2 years], and 49 community controls [M = 7.7 years, SD = 2.6 years] on primary caregiver, teacher, and child reports of behavioral and socio-emotional functioning. Children with SM were rated…

12. Instrumental and socioemotional communications in doctor-patient interactions in urban and rural clinics.

    PubMed

    Desjarlais-deKlerk, Kristen; Wallace, Jean E

    2013-07-08

    Location of practice, such as working in a rural or urban clinic, may influence how physicians communicate with their patients. This exploratory pilot study examines the communication styles used during doctor-patient interactions in urban and rural family practice settings in Western Canada. We analyzed observation and interview data from four physicians practicing in these different locations. Using a grounded theory approach, communications were categorized as either instrumental or socioemotional. Instrumental communication refers to "cure-oriented interactions" and tends to be more task-oriented focusing on the patient's health concerns and reason for the appointment. In contrast, socioemotional communication refers to more "care-oriented interactions" that may make the patient feel comfortable, relieve patient anxiety and build a trusting relationship. The physicians in small, rural towns appear to know their patients and their families on a more personal level and outside of their office, and engage in more socioemotional communications compared to those practicing in suburban clinics in a large urban centre. Knowing patients outside the clinic seems to change the nature of the doctor-patient interaction, and, in turn, the doctor-patient relationship itself. Interactions between urban doctors and their patients had a mixture of instrumental and socioemotional communications, while interactions between rural doctors and their patients tended to be highly interpersonal, often involving considerable socioemotional communication and relationship-building. Despite the different ways that doctors and patients communicate with each other in the two settings, rural and urban doctors spend approximately the same amount of time with their patients. Thus, greater use of socioemotional communication by rural doctors, which may ease patient anxiety and increase patient trust, did not appear to add extra time to the patient visit. Research suggests that socioemotional

13. Instrumental and socioemotional communications in doctor-patient interactions in urban and rural clinics

    PubMed Central

    2013-01-01

    Background Location of practice, such as working in a rural or urban clinic, may influence how physicians communicate with their patients. This exploratory pilot study examines the communication styles used during doctor-patient interactions in urban and rural family practice settings in Western Canada. Methods We analyzed observation and interview data from four physicians practicing in these different locations. Using a grounded theory approach, communications were categorized as either instrumental or socioemotional. Instrumental communication refers to “cure-oriented interactions” and tends to be more task-oriented focusing on the patient’s health concerns and reason for the appointment. In contrast, socioemotional communication refers to more “care-oriented interactions” that may make the patient feel comfortable, relieve patient anxiety and build a trusting relationship. Results The physicians in small, rural towns appear to know their patients and their families on a more personal level and outside of their office, and engage in more socioemotional communications compared to those practicing in suburban clinics in a large urban centre. Knowing patients outside the clinic seems to change the nature of the doctor-patient interaction, and, in turn, the doctor-patient relationship itself. Interactions between urban doctors and their patients had a mixture of instrumental and socioemotional communications, while interactions between rural doctors and their patients tended to be highly interpersonal, often involving considerable socioemotional communication and relationship-building. Conclusions Despite the different ways that doctors and patients communicate with each other in the two settings, rural and urban doctors spend approximately the same amount of time with their patients. Thus, greater use of socioemotional communication by rural doctors, which may ease patient anxiety and increase patient trust, did not appear to add extra time to the patient

14. The Effects of Poverty on Children's Socioemotional Development: An Ecological Systems Analysis.

    ERIC Educational Resources Information Center

    Eamon, Mary Keegan

    2001-01-01

    Bronfenbrenner's process-person-context-time model is used to examine theories that explain adverse effects of economic deprivation on children's socioemotional development. Processes of not only the family, but also those of the peer group and school, and in other levels of the ecological environment may also explain the relation between economic…

15. Cognitive and Socioemotional Caregiving in Developing Countries

    ERIC Educational Resources Information Center

    Bornstein, Marc H.; Putnick, Diane L.

    2012-01-01

    Enriching caregiving practices foster the course and outcome of child development. This study examined 2 developmentally significant domains of positive caregiving--cognitive and socioemotional--in more than 127,000 families with under-5 year children from 28 developing countries. Mothers varied widely in cognitive and socioemotional caregiving…

16. Opportunities for Socioemotional Learning in Music Classrooms

    ERIC Educational Resources Information Center

    Jacobi, Bonnie S.

    2012-01-01

    The elementary music class is an ideal setting for building socioemotional skills in children. These skills can assist children in their early music learning through brain development, and they become increasingly important as students reach higher levels of musicianship. Socioemotional learning programs are currently being used to reduce at-risk…

17. Andragogy and Motivation: An Examination of the Principles of Andragogy through Two Motivation Theories

    ERIC Educational Resources Information Center

    Houde, Joseph

    2006-01-01

    Andragogy, originally proposed by Malcolm Knowles, has been criticized as an atheoretical model. Validation of andragogy has been advocated by scholars, and this paper explores one method for that process. Current motivation theory, specifically socioemotional selectivity and self-determination theory correspond with aspects of andragogy. In…

18. Socio-Emotional Development Following Very Preterm Birth: Pathways to Psychopathology.

    PubMed

    Montagna, Anita; Nosarti, Chiara

    2016-01-01

    Very preterm birth [VPT; < 32 weeks of gestation] has been associated with an increased risk to develop cognitive and socio-emotional problems, as well as with increased vulnerability to psychiatric disorder, both with childhood and adult onset. Socio-emotional impairments that have been described in VPT individuals include diminished social competence and self-esteem, emotional dysregulation, shyness and timidity. However, the etiology of socio-emotional problems in VPT samples and their underlying mechanisms are far from understood. To date, research has focused on the investigation of both biological and environmental risk factors associated with socio-emotional problems, including structural and functional alterations in brain areas involved in processing emotions and social stimuli, perinatal stress and pain and parenting strategies. Considering the complex interplay of the aforementioned variables, the review attempts to elucidate the mechanisms underlying the association between very preterm birth, socio-emotional vulnerability and psychopathology. After a comprehensive overview of the socio-emotional impairments associated with VPT birth, three main models of socio-emotional development are presented and discussed. These focus on biological vulnerability, early life adversities and parenting, respectively. To conclude, a developmental framework is used to consider different pathways linking VPT birth to psychopathology, taking into account the interaction between medical, biological, and psychosocial factors.

19. Socio-Emotional Development Following Very Preterm Birth: Pathways to Psychopathology

    PubMed Central

    Montagna, Anita; Nosarti, Chiara

    2016-01-01

    Very preterm birth [VPT; < 32 weeks of gestation] has been associated with an increased risk to develop cognitive and socio-emotional problems, as well as with increased vulnerability to psychiatric disorder, both with childhood and adult onset. Socio-emotional impairments that have been described in VPT individuals include diminished social competence and self-esteem, emotional dysregulation, shyness and timidity. However, the etiology of socio-emotional problems in VPT samples and their underlying mechanisms are far from understood. To date, research has focused on the investigation of both biological and environmental risk factors associated with socio-emotional problems, including structural and functional alterations in brain areas involved in processing emotions and social stimuli, perinatal stress and pain and parenting strategies. Considering the complex interplay of the aforementioned variables, the review attempts to elucidate the mechanisms underlying the association between very preterm birth, socio-emotional vulnerability and psychopathology. After a comprehensive overview of the socio-emotional impairments associated with VPT birth, three main models of socio-emotional development are presented and discussed. These focus on biological vulnerability, early life adversities and parenting, respectively. To conclude, a developmental framework is used to consider different pathways linking VPT birth to psychopathology, taking into account the interaction between medical, biological, and psychosocial factors. PMID:26903895

20. Cognitive and Socioemotional Caregiving in Developing Countries

    PubMed Central

    Bornstein, Marc H.; Putnick, Diane L.

    2011-01-01

    Enriching caregiving practices foster the course and outcome of child development. We studied two developmentally significant domains of positive caregiving -- cognitive and socioemotional -- in more than 127,000 families with under-5 year children from 28 developing countries. Mothers varied widely in cognitive and socioemotional caregiving and engaged in more socioemotional than cognitive activities. More than half of mothers played with their children and took them outside, but only a third or fewer read books and told stories to their children. The GDP of countries related to caregiving after controlling for life expectancy and education. The majority of mothers report that they do not leave their under-5s alone. Policy and intervention recommendations are elaborated. PMID:22277006

1. Individual differences in socioemotional sensitivity are an index of salience network function.

   PubMed

   Toller, Gianina; Brown, Jesse; Sollberger, Marc; Shdo, Suzanne M; Bouvet, Laura; Sukhanov, Paul; Seeley, William W; Miller, Bruce L; Rankin, Katherine P

   2018-06-01

   Connectivity in intrinsically connected networks [ICNs] may predict individual differences in cognition and behavior. The drastic alterations in socioemotional awareness of patients with behavioral variant frontotemporal dementia [bvFTD] are presumed to arise from changes in one such ICN, the salience network [SN]. We examined how individual differences in SN connectivity are reflected in overt social behavior in healthy individuals and patients, both to provide neuroscientific insight into this key brain-behavior relationship, and to provide a practical tool to diagnose patients with early bvFTD. We measured SN functional connectivity and socioemotional sensitivity in 65 healthy older adults and 103 patients in the earliest stage [Clinical Dementia Rating [CDR] Scale score ≤1] of five neurodegenerative diseases [14 bvFTD, 29 Alzheimer's disease [AD], 20 progressive supranuclear palsy [PSP], 21 semantic variant primary progressive aphasia [svPPA], and 19 non-fluent variant primary progressive aphasia [nfvPPA]]. All participants underwent resting-state functional imaging and an informant described their responsiveness to subtle emotional expressions using the Revised Self-Monitoring Scale [RSMS]. Higher functional connectivity in the SN, predominantly between the right anterior insula [AI] and both "hub" cortical and "interoceptive" subcortical nodes, predicted socioemotional sensitivity among healthy individuals, showing that socioemotional sensitivity is a behavioral marker of SN function, and particularly of right AI functional connectivity. The continuity of this relationship in both healthy and neurologically affected individuals highlights the role of socioemotional sensitivity as an early diagnostic marker of SN connectivity. Clinically, this is particularly important for identification of patients in the earliest stage of bvFTD, where the SN is selectively vulnerable. Copyright © 2018 Elsevier Ltd. All rights reserved.

2. Changing Investment in Activities and Interests in Elders' Lives: Theory and Measurement

   ERIC Educational Resources Information Center

   Adams, Kathryn Betts

   2004-01-01

   Socioemotional selectivity and gerotranscendence, newer theories with roots in the disengagement theory of aging, provided the theoretical framework for a new measure of perceived change in investment in a variety of pursuits. The 30-item Change in Activity and Interest Index [CAII] was given to a sample of 327 outpatients aged 65-94. Items with…

3. How Does Maternal Employment Affect Children's Socioemotional Functioning?

   ERIC Educational Resources Information Center

   Lam, Gigi

   2015-01-01

   The maternal employment becomes an irreversible trend across the globe. The effect of maternal employment on children's socioemotional functioning is so pervasive that it warrants special attention to investigate into the issue. A trajectory of analytical framework of how maternal employment affects children's socioemotional functioning originates…

4. Socio-emotionally Significant Experience and Children’s Processing of Irrelevant Auditory Stimuli

   PubMed Central

   Schermerhorn, Alice C.; Bates, John E.; Puce, Aina; Molfese, Dennis L.

   2017-01-01

   Theory and research indicate considerable influence of socio-emotionally significant experiences on children’s functioning and adaptation. In the current study, we examined neurophysiological correlates of children’s allocation of information processing resources to socio-emotionally significant events, specifically, simulated marital interactions. We presented 9- to 11-year-old children [n = 24; 11 females] with 15 videos of interactions between two actors posing as a married couple. Task-irrelevant brief auditory probes were presented during the videos, and event-related potentials [ERPs] elicited to the auditory probes were measured. As hypothesized, exposure to higher levels of interparental conflict was associated with smaller P1, P2, and N2 ERPs to the probes. This finding is consistent with the idea that children who had been exposed to more interparental conflict attended more to the videos and diverted fewer cognitive resources to processing the probes, thereby producing smaller ERPs to the probes. In addition, smaller N2s were associated with more child behavior problems, suggesting that allocating fewer processing resources to the probes was associated with more problem behavior. Results are discussed in terms of implications of socio-emotionally significant experiences for children’s processing of interpersonal interactions. PMID:27993611

5. Adolescent Peer Relations and Socioemotional Development in Latin America: Translating International Theory into Local Research

   ERIC Educational Resources Information Center

   Berger, Christian; Lisboa, Carolina; Cuadros, Olga; de Tezanos-Pinto, Pablo

   2016-01-01

   Peer relations constitute a main developmental context for adolescents. Peers offer an instance for identity definition and set the norms of acceptable and valued characteristics, behaviors, and attitudes, representing a societal model that allows and restrains avenues for adolescents' socioemotional development. The present article departs from…

6. Social reasoning skills in adults with Down syndrome: the role of language, executive functions and socio-emotional behaviour.

   PubMed

   Hippolyte, L; Iglesias, K; Van der Linden, M; Barisnikov, K

   2010-08-01

   Although the prevalence of mental illness and behaviour problems is lower in adults with Down syndrome [DS] than in other populations with intellectual disabilities, they do present emotional and relational problems, as well as social integration difficulties. However, studies reporting on specific competences known to be central in developing appropriate social relationships [e.g. social reasoning, emotion processing, theory of mind] remain rare in the adult DS population and the mechanisms underlying these people's emotional and relational difficulties are unclear. The present study investigated the ability to understand the appropriateness of others' social behaviour in 34 adults with DS, using the Social Resolution Task [SRT]. Their results were compared with those of 34 typically developing [TD] children matched for gender and receptive vocabulary. The relationships among the SRT experimental task, cognitive competences [receptive and productive vocabulary, non-verbal reasoning, inhibition, selective attention] and a caregiver-rated measure of socio-emotional behaviour were examined in the DS group. The DS participants' global SRT scores did not differ from those of the controls. However, analyses of the SRT subscores revealed that the DS group identified significantly fewer inappropriate situations than the control group. Nevertheless, when they correctly identified the behaviour as inappropriate, they were as well as the controls to explain the rules underlying their responses. Regression analyses showed that receptive vocabulary and selective attention and a specific dimension of the socio-emotional profile [social relating skills] constituted the best predictors of the DS adults' performance on the SRT. The main findings show that the DS participants demonstrate relatively good social reasoning skills in comparison with TD children matched for verbal age. However, the two groups present distinctions in their response patterns, and the influence of

7. SOCIO-EMOTIONAL AND CHARACTER DEVELOPMENT

   PubMed Central

   Snyder, Frank J.

   2015-01-01

   More and more researchers are studying socio-emotional and character development [SECD]. The rise and progress in SECD research is encouraging, but there is a critical issue with such a multidisciplinary and fast-developing field: SECD research and evaluation can be more consistent to prevent heterogeneity in definitions and disparate theoretical, measurement, and program models. After summarizing SECD-related literature, I recommend the theory of triadic influence [TTI] as a force to generate consistency and a resource to assist in guiding the design and evaluation of SECD-related programs. The theory fills a gulf in the literature that seeks an ecological theory aligned with SECD-related programs and etiology. The recommendation of the TTI stems from 3 main advantages: [1] The TTI integrates a full range of risk and protective factors in a detailed mediation and moderation framework; [2] it takes a comprehensive view of all the stakeholders in the educational system [i.e., youth, schools, families, and communities]; [3] and its utility has been substantiated by empirical evidence from a variety of fields. I discuss applications of the TTI in SECD-related work and suggest improvements for etiology research and the design and evaluation of SECD programs. PMID:26478721

8. Future Time Perspective, Socio-Emotional Regulation, and Diurnal Cortisol Patterns in Post-Secondary Engineering Students

   ERIC Educational Resources Information Center

   Cheng, Katherine C.

   2017-01-01

   Built upon Control Value Theory, this dissertation consists of two studies that examine university students' future-oriented motivation, socio-emotional regulation, and diurnal cortisol patterns in understanding students' well-being in the academic-context. Study 1 examined the roles that Learning-related Hopelessness and Future Time Perspective…

9. Selective Narrowing of Social Networks Across Adulthood is Associated With Improved Emotional Experience in Daily Life.

   PubMed

   English, Tammy; Carstensen, Laura L

   2014-03-01

   Past research has documented age differences in the size and composition of social networks that suggest that networks grow smaller with age and include an increasingly greater proportion of well-known social partners. According to socioemotional selectivity theory, such changes in social network composition serve an antecedent emotion regulatory function that supports an age-related increase in the priority that people place on emotional well-being. The present study employed a longitudinal design with a sample that spanned the full adult age range to examine whether there is evidence of within-individual [developmental] change in social networks and whether the characteristics of relationships predict emotional experiences in daily life. Using growth curve analyses, social networks were found to increase in size in young adulthood and then decline steadily throughout later life. As postulated by socioemotional selectivity theory, reductions were observed primarily in the number of peripheral partners; the number of close partners was relatively stable over time. In addition, cross-sectional analyses revealed that older adults reported that social network members elicited less negative emotion and more positive emotion. The emotional tone of social networks, particularly when negative emotions were associated with network members, also predicted experienced emotion of participants. Overall, findings were robust after taking into account demographic variables and physical health. The implications of these findings are discussed in the context of socioemotional selectivity theory and related theoretical models.

10. Emotional quotient in frontotemporal dementia vs. Alzheimer's disease: the role of socioemotional agnosia.

    PubMed

    Carr, Andrew R; Samimi, Mersal S; Paholpak, Pongsatorn; Jimenez, Elvira E; Mendez, Mario F

    2017-01-01

    Socioemotional dysfunction distinguishes behavioural variant frontotemporal dementia [bvFTD] from other dementias. Patients with bvFTD not only have early social impairment and emotional blunting, but they also have agnosia of their socioemotional dysfunction. To investigate the relationship between agnosia and dysfunction, we assessed self-knowledge of socioemotional dysfunction with an emotional quotient [EQ] scale administered to 12 patients with bvFTD and a comparison group of 12 age-matched patients with Alzheimer's disease [AD], and compared these self-ratings to caregiver ratings of social dysfunction and emotional blunting. The bvFTD patients self-rated as having higher EQs than the AD patients, particularly higher self-ratings of their Social Skills, an EQ subscale which correlated with increased emotional blunting. On within-groups analysis, the bvFTD patients' high self-ratings of their EQ Appraisal of Emotions correlated with increased socioemotional dysfunction, whereas all of the AD patients' self-ratings correlated appropriately with their degree of dysfunction. Large socioemotional agnosia scores [EQ minus function] distinguishes bvFTD from AD. Additionally, in bvFTD, agnosia specifically for their ability to appreciate others' emotions correlates with the degree of socioemotional dysfunction, suggesting a role for socioemotional agnosia in increasing socioemotional dysfunction.

11. Selective Narrowing of Social Networks Across Adulthood is Associated With Improved Emotional Experience in Daily Life

    PubMed Central

    English, Tammy; Carstensen, Laura L.

    2014-01-01

    Past research has documented age differences in the size and composition of social networks that suggest that networks grow smaller with age and include an increasingly greater proportion of well-known social partners. According to socioemotional selectivity theory, such changes in social network composition serve an antecedent emotion regulatory function that supports an age-related increase in the priority that people place on emotional well-being. The present study employed a longitudinal design with a sample that spanned the full adult age range to examine whether there is evidence of within-individual [developmental] change in social networks and whether the characteristics of relationships predict emotional experiences in daily life. Using growth curve analyses, social networks were found to increase in size in young adulthood and then decline steadily throughout later life. As postulated by socioemotional selectivity theory, reductions were observed primarily in the number of peripheral partners; the number of close partners was relatively stable over time. In addition, cross-sectional analyses revealed that older adults reported that social network members elicited less negative emotion and more positive emotion. The emotional tone of social networks, particularly when negative emotions were associated with network members, also predicted experienced emotion of participants. Overall, findings were robust after taking into account demographic variables and physical health. The implications of these findings are discussed in the context of socioemotional selectivity theory and related theoretical models. PMID:24910483

12. Drinking, Socioemotional Functioning, and Academic Progress in Secondary School

    PubMed Central

    Crosnoe, Robert; Benner, Aprile D.; Schneider, Barbara

    2017-01-01

    Secondary schools are sites of academic instruction but also contexts of socioemotional development, and the intertwining of these two functions has consequences for adolescents’ future health and education. Drawing on nationally representative data from the National Longitudinal Study of Adolescent Health [n = 8,271], this study explored the bidirectional associations among indicators of adolescents’ alcohol use and their feelings of social integration at school. Socioemotional problems did not predict increased drinking over time, but drinking predicted declining socioemotional functioning, with negative implications for adolescents’ academic grades by the end of high school. These associations, however, were conditioned by aspects of school context, with drinkers feeling more marginalized in schools characterized by dense networks with low rates of drinking. PMID:22556380

13. Oxytocin and socioemotional aging: Current knowledge and future trends

    PubMed Central

    Ebner, Natalie C.; Maura, Gabriela M.; MacDonald, Kai; Westberg, Lars; Fischer, Håkan

    2013-01-01

    The oxytocin [OT] system is involved in various aspects of social cognition and prosocial behavior. Specifically, OT has been examined in the context of social memory, emotion recognition, cooperation, trust, empathy, and bonding, and—though evidence is somewhat mixed-intranasal OT appears to benefit aspects of socioemotional functioning. However, most of the extant data on aging and OT is from animal research and human OT research has focused largely on young adults. As such, though we know that various socioemotional capacities change with age, we know little about whether age-related changes in the OT system may underlie age-related differences in socioemotional functioning. In this review, we take a genetic-neuro-behavioral approach and evaluate current evidence on age-related changes in the OT system as well as the putative effects of these alterations on age-related socioemotional functioning. Looking forward, we identify informational gaps and propose an Age-Related Genetic, Neurobiological, Sociobehavioral Model of Oxytocin [AGeNeS-OT model] which may structure and inform investigations into aging-related genetic, neural, and sociocognitive processes related to OT. As an exemplar of the use of the model, we report exploratory data suggesting differences in socioemotional processing associated with genetic variation in the oxytocin receptor gene [OXTR] in samples of young and older adults. Information gained from this arena has translational potential in depression, social stress, and anxiety-all of which have high relevance in aging—and may contribute to reducing social isolation and improving well-being of individuals across the lifespan. PMID:24009568

14. Teacher-Child Interactions in Infant/Toddler Child Care and Socioemotional Development

    ERIC Educational Resources Information Center

    Mortensen, Jennifer A.; Barnett, Melissa A.

    2015-01-01

    Research Findings: The teacher-child relationships that develop in infant/toddler child care provide a critical caregiving context for young children's socioemotional development. However, gaps remain in researchers' understanding of the individual-level processes that facilitate socioemotional development, specifically in center-based…

15. Aging: commentary. Change in perceptions of personality disorder in late life: the view from socioemotional aging.

    PubMed

    Isaacowitz, Derek M

    2014-02-01

    Cooper, Balsis, and Oltmanns [2014] present evidence that older adults view changes in their own levels of personality disorders, but that their informants do not report such positive changes. In this commentary, the author considers these provocative findings in light of current theory and research from socioemotional aging on emotion-cognition links and how they might vary as a function of age.

16. Select Caribbean Teachers' Perspectives on the Socio-Emotional Skills Children Need to Successfully Transition to Primary School

    ERIC Educational Resources Information Center

    Kinkead-Clark, Zoyah

    2017-01-01

    Children's transition to primary school is affected by numerous factors. Many teachers, expect that children will have the academic and socioemotional competencies to negotiate and deal with new experiences they may encounter in a new learning environment. With an aim of contextualising our understanding of the transitory period from pre-primary…

17. Hormones as “difference makers” in cognitive and socioemotional aging processes

    PubMed Central

    Ebner, Natalie C.; Kamin, Hayley; Diaz, Vanessa; Cohen, Ronald A.; MacDonald, Kai

    2015-01-01

    Aging is associated with well-recognized alterations in brain function, some of which are reflected in cognitive decline. While less appreciated, there is also considerable evidence of socioemotional changes later in life, some of which are beneficial. In this review, we examine age-related changes and individual differences in four neuroendocrine systems—cortisol, estrogen, testosterone, and oxytocin—as “difference makers” in these processes. This suite of interrelated hormonal systems actively coordinates regulatory processes in brain and behavior throughout development, and their level and function fluctuate during the aging process. Despite these facts, their specific impact in cognitive and socioemotional aging has received relatively limited study. It is known that chronically elevated levels of the stress hormone cortisol exert neurotoxic effects on the aging brain with negative impacts on cognition and socioemotional functioning. In contrast, the sex hormones estrogen and testosterone appear to have neuroprotective effects in cognitive aging, but may decrease prosociality. Higher levels of the neuropeptide oxytocin benefit socioemotional functioning, but little is known about the effects of oxytocin on cognition or about age-related changes in the oxytocin system. In this paper, we will review the role of these hormones in the context of cognitive and socioemotional aging. In particular, we address the aforementioned gap in the literature by: [1] examining both singular actions and interrelations of these four hormonal systems; [2] exploring their correlations and causal relationships with aspects of cognitive and socioemotional aging; and [3] considering multilevel internal and external influences on these hormone systems within the framework of explanatory pluralism. We conclude with a discussion of promising future research directions. PMID:25657633

18. Selective Narrowing of Social Networks across Adulthood is Associated with Improved Emotional Experience in Daily Life

    ERIC Educational Resources Information Center

    English, Tammy; Carstensen, Laura L.

    2014-01-01

    Past research has documented age differences in the size and composition of social networks that suggest that networks grow smaller with age and include an increasingly greater proportion of well-known social partners. According to socioemotional selectivity theory, such changes in social network composition serve an antecedent emotion regulatory…

19. Socioemotional deficits associated with obsessive-compulsive symptomatology.

    PubMed

    Grisham, Jessica R; Henry, Julie D; Williams, Alishia D; Bailey, Phoebe E

    2010-02-28

    Increasing emphasis has been placed on the role of socioemotional functioning in models of obsessive-compulsive disorder [OCD]. The present study investigated whether OCD symptoms were associated with capacity for theory of mind [ToM] and basic affect recognition. Non-clinical volunteers [N=204] completed self report measures of OCD and general psychopathology, in addition to behavioral measures of ToM and affect recognition. The results indicated that higher OCD symptoms were associated with reduced ToM, as well as reduced accuracy decoding the specific emotion of disgust. Importantly, these relationships could not be attributed to other, more general features of psychopathology. The findings of the current study therefore further our understanding of how the processing and interpretation of social and emotional information is affected in the context of OCD symptomatology, and are discussed in relation to neuropsychological models of OCD. 2009 Elsevier Ireland Ltd. All rights reserved.

20. Does perceived stress moderate the association between depressive symptoms and socioemotional and behavioural strengths and difficulties in adolescence?

    PubMed

    Lätsch, Alexander

    2018-04-01

    More and more students report high level of perceived stress during childhood and adolescence, which is associated with socioemotional and behavioural strengths and difficulties. This study aims-based on the cognitive vulnerability-transactional stress theory-to examine perceived stress in early adolescence as a potential moderator in the association between depressive symptoms and socioemotional and behavioural strengths and difficulties from early to middle adolescence. Results of latent moderated structural equations with questionnaire data from a longitudinal study with 1,088 German students [Time 1: M age  = 13.70, SD = 0.53; Time 2: N = 845, M age  = 15.32, SD = 0.49] indicate that perceived stress functions as a moderator in the above-mentioned association and dominates the interaction if perceived strongly. Copyright © 2017 John Wiley & Sons, Ltd.

1. Toward an Integrated View of Early Language and Communication Development and Socioemotional Development.

   ERIC Educational Resources Information Center

   Prizant, Barry M.; Wetherby, Amy M.

   1990-01-01

   The article reviews literature on the integrated nature of early communication and socioemotional development in children. It discusses two models, one addressing the role of the development of mutual [interactive] and self-regulatory capacities in young children's socioemotional development, and a transactional model conceptualizing the complex…

2. Strengthening Socio-Emotional Competencies in a School Setting: Data from the Pyramid Project

   ERIC Educational Resources Information Center

   Ohl, Madeleine; Fox, Pauline; Mitchell, Kathryn

   2013-01-01

   Background: Development of socio-emotional competencies is key to children's successful social interaction at home and at school. Aims: This study examines the efficacy of a UK primary school-based intervention, the Pyramid project, in strengthening children's socio-emotional competencies. Sample: Participants were 385 children from seven schools…

3. A longitudinal examination of socioemotional learning in African American and Latino boys across the transition from pre-K to kindergarten.

   PubMed

   Barbarin, Oscar

   2013-01-01

   Questions about socioemotional learning in boys of color [BOC] arise in light of the disproportionate rates of school adjustment difficulties BOC experience by adolescence. Socioemotional competence in BOC is assessed in terms of self-regulation, interpersonal skills, and positive relationships with peers and teachers when they enter pre-K. Changes in competence are tracked until the end of kindergarten. Teachers from randomly selected early childhood programs in 11 states rated children's socioemotional competence in the fall and spring of pre-K. Children were followed through the end of kindergarten. Analyses compared Black [n = 278] and Latino [n = 347] boys to girls of color [n = 624] and White children [n = 1,209] while controlling for family poverty. Pre-K teachers rated a majority of BOC proficient on self-regulation and peer relations. BOC did not differ from White boys on initial competence ratings or on development over time, although boys as a group were rated as less competent than girls. Although gender mattered in the initial assessment of socioemotional competence, gender was unrelated to change in competence over time. The longitudinal analyses showed a decline in teacher ratings of socioemotional competence from pre-K to kindergarten. This decline was most likely attributable to the demands, structure, and didactic approaches common in kindergarten. Social competence did predict academic skills. Self-regulation of emotions was the domain most consistently related to academic functioning. The vulnerability BOC experience during adolescence is not evident in the levels of social competence they demonstrate early in their lives at school. © 2013 American Orthopsychiatric Association.

4. The relationship between face recognition ability and socioemotional functioning throughout adulthood.

   PubMed

   Turano, Maria Teresa; Viggiano, Maria Pia

   2017-11-01

   The relationship between face recognition ability and socioemotional functioning has been widely explored. However, how aging modulates this association regarding both objective performance and subjective-perception is still neglected. Participants, aged between 18 and 81 years, performed a face memory test and completed subjective face recognition and socioemotional questionnaires. General and social anxiety, and neuroticism traits account for the individual variation in face recognition abilities during adulthood. Aging modulates these relationships because as they age, individuals that present a higher level of these traits also show low-level face recognition ability. Intriguingly, the association between depression and face recognition abilities is evident with increasing age. Overall, the present results emphasize the importance of embedding face metacognition measurement into the context of these studies and suggest that aging is an important factor to be considered, which seems to contribute to the relationship between socioemotional and face-cognitive functioning.

5. Changing investment in activities and interests in elders' lives: theory and measurement.

   PubMed

   Adams, Kathryn Betts

   2004-01-01

   Socioemotional selectivity and gerotranscendence, newer theories with roots in the disengagement theory of aging, provided the theoretical framework for a new measure of perceived change in investment in a variety of pursuits. The 30-item Change in Activity and Interest Index [CAII] was given to a sample of 327 outpatients aged 65-94. Items with at least 30% decreased investment responses included Entertaining in my home, Concern with others' opinions, Shopping and buying things, and Attending social events with new people. Principal Components Analysis of the index with dichotomous recoding [less vs. more or same investment] resulted in four factors: Active Instrumental [AI], Social Intellectual [SI], Spiritual Concerns [SC], and Transcendence [TR]. Support for socioemotional selectivity and gerotranscendence is evident in the reported increase of importance of SI pursuits, with concurrent decrease in importance of AI activities among these respondents. Zero-order correlations of component scores with study variables suggest that AI and SI are more clearly related to older age, functional impairment, and negative affect than are SC and TR. The CAII appears to tap several dimensions of change in interests; the index gives geriatric mental health practitioners and researchers a tool to measure an aspect of social development that has been neglected in gerontology.

6. Fathers’ Involvement: Correlates and Consequences for Child Socioemotional Behavior in the United Kingdom

   PubMed Central

   McMunn, Anne; Martin, Peter; Kelly, Yvonne; Sacker, Amanda

   2015-01-01

   This study investigated longitudinal relationships between fathers’ involvement, as measured by reading, and child socioemotional behavior between infancy and age 7 in 9,238 intact two-parent families from the U.K. Millennium Cohort Study, a national cohort of British children born between 2000 and 2002. Once a variety of covariates and the potential bidirectional nature of relationships were taken into account, a path model showed that fathers’ involvement with their children in infancy significantly predicted better socioemotional behavior at age 3, although the relationship was not strong. Fathers’ reading with their children between ages 3 and 7 was not significantly associated with child socioemotional behavior, but mothers’ reading with their children at age 3 was significantly associated with improved child socioemotional behavior at ages 3 and 5. Results also suggested that parenting in the 21st-century British context remains fairly gendered. Both mothers and fathers were more likely to engage in physical activities with their sons and artistic activities with their daughters. Fathers’ reading was socially patterned in predicted directions. PMID:28503014

7. Socio-Emotional Problems Experienced by Deaf and Hard of Hearing Students in Ethiopia

   ERIC Educational Resources Information Center

   Mekonnen, Mulat; Hannu, Savolainen; Elina, Lehtomäki; Matti, Kuorelahti

   2015-01-01

   This study compares the socio-emotional problems experienced by deaf and hard of hearing [DHH] students with those of hearing students in Ethiopia. The research involved a sample of 103 grade 4 students attending a special school for the deaf, a special class for the deaf and a regular school. Socio-emotional problems were measured using Goodman's…

8. Experiences of Discrimination among Chinese American Adolescents and the Consequences for Socioemotional and Academic Development

   PubMed Central

   Benner, Aprile D.; Kim, Su Yeong

   2009-01-01

   This longitudinal study examined the influences of discrimination on socioemotional adjustment and academic performance for a sample of 444 Chinese American adolescents. Using autoregressive and cross-lagged techniques, results indicate that discrimination in early adolescence predicted depressive symptoms, alienation, school engagement, and grades in middle adolescence, but early socioemotional adjustment and academic performance did not predict later experiences of discrimination. Further, our investigation of whether earlier or contemporaneous experiences of discrimination influenced developmental outcomes in middle adolescence indicated differential effects, with contemporaneous experiences of discrimination affecting socioemotional adjustment, while earlier discrimination was more influential for academic performance. Finally, we found a persistent negative effect of acculturation on the link between discrimination and adolescents’ developmental outcomes, such that those adolescents who were more acculturated [in this case, higher in American orientation] experienced more deleterious effects of discrimination on both socioemotional and academic outcomes. PMID:19899924

9. The Place of Health Information and Socio-Emotional Support in Social Questioning and Answering

   ERIC Educational Resources Information Center

   Worrall, Adam; Oh, Sanghee

   2013-01-01

   Introduction: Little is known about the quality of health information in social contexts or how socio-emotional factors impact users' evaluations of quality. We explored how librarians, nurses and users assessed the quality of health answers posted on Yahoo! Answers, focusing on socio-emotional reactions displayed, advice given to users and…

10. Contextual Specificity in the Relationship between Maternal Autonomy Support and Children's Socio-emotional Development: A Longitudinal Study from Preschool to Preadolescence.

    PubMed

    Matte-Gagné, Célia; Harvey, Brenda; Stack, Dale M; Serbin, Lisa A

    2015-08-01

    The benefits of an autonomy supportive environment have been established as a key component in children's development at various ages. Nonetheless, research examining the outcomes of early autonomy supportive environments has largely neglected socio-emotional development. The first objective of the present longitudinal study was to examine the socio-emotional outcomes associated with maternal autonomy support during the preschool period. Second, we explored the contextual specificity of the relationships between maternal autonomy support and children's later socio-emotional outcomes. Finally, we investigated the indirect effect of maternal autonomy support on children's later socio-emotional outcomes through earlier children's socio-emotional outcomes. Sixty-six mothers and their pre-school aged children [41 girls] were followed during preschool [Time 1], elementary school [Time 2] and preadolescence [Time 3]. Maternal autonomy support [Time 1] was measured in two contexts [free-play and interference task] using observational coding. Furthermore, the children's internalizing and externalizing problems as well as their social competence were measured at Times 2 and 3. The results revealed the importance of maternal autonomy support during preschool for children's later socio-emotional development, especially during challenging contexts, and the mediating role of children's socio-emotional outcomes during elementary school in the link between maternal autonomy support during the preschool years and children's later socio-emotional outcomes during preadolescence. The results highlight the contextual specificity of the relationship between maternal autonomy support and children's later socio-emotional development and reveal one of the mechanisms through which the effect of early childhood parental autonomy support on children's later socio-emotional development is carried forward over time.

11. A cross-species socio-emotional behaviour development revealed by a multivariate analysis.

    PubMed

    Koshiba, Mamiko; Senoo, Aya; Mimura, Koki; Shirakawa, Yuka; Karino, Genta; Obara, Saya; Ozawa, Shinpei; Sekihara, Hitomi; Fukushima, Yuta; Ueda, Toyotoshi; Kishino, Hirohisa; Tanaka, Toshihisa; Ishibashi, Hidetoshi; Yamanouchi, Hideo; Yui, Kunio; Nakamura, Shun

    2013-01-01

    Recent progress in affective neuroscience and social neurobiology has been propelled by neuro-imaging technology and epigenetic approach in neurobiology of animal behaviour. However, quantitative measurements of socio-emotional development remains lacking, though sensory-motor development has been extensively studied in terms of digitised imaging analysis. Here, we developed a method for socio-emotional behaviour measurement that is based on the video recordings under well-defined social context using animal models with variously social sensory interaction during development. The behaviour features digitized from the video recordings were visualised in a multivariate statistic space using principal component analysis. The clustering of the behaviour parameters suggested the existence of species- and stage-specific as well as cross-species behaviour modules. These modules were used to characterise the behaviour of children with or without autism spectrum disorders [ASDs]. We found that socio-emotional behaviour is highly dependent on social context and the cross-species behaviour modules may predict neurobiological basis of ASDs.

12. Community Violence, Family Conflict, and Preschoolers' Socioemotional Functioning

    ERIC Educational Resources Information Center

    Farver, Jo Ann M.; Xu, Yiyuan; Eppe, Stefanie; Fernandez, Alicia; Schwartz, David

    2005-01-01

    This study examined the relations among family conflict, community violence, and young children's socioemotional functioning and explored how children's social cognition and mothers' psychological functioning may mediate the outcomes associated with this exposure. Mothers of 431 Head Start preschoolers completed questionnaires about their family…

13. Relations of Parent-Youth Interactive Exchanges to Adolescent Socioemotional Development

    PubMed Central

    Hutt, Rachel L.; Wang, Qi; Evans, Gary W.

    2013-01-01

    This study examined the relations of parent-youth agreement and disagreement during a joint problem-solving task and multi-methodological indices of socioemotional outcomes in adolescents [Mean age = 13]. One hundred and sixty seven parents and their adolescent children participated. Each parent-youth pair played the interactive game Jenga, and their interactions were analyzed for frequency of elaborations [agreement during three or more conversational turns] and negotiations [disagreement during three or more conversational turns]. Elaborations during parent-youth interactions were related to less negative classroom behavior, better self-regulation, and more task persistence in youth. Findings are discussed in light of the importance of parent-youth interaction and youth autonomy in adolescent socioemotional development. PMID:24031158

14. Connectedness and Autonomy Support in Parent-Child Relationships: Links to Children's Socioemotional Orientation and Peer Relationships.

    ERIC Educational Resources Information Center

    Clark, Karen E.; Ladd, Gary W.

    2000-01-01

    Examined the constructs of connectedness and autonomy in relation to 5-year-olds' relational competence, including socioemotional orientation, friendship, and peer acceptance. Found that connectedness was correlated with children's socioemotional orientations, number of mutual friendships, and peer acceptance, and that the relation between…

15. Impact of Socio-Emotional Adjustment on Academic Achievement of Adolescent Girls in Jammu and Kashmir

    ERIC Educational Resources Information Center

    Gul, Showkeen Bilal Ahmad

    2015-01-01

    The study examined the impact of socio-emotional adjustment on academic achievement of adolescent girls of Jammu and Kashmir. The purpose of the investigation was to study the relationship and effect of socio-emotional adjustment on academic achievement among adolescent girls. The descriptive survey research method was used for the study and the…

16. A protocol for a three-arm cluster randomized controlled superiority trial investigating the effects of two pedagogical methodologies in Swedish preschool settings on language and communication, executive functions, auditive selective attention, socioemotional skills and early maths skills.

    PubMed

    Gerholm, Tove; Hörberg, Thomas; Tonér, Signe; Kallioinen, Petter; Frankenberg, Sofia; Kjällander, Susanne; Palmer, Anna; Taguchi, Hillevi Lenz

    2018-06-19

    During the preschool years, children develop abilities and skills in areas crucial for later success in life. These abilities include language, executive functions, attention, and socioemotional skills. The pedagogical methods used in preschools hold the potential to enhance these abilities, but our knowledge of which pedagogical practices aid which abilities, and for which children, is limited. The aim of this paper is to describe an intervention study designed to evaluate and compare two pedagogical methodologies in terms of their effect on the above-mentioned skills in Swedish preschool children. The study is a randomized control trial [RCT] where two pedagogical methodologies were tested to evaluate how they enhanced children's language, executive functions and attention, socioemotional skills, and early maths skills during an intensive 6-week intervention. Eighteen preschools including 28 units and 432 children were enrolled in a municipality close to Stockholm, Sweden. The children were between 4;0 and 6;0 years old and each preschool unit was randomly assigned to either of the interventions or to the control group. Background information on all children was collected via questionnaires completed by parents and preschools. Pre- and post-intervention testing consisted of a test battery including tests on language, executive functions, selective auditive attention, socioemotional skills and early maths skills. The interventions consisted of 6 weeks of intensive practice of either a socioemotional and material learning paradigm [SEMLA], for which group-based activities and interactional structures were the main focus, or an individual, digitally implemented attention and math training paradigm, which also included a set of self-regulation practices [DIL]. All preschools were evaluated with the ECERS-3. If this intervention study shows evidence of a difference between group-based learning paradigms and individual training of specific skills in terms of

17. Fetal Testosterone, Socio-Emotional Engagement and Language Development

    ERIC Educational Resources Information Center

    Farrant, Brad M.; Mattes, Eugen; Keelan, Jeff A.; Hickey, Martha; Whitehouse, Andrew J. O.

    2013-01-01

    The present study investigated the relations among fetal testosterone, child socio-emotional engagement and language development in a sample of 467 children [235 boys] from the Western Australian Pregnancy Cohort [Raine] Study. Bioavailable testosterone concentration measured in umbilical cord blood taken at birth was found to be significantly…

18. On selecting evidence to test hypotheses: A theory of selection tasks.

    PubMed

    Ragni, Marco; Kola, Ilir; Johnson-Laird, Philip N

    2018-05-21

    How individuals choose evidence to test hypotheses is a long-standing puzzle. According to an algorithmic theory that we present, it is based on dual processes: individuals' intuitions depending on mental models of the hypothesis yield selections of evidence matching instances of the hypothesis, but their deliberations yield selections of potential counterexamples to the hypothesis. The results of 228 experiments using Wason's selection task corroborated the theory's predictions. Participants made dependent choices of items of evidence: the selections in 99 experiments were significantly more redundant [using Shannon's measure] than those of 10,000 simulations of each experiment based on independent selections. Participants tended to select evidence corresponding to instances of hypotheses, or to its counterexamples, or to both. Given certain contents, instructions, or framings of the task, they were more likely to select potential counterexamples to the hypothesis. When participants received feedback about their selections in the "repeated" selection task, they switched from selections of instances of the hypothesis to selection of potential counterexamples. These results eliminated most of the 15 alternative theories of selecting evidence. In a meta-analysis, the model theory yielded a better fit of the results of 228 experiments than the one remaining theory based on reasoning rather than meaning. We discuss the implications of the model theory for hypothesis testing and for a well-known paradox of confirmation. [PsycINFO Database Record [c] 2018 APA, all rights reserved].

19. Effect of socioemotional stress on the quality of cardiopulmonary resuscitation during advanced life support in a randomized manikin study.

    PubMed

    Bjørshol, Conrad Arnfinn; Myklebust, Helge; Nilsen, Kjetil Lønne; Hoff, Thomas; Bjørkli, Cato; Illguth, Eirik; Søreide, Eldar; Sunde, Kjetil

    2011-02-01

    The aim of this study was to evaluate whether socioemotional stress affects the quality of cardiopulmonary resuscitation during advanced life support in a simulated manikin model. A randomized crossover trial with advanced life support performed in two different conditions, with and without exposure to socioemotional stress. The study was conducted at the Stavanger Acute Medicine Foundation for Education and Research simulation center, Stavanger, Norway. Paramedic teams, each consisting of two paramedics and one assistant, employed at Stavanger University Hospital, Stavanger, Norway. A total of 19 paramedic teams performed advanced life support twice in a randomized fashion, one control condition without socioemotional stress and one experimental condition with exposure to socioemotional stress. The socioemotional stress consisted of an upset friend of the simulated patient who was a physician, spoke a foreign language, was unfamiliar with current Norwegian resuscitation guidelines, supplied irrelevant clinical information, and repeatedly made doubts about the paramedics' resuscitation efforts. Aural distractions were supplied by television and cell telephone. The primary outcome was the quality of cardiopulmonary resuscitation: chest compression depth, chest compression rate, time without chest compressions [no-flow ratio], and ventilation rate after endotracheal intubation. As a secondary outcome, the socioemotional stress impact was evaluated through the paramedics' subjective workload, frustration, and feeling of realism. There were no significant differences in chest compression depth [39 vs. 38 mm, p = .214], compression rate [113 vs. 116 min⁻¹, p = .065], no-flow ratio [0.15 vs. 0.15, p = .618], or ventilation rate [8.2 vs. 7.7 min⁻¹, p = .120] between the two conditions. There was a significant increase in the subjective workload, frustration, and feeling of realism when the paramedics were exposed to socioemotional stress. In this advanced life

20. Chinese Preschool Children’s Socioemotional Development: The Effects of Maternal and Paternal Psychological Control

    PubMed Central

    Xing, Shufen; Gao, Xin; Song, Xinxin; Archer, Marc; Zhao, Demao; Zhang, Mengting; Ding, Bilei; Liu, Xia

    2017-01-01

    The present study examined the relative prediction and joint effects of maternal and paternal psychological control on children’s socioemotional development. A total of 325 preschool children between the ages of 34 and 57 months [M = 4 years 2 months] and their parents participated in the study. Fathers and mothers, respectively, reported their levels of psychological control and mothers evaluated the socioemotional development of children using two indicators [i.e., behavioral problems and prosocial behaviors]. The results indicated that the relative predictive effects of maternal and paternal psychological control on children’s socioemotional development differed. Specifically, maternal psychological control was a significant predictor of children’s behavioral problems and prosocial behaviors, whereas the levels of paternal psychological control were unrelated to children’s socioemotional development. With regard to the combined effects of maternal and paternal psychological control, the results of ANOVAs and simple slope analysis both indicated that children would be at risk of behavioral problems as long as they had one highly psychologically controlling parent. High levels of paternal psychological control were associated with increased behavioral problems of children only when maternal psychological control was low. However, the association between maternal psychological control and children’s behavioral behaviors was significant, despite paternal psychological control. PMID:29093691

1. Motivation for social contact across the life span: a theory of socioemotional selectivity.

   PubMed

   Carstensen, L L

   1992-01-01

   Older people engage in social interaction less frequently than their younger counterparts. As I mentioned at the start, the change has been interpreted in largely negative terms. Yet when asked about their social relationships, older people describe them as satisfying, supportive, and fulfilling. Marriages are less negative and more positive. Close relationships with siblings are renewed, and relationships with children are better than ever before. Even though older people interact with others less frequently than younger people do, old age is not a time of misery, rigidity, or melancholy. Rather than present a paradox, I argue here that decreasing rates of contact reflect a reorganization of the goal hierarchies that underlie motivation for social contact and lead to greater selectivity in social partners. This reorganization does not occur haphazardly. Self-definition, information seeking, and emotion regulation are ranked differently depending not only on past experiences, but on place in the life cycle and concomitant expectations about the future. I contend that the emphasis on emotion in old age results from a recognition of the finality of life. In most people's lives this does not appear suddenly in old age but occurs gradually across adulthood. At times, however, life events conspire to bring about endings more quickly. Whether as benign as a geographical relocation or as sinister as a fatal disease, endings heighten the salience of surrounding emotions. When each interaction with a grandchild or good-bye kiss to a spouse may be the last, a sense of poignancy may permeate even the most casual everyday experiences. When the regulation of emotion assumes greatest priority among social motives, social partners are carefully chosen. The most likely choices will be long-term friends and loved ones, because they are most likely to provide positive emotional experiences and affirm the self. Information seeking will motivate some social behavior, but for reasons

2. Mothers' Storybook Reading and Kindergartners' Socioemotional and Literacy Development

   ERIC Educational Resources Information Center

   Aram, Dorit; Aviram, Sigalit

   2009-01-01

   This study assessed storybook reading at home with reference to kindergartners' empathy, socioemotional adjustment, language, and alphabetic skills. Beyond considering the frequency of storybook reading, measures included maternal expertise in choosing books. Findings indicated various relations between aspects of storybook reading and early…

3. Maternal personal resources and children's socioemotional and behavioral adjustment.

   PubMed

   Al-Yagon, Michal

   2008-09-01

   The study examined the role of three maternal personal resources [sense of coherence [SOC], attachment style, and social/emotional feelings of loneliness] in explaining children's socioemotional adjustment [self-rated loneliness and SOC, and mother-rated child behavior] and children's [self-rated] secure attachment. The sample included 58 mother-child dyads [27 boys and 31 girls] aged 8-11 years. Preliminary analyses indicated significant group differences between mothers with high or low scores on the two subscales of the attachment scale [i.e., avoidance and anxiety], on their SOC, and their social/emotional loneliness. Findings revealed that maternal SOC significantly contributed to all child socioemotional adjustment measures and attachment scores. In addition, the current findings demonstrated the role of maternal anxious attachment in explaining children's externalizing behaviors. Discussion focused on the unique value of maternal characteristics for understanding social and emotional adjustment among school-age children.

4. Self-development: integrating cognitive, socioemotional, and neuroimaging perspectives.

   PubMed

   Pfeifer, Jennifer H; Peake, Shannon J

   2012-01-01

   This review integrates cognitive, socioemotional, and neuroimaging perspectives on self-development. Neural correlates of key processes implicated in personal and social identity are reported from studies of children, adolescents, and adults, including autobiographical memory, direct and reflected self-appraisals, and social exclusion. While cortical midline structures of medial prefrontal cortex and medial posterior parietal cortex are consistently identified in neuroimaging studies considering personal identity from a primarily cognitive perspective ["who am I?"], additional regions are implicated by studies considering personal and social identity from a more socioemotional perspective ["what do others think about me, where do I fit in?"], especially in child or adolescent samples. The involvement of these additional regions [including tempo-parietal junction and posterior superior temporal sulcus, temporal poles, anterior insula, ventral striatum, anterior cingulate cortex, middle cingulate cortex, and ventrolateral prefrontal cortex] suggests mentalizing, emotion, and emotion regulation are central to self-development. In addition, these regions appear to function atypically during personal and social identity tasks in autism and depression, exhibiting a broad pattern of hypoactivation and hyperactivation, respectively. Copyright © 2011 Elsevier Ltd. All rights reserved.

5. The Racial/Ethnic Composition of Elementary Schools and Young Children’s Academic and Socioemotional Functioning

   PubMed Central

   Benner, Aprile D.; Crosnoe, Robert

   2015-01-01

   This study attempted to untangle how two dimensions of school racial/ethnic composition—racial/ethnic diversity of the student body and racial/ethnic matching between children and their peers—were related to socioemotional and academic development after the transition into elementary school. Analysis of the Early Childhood Longitudinal Study-Kindergarten Cohort revealed that school racial/ethnic composition was more strongly associated with children’s academic, as opposed to socioemotional, outcomes. Students had higher achievement test scores in more diverse schools, especially when they also had more same-racial/ethnic peers in these diverse schools. These patterns were particularly strong for White students. Having more school peers of the same race/ethnicity, regardless of the overall level of diversity in the school, was associated with positive socioemotional development. PMID:26336320

6. Behavioral and socio-emotional functioning in children with selective mutism: a comparison with anxious and typically developing children across multiple informants.

   PubMed

   Carbone, Diana; Schmidt, Louis A; Cunningham, Charles C; McHolm, Angela E; Edison, Shannon; St Pierre, Jeff; Boyle, Michael H

   2010-11-01

   We examined differences among 158 children, 44 with selective mutism [SM; M = 8.2 years, SD = 3.4 years], 65 with mixed anxiety [MA; M = 8.9 years, SD = 3.2 years], and 49 community controls [M = 7.7 years, SD = 2.6 years] on primary caregiver, teacher, and child reports of behavioral and socio-emotional functioning. Children with SM were rated lower than controls on a range of social skills, but the SM and MA groups did not significantly differ on many of the social skills and anxiety measures. However, children with SM were rated higher than children with MA and controls on social anxiety. Findings suggest that SM may be conceptualized as an anxiety disorder, with primary deficits in social functioning and social anxiety. This interpretation supports a more specific classification of SM as an anxiety disorder for future diagnostic manuals than is currently described in the literature. The present findings also have implications for clinical practice, whereby social skills training merits inclusion in intervention for children with anxiety disorders as well as children with SM.

7. Interpersonal behaviors and socioemotional interaction of medical students in a virtual clinical encounter

   PubMed Central

   2014-01-01

   Background The virtual clinical encounter [VCE] may function as an important support for medical students in or prior to clinical practice to train and ease communication and socioemotional interactions with patients. Few studies have however focused on the dynamics of interpersonal behaviors in clinical interviewing with a virtual patient [VP] and the affective responses evoked by such a learning experience. The study was designed to investigate the dynamics and congruence of interpersonal behaviors and socioemotional interaction exhibited during the learning experience in a VCE, and to evaluate which interaction design characteristics contribute most to the behavioral and affective engagement in medical students. Methods Thirty medical students [sixth semester] participated voluntarily in an exploratory observational study with a highly interactive VP case based on a trustworthy VP encounter with a natural and realistic dialogue interface. Students worked collaboratively in pairs. They were videotaped for further behavioral analysis and self-reported [in both a survey and an interview] their personal opinions, perceptions and attitudes about the VCE. A mixed methods approach was applied. Results All participants demonstrated an adequate, respectful and relevant clinical case management and to obtain psychosocial history. The collaborative workspace played its role and led to dynamic and engaged discussions fostering thus shared understanding. The results suggest that the VCE studied was perceived as a meaningful, intrinsically motivational and activating learning environment, and was found to socially and emotionally engage learners. We also found that VCEs have the potential to support the development of relevant and congruent interpersonal communication skills in trainees. Conclusions By taking advantage of socioemotional interaction, VCEs promote not only critical reflection skills or strategy-selection skills, but also to develop listening and nonverbal

8. Socioemotional Competencies, Cognitive Ability, and Achievement in Gifted Students

   ERIC Educational Resources Information Center

   Kong, Tiffany

   2013-01-01

   This study examined the relations between cognitive ability, socioemotional competency [SEC], and achievement in gifted children. Data were collected on children between the ages of 8 and 15 years [n = 124]. Children were assessed via teacher reports of SEC, standardized cognitive assessment, and standardized achievement assessment. Composite…

9. Predicting ethnic variation in adaptation to later life: styles of socioemotional functioning and constrained heterotypy.

   PubMed

   Consedine, Nathan S; Magai, Carol; Conway, Francine

   2004-06-01

   It is an axiom of social gerontology that populations of older individuals become increasingly differentiated as they age. Adaptations to physical and social losses and the increased dependency that typically accompany greater age are likely to be similarly heterogeneous, with different individuals adjusting to the aging process in widely diverse ways. In this paper we consider how individuals with diverse emotional and regulatory profiles, different levels of religiosity, and varied patterns of social relatedness fare as they age. Specifically, we examine the relation between ethnicity and patterns of socioemotional adaptation in a large, ethnically diverse sample [N = 1118] of community-dwelling older adults. Cluster analysis was applied to 11 measures of socioemotional functioning. Ten qualitatively different profiles were extracted and then related to a measure of physical resiliency. Consistent with ethnographic and psychological theory, individuals from different ethnic backgrounds were unevenly distributed across the clusters. Resilient participants of African descent [African Americans, Jamaicans, Trinidadians, Barbadians] were more likely to manifest patterns of adaptation characterized by religious beliefs, while resilient US-born Whites and Immigrant Whites were more likely to be resilient as a result of non-religious social connectedness. Taken together, although these data underscore the diversity of adaptation to later life, we suggest that patterns of successful adaptation vary systematically across ethnic groups. Implications for the continued study of ethnicity in aging and directions for future research are given.

10. Candidate Socioemotional Remediation Program for Individuals with Intellectual Disability

    ERIC Educational Resources Information Center

    Glaser, Bronwyn; Lothe, Amelie; Chabloz, Melanie; Dukes, Daniel; Pasca, Catherine; Redoute, Jerome; Eliez, Stephan

    2012-01-01

    The authors developed a computerized program, Vis-a-Vis [VAV], to improve socioemotional functioning and working memory in children with developmental disabilities. The authors subsequently tested whether participants showed signs of improving the targeted skills. VAV is composed of three modules: Focus on the Eyes, Emotion Recognition and…

11. Maternal Personal Resources and Children's Socioemotional and Behavioral Adjustment

    ERIC Educational Resources Information Center

    Al-Yagon, Michal

    2008-01-01

    The study examined the role of three maternal personal resources [sense of coherence [SOC], attachment style, and social/emotional feelings of loneliness] in explaining children's socioemotional adjustment [self-rated loneliness and SOC, and mother-rated child behavior] and children's [self-rated] secure attachment. The sample included 58…

12. Training in Socio-Emotional Skills through On-Site Training

    ERIC Educational Resources Information Center

    Talavera, Elvira Repetto; Perez-Gonzalez, Juan Carlos

    2007-01-01

    Socio-emotional skills are highly prized on the labour market these days; many writers say that competencies of this type help to increase individuals' employability, but educational institutions consistently forget their responsibility for providing training in them. Most jobs call not only for knowledge and specific technical competencies, but…

13. Drinking, Socioemotional Functioning, and Academic Progress in Secondary School

    ERIC Educational Resources Information Center

    Crosnoe, Robert; Benner, Aprile D.; Schneider, Barbara

    2012-01-01

    Secondary schools are sites of academic instruction but also contexts of socioemotional development, and the intertwining of these two functions has consequences for adolescents' future health and education. Drawing on nationally representative data from the National Longitudinal Study of Adolescent Health [n = 8,271], this study explored the…

14. The influence of perceived parenting styles on socio-emotional development from pre-puberty into puberty.

    PubMed

    Ong, Min Yee; Eilander, Janna; Saw, Seang Mei; Xie, Yuhuan; Meaney, Michael J; Broekman, Birit F P

    2018-01-01

    The relative impact of parenting on socio-emotional development of children has rarely been examined in a longitudinal context. This study examined the association between perceived parenting styles and socio-emotional functioning from childhood to adolescence. We hypothesized that optimal parenting associated with improvement in socio-emotional functioning from childhood into early adulthood, especially for those with more behavioral problems in childhood. Children between ages 7 and 9 years were recruited for the Singapore Cohort Study of Risk Factors for Myopia [SCORM]. Nine years later, 700 out of 1052 subjects were followed up [67%]. During childhood, parents completed the Child Behavior Checklist [CBCL], while young adults completed the Youth Self-Report [YSR] and Parental Bonding Instrument [PBI]. Perceived optimal parental care resulted in less internalizing and externalizing problems in early adulthood in comparison to non-optimal parental care styles. Perceived optimal paternal parenting, but not maternal parenting, in interaction with childhood externalizing problems predicted externalizing symptoms in early adulthood. No significant interactions were found between perceived parenting styles and internalizing problems. In conclusion, perceived parental care associates with the quality of socio-emotional development, while optimal parenting by the father is especially important for children with more externalizing problems in childhood.

15. The role of social cognition and prosocial behaviour in relation to the socio-emotional functioning of primary aged children with specific language impairment.

    PubMed

    Bakopoulou, Ioanna; Dockrell, Julie E

    2016-01-01

    Children with language impairments often experience difficulties with their socio-emotional functioning and poorly developed prosocial behaviour. However, the nature of the association between language impairment and difficulties with socio-emotional functioning remains unclear. The social cognition skills of a group of primary-aged children [6-11 years old] with Specific Language Impairment [SLI] were examined in relation to their teachers' ratings of socio-emotional functioning. Forty-two children with SLI were individually matched with 42 children for chronological age and non-verbal cognitive ability, and 42 children for receptive language ability. The children all attended mainstream primary schools or one Language Unit. Four aspects of social cognition were directly assessed: emotion identification, emotion labelling, inferring the causes of emotions, and knowledge of conflict resolution strategies. The children's socio-emotional functioning was assessed using the Strengths and Difficulties questionnaire [SDQ], a standardised measure, completed by their teachers. Associations between children's performance on tasks of social cognition and children's socio-emotional functioning were explored. Significant group differences were found for all social cognition tasks. The SLI group was rated to experience significantly more problems with socio-emotional functioning by their teachers than both control groups, indicating problems with all aspects of socio-emotional functioning. Social cognition and prosocial behaviour, but not language ability, predicted teacher-rated behavioural, emotional and social difficulties for the SLI group. The results challenge current understanding of socio-emotional functioning in children with SLI by pointing to the crucial role of social cognition and prosocial behaviour. Factors other than expressive and receptive language play a role in the socio-emotional functioning of children with SLI. Copyright © 2015 Elsevier Ltd. All rights

16. Theory of mind selectively predicts preschoolers’ knowledge-based selective word learning

    PubMed Central

    Brosseau-Liard, Patricia; Penney, Danielle; Poulin-Dubois, Diane

    2015-01-01

    Children can selectively attend to various attributes of a model, such as past accuracy or physical strength, to guide their social learning. There is a debate regarding whether a relation exists between theory-of-mind skills and selective learning. We hypothesized that high performance on theory-of-mind tasks would predict preference for learning new words from accurate informants [an epistemic attribute], but not from physically strong informants [a non-epistemic attribute]. Three- and 4-year-olds [N = 65] completed two selective learning tasks, and their theory of mind abilities were assessed. As expected, performance on a theory-of-mind battery predicted children’s preference to learn from more accurate informants but not from physically stronger informants. Results thus suggest that preschoolers with more advanced theory of mind have a better understanding of knowledge and apply that understanding to guide their selection of informants. This work has important implications for research on children’s developing social cognition and early learning. PMID:26211504

17. Theory of mind selectively predicts preschoolers' knowledge-based selective word learning.

    PubMed

    Brosseau-Liard, Patricia; Penney, Danielle; Poulin-Dubois, Diane

    2015-11-01

    Children can selectively attend to various attributes of a model, such as past accuracy or physical strength, to guide their social learning. There is a debate regarding whether a relation exists between theory-of-mind skills and selective learning. We hypothesized that high performance on theory-of-mind tasks would predict preference for learning new words from accurate informants [an epistemic attribute], but not from physically strong informants [a non-epistemic attribute]. Three- and 4-year-olds [N = 65] completed two selective learning tasks, and their theory-of-mind abilities were assessed. As expected, performance on a theory-of-mind battery predicted children's preference to learn from more accurate informants but not from physically stronger informants. Results thus suggest that preschoolers with more advanced theory of mind have a better understanding of knowledge and apply that understanding to guide their selection of informants. This work has important implications for research on children's developing social cognition and early learning. © 2015 The British Psychological Society.

18. Natural selection. VII. History and interpretation of kin selection theory.

    PubMed

    Frank, S A

    2013-06-01

    Kin selection theory is a kind of causal analysis. The initial form of kin selection ascribed cause to costs, benefits and genetic relatedness. The theory then slowly developed a deeper and more sophisticated approach to partitioning the causes of social evolution. Controversy followed because causal analysis inevitably attracts opposing views. It is always possible to separate total effects into different component causes. Alternative causal schemes emphasize different aspects of a problem, reflecting the distinct goals, interests and biases of different perspectives. For example, group selection is a particular causal scheme with certain advantages and significant limitations. Ultimately, to use kin selection theory to analyse natural patterns and to understand the history of debates over different approaches, one must follow the underlying history of causal analysis. This article describes the history of kin selection theory, with emphasis on how the causal perspective improved through the study of key patterns of natural history, such as dispersal and sex ratio, and through a unified approach to demographic and social processes. Independent historical developments in the multivariate analysis of quantitative traits merged with the causal analysis of social evolution by kin selection. © 2013 The Author. Journal of Evolutionary Biology © 2013 European Society For Evolutionary Biology.

19. Socioemotional Development in the Toddler Years: Transitions and Transformations

    ERIC Educational Resources Information Center

    Brownell, Celia A., Ed.; Kopp, Claire B., Ed

    2007-01-01

    This volume explores the key developmental transitions that take place as 1- to 3-year-olds leave infancy behind and begin to develop the social and emotional knowledge, skills, and regulatory abilities of early childhood. Leading investigators examine the multiple, interacting factors that lead to socioemotional competence in this pivotal period,…

20. Social Daydreaming and Adjustment: An Experience-Sampling Study of Socio-Emotional Adaptation During a Life Transition

    PubMed Central

    Poerio, Giulia L.; Totterdell, Peter; Emerson, Lisa-Marie; Miles, Eleanor

    2016-01-01

    Estimates suggest that up to half of waking life is spent daydreaming; that is, engaged in thought that is independent of, and unrelated to, one’s current task. Emerging research indicates that daydreams are predominately social suggesting that daydreams may serve socio-emotional functions. Here we explore the functional role of social daydreaming for socio-emotional adjustment during an important and stressful life transition [the transition to university] using experience-sampling with 103 participants over 28 days. Over time, social daydreams increased in their positive characteristics and positive emotional outcomes; specifically, participants reported that their daydreams made them feel more socially connected and less lonely, and that the content of their daydreams became less fanciful and involved higher quality relationships. These characteristics then predicted less loneliness at the end of the study, which, in turn was associated with greater social adaptation to university. Feelings of connection resulting from social daydreams were also associated with less emotional inertia in participants who reported being less socially adapted to university. Findings indicate that social daydreaming is functional for promoting socio-emotional adjustment to an important life event. We highlight the need to consider the social content of stimulus-independent cognitions, their characteristics, and patterns of change, to specify how social thoughts enable socio-emotional adaptation. PMID:26834685

1. Nonverbal Learning Disabilities and Socioemotional Functioning: A Review of Recent Literature.

   ERIC Educational Resources Information Center

   Little, Sara S.

   1993-01-01

   This article presents an overview of literature relating to a nonverbal learning disabilities subtype. The article addresses the relationship between nonverbal learning disabilities and socioemotional functioning, generalizability of research outcomes, individual differences, and treatment validity. [Author/JDD]

2. Parents' Beliefs about Peer Victimization and Children's Socio-Emotional Development

   ERIC Educational Resources Information Center

   Troop-Gordon, Wendy; Gerardy, Haeli

   2012-01-01

   There is increasing evidence that interpersonal risks and resources can modulate the impact peer victimization has on children's socio-emotional adjustment. The current study contributes to this research by examining links between parents' victimization-related beliefs and children's psychosocial functioning. Data were collected on 190 3rd- and…

3. Family Functioning in Microtransition and Socio-Emotional Competence in Preschoolers

   ERIC Educational Resources Information Center

   Cigala, Ada; Venturelli, Elena; Fruggeri, Laura

   2014-01-01

   Microtransitions can be identified as those exchanges that occur during everyday life when family members negotiate a change in their interactions. This study aims to highlight how certain aspects of family functioning during microtransitions could influence the development of children's socio-emotional competence in their interactions with peers.…

4. Long-term effects of neonatal medial temporal ablations on socioemotional behavior in monkeys

   PubMed Central

   Málková, Ludise; Mishkin, Mortimer; Suomi, Stephen J.; Bachevalier, Jocelyne

   2010-01-01

   Socioemotional abnormalities, including low levels of social interaction and high levels of self-directed activity, were reported when rhesus monkeys with neonatal ablations of either the medial temporal lobe [AH] or the inferior temporal cortex [TE] were paired with unoperated peers at two and six months of age, though these abnormalities were more severe in the AH group [Bachevalier et al., 2001]. As they reached adulthood [Experiment 1], the same monkeys were re-evaluated in the same dyads and their reactivity to novel toys, social status, and reactions to separation from age-matched peers were also assessed. Group TE now showed few if any of the abnormal behaviors observed when they were infants. By contrast, Group AH continued to display low levels of social interaction, high levels of self-directed activity and submissive behavior, and reduced responses to separation, although they reacted normally to novel toys. To determine whether this degree of socioemotional impairment was less severe than that produced by the same damage in adulthood, we assessed dyadic social interactions of monkeys raised until adulthood in laboratory conditions similar to those of the earlier groups and then given the AH ablation [Experiment 2]. Two months postoperatively these adult-lesioned monkeys showed a small reduction in social interactions that became more pronounced six months postoperatively, yet remained less severe than that seen in the infant-lesioned monkeys. Also, except for an increase in food and water consumption throughout this 6-month period, they showed no other socioemotional effects. The finding that neonatal AH lesions produce more severe socioemotional disturbances than the same lesion in adulthood is the reverse of the effect commonly reported for other cognitive functions after cerebral damage. PMID:21133531

5. Toward a New Theory for Selecting Instructional Visuals.

   ERIC Educational Resources Information Center

   Croft, Richard S.; Burton, John K.

   This paper provides a rationale for the selection of illustrations and visual aids for the classroom. The theories that describe the processing of visuals are dual coding theory and cue summation theory. Concept attainment theory offers a basis for selecting which cues are relevant for any learning task which includes a component of identification…

6. Developmental Theories and Instructional Strategies: A Summary Paper. SIDRU Research Report No. 5.

   ERIC Educational Resources Information Center

   Bailey, Beeke

   This paper provides curriculum makers with an overview of developmental theory and relates the theory to instructional strategies. The section on socioemotional development addresses Erikson's eight ages of man, Kohlberg's stages of moral development, motivation and Maslow's hierarchy of needs, Taylor's stage model of creative development, and…

7. Family Structure Experiences and Child Socioemotional Development During the First Nine Years of Life: Examining Heterogeneity by Family Structure at Birth

   PubMed Central

   Berger, Lawrence M.

   2018-01-01

   A vast amount of literature has documented negative associations between family instability and child development, with the largest associations being in the socioemotional [behavioral] domain. Yet, prior work has paid limited attention to differentiating the role of the number, types, and sequencing of family transitions that children experience, as well as to understanding potential heterogeneity in these associations by family structure at birth. We use data from the Fragile Families and Child Wellbeing Study and hierarchical linear models to examine associations of family structure states and transitions with children’s socioemotional development during the first nine years of life. We pay close attention to the type and number of family structure transitions experienced and examine whether associations differ depending on family structure at birth. For children born to cohabiting or noncoresident parents, we find little evidence that subsequent family structure experiences are associated with socioemotional development. For children born to married parents, we find associations between family instability and poorer socioemotional development. However, this largely reflects the influence of parental breakup; we find little evidence that socioemotional trajectories differ for children with various family structure experiences subsequent to their parents’ breakup. PMID:28299560

8. Family Structure Experiences and Child Socioemotional Development During the First Nine Years of Life: Examining Heterogeneity by Family Structure at Birth.

   PubMed

   Bzostek, Sharon H; Berger, Lawrence M

   2017-04-01

   A vast amount of literature has documented negative associations between family instability and child development, with the largest associations being in the socioemotional [behavioral] domain. Yet, prior work has paid limited attention to differentiating the role of the number, types, and sequencing of family transitions that children experience, as well as to understanding potential heterogeneity in these associations by family structure at birth. We use data from the Fragile Families and Child Wellbeing Study and hierarchical linear models to examine associations of family structure states and transitions with children's socioemotional development during the first nine years of life. We pay close attention to the type and number of family structure transitions experienced and examine whether associations differ depending on family structure at birth. For children born to cohabiting or noncoresident parents, we find little evidence that subsequent family structure experiences are associated with socioemotional development. For children born to married parents, we find associations between family instability and poorer socioemotional development. However, this largely reflects the influence of parental breakup; we find little evidence that socioemotional trajectories differ for children with various family structure experiences subsequent to their parents' breakup.

9. What about the Child's Tie to the Father? A New Insight into Fathering, Father-Child Attachment, Children's Socio-Emotional Development and the Activation Relationship Theory

   ERIC Educational Resources Information Center

   Dumont, Caroline; Paquette, Daniel

   2013-01-01

   The broad aim of this study on father-child attachment was to verify whether the Risky Situation [RS] procedure is a more valid means than the Strange Situation [SS] procedure of predicting children's socio-emotional development, and to evaluate the moderator effect of day-to-day involvement on attachment and activation. Participants were 53…

10. Socio-emotional regulation in children with intellectual disability and typically developing children, and teachers' perceptions of their social adjustment.

    PubMed

    Baurain, Céline; Nader-Grosbois, Nathalie; Dionne, Carmen

    2013-09-01

    This study examined the extent to which socio-emotional regulation displayed in three dyadic interactive play contexts [neutral, competitive or cooperative] by 45 children with intellectual disability compared with 45 typically developing children [matched on developmental age, ranging from 3 to 6 years] is linked with the teachers' perceptions of their social adjustment. A Coding Grid of Socio-Emotional Regulation by Sequences [Baurain & Nader-Grosbois, 2011b, 2011c] focusing on Emotional Expression, Social Behavior and Behavior toward Social Rules in children was applied. The Social Adjustment for Children Scale [EASE, Hugues, Soares-Boucaud, Hochman, & Frith, 1997] and the Assessment, Evaluation and Intervention Program System [AEPS, Bricker, 2002] were completed by teachers. Regression analyses emphasized, in children with intellectual disability only, a positive significant link between their Behavior toward Social Rules in interactive contexts and the teachers' perceptions of their social adjustment. Children with intellectual disabilities who listen to and follow instructions, who are patient in waiting for their turn, and who moderate their externalized behavior are perceived by their teachers as socially adapted in their daily social relationships. The between-groups dissimilarity in the relational patterns between abilities in socio-emotional regulation and social adjustment supports the "structural difference hypothesis" with regard to the group with intellectual disability, compared with the typically developing group. Hierarchical cluster cases analyses identified distinct subgroups showing variable structural patterns between the three specific categories of abilities in socio-emotional regulation and their levels of social adjustment perceived by teachers. In both groups, several abilities in socio-emotional regulation and teachers' perceptions of social adjustment vary depending on children's developmental age. Chronological age in children with

11. Long-term effects of neonatal medial temporal ablations on socioemotional behavior in monkeys [Macaca mulatta].

    PubMed

    Malkova, Ludise; Mishkin, Mortimer; Suomi, Stephen J; Bachevalier, Jocelyne

    2010-12-01

    Socioemotional abnormalities, including decreased social interactions and increased self-directed activity, were reported when rhesus monkeys with neonatal ablations of either the medial temporal lobe [AH] or the inferior temporal cortex [TE] were paired with unoperated peers at two and six months of age, though these abnormalities were more severe in Group AH [Bachevalier et al., 2001]. As adults [Experiment 1], the monkeys were re-evaluated in the same dyads and their reactivity to novel toys, social status, and reactions to separation were also assessed. Group TE now showed only few if any of the abnormal behaviors observed in infancy. In contrast, Group AH continued to display decreased social interactions and increased self-directed activity and showed also increased submission and reduced responses to separation, but normal reactivity to novel toys. To determine whether this degree of socioemotional impairment was less severe than that produced by the same damage in adulthood, we assessed dyadic social interactions of monkeys raised until adulthood in laboratory conditions similar to those in Experiment 1 and then given the AH ablations [Experiment 2]. Two months postoperatively these monkeys showed a small reduction in social interactions that became more pronounced six months postoperatively, yet remained less severe than that seen in the infant-lesioned monkeys. No other socioemotional effects, except for an increase in food/water consumption, were observed. The finding that neonatal AH lesions produce more severe socioemotional disturbances than the same lesion in adulthood is the reverse of the effect commonly reported for other cognitive functions after cerebral damage. © 2010 APA, all rights reserved.

12. Single-Sex and Coeducational Schooling: Relationships to Socioemotional and Academic Development.

    ERIC Educational Resources Information Center

    Mael, Fred A.

    1998-01-01

    The role of coeducation versus single-sex schooling in the academic, socioemotional, interpersonal, and career development of adolescents is discussed, and arguments and research support for both types of schooling are reviewed. Separate-sex schooling seems to provide potential benefits for at least some students. [Author/SLD]

13. Shyness, Sibling Relationships, and Young Children's Socioemotional Adjustment at Preschool

    ERIC Educational Resources Information Center

    Graham, Allison A.; Coplan, Robert J.

    2012-01-01

    The purpose of this research was to examine the moderating role of sibling relationship quality in the associations between shyness and indices of socioemotional adjustment in an early childhood education context. Participants were 79 children ages 4 to 6 [M = 4.74 years] who had at least one sibling. Parents completed ratings of child shyness,…

14. Socio-Emotional Effects of the Transition from Sight to Blindness

    ERIC Educational Resources Information Center

    Thurston, Mhairi; Thurston, Allen; McLeod, John

    2010-01-01

    The research examined the socio-emotional impact of sight loss on a sample of 18 blind and partially sighted adults from the east coast of Scotland [average age 64]. The impact of sight loss in four core areas [mood, self-concept, social connectedness and loss] was explored. Data were collected using the mental health and social functioning…

15. Classroom Management and Socioemotional Functioning of Burmese Refugee Students in Malaysia

    ERIC Educational Resources Information Center

    O'Neal, Colleen; Atapattu, Ranga; Jegathesan, Anasuya; Clement, Jennifer; Ong, Edward; Ganesan, Asha

    2018-01-01

    Access to Malaysian government schools is prohibited for refugee children, and hidden refugee schools only reach a minority of Burmese students in Malaysia. This study used a participatory culture-specific consultation [PCSC] approach to examine the perspectives of Burmese refugee teachers on Burmese refugee student socioemotional issues and…

16. Alone is a crowd: social motivations, social withdrawal, and socioemotional functioning in later childhood.

    PubMed

    Coplan, Robert J; Rose-Krasnor, Linda; Weeks, Murray; Kingsbury, Adam; Kingsbury, Mila; Bullock, Amanda

    2013-05-01

    The primary goals of this study were to test a conceptual model linking social approach and avoidance motivations, socially withdrawn behaviors, and peer difficulties in later childhood and to compare the socioemotional functioning of different subtypes of withdrawn children [shy, unsociable, avoidant]. Participants were 367 children, aged 9-12 years. Measures included assessments of social motivations [i.e., self-reported shyness and preference for solitude] and social withdrawal [observations of solitary behaviors in the schoolyard and self-reports of solitary activities outside of school], as well as self- and parent-reported peer difficulties and internalizing problems. Among the results, both shyness and preference for solitude were associated with socially withdrawn behaviors, which in turn predicted peer difficulties. However, only shyness [but not preference for solitude] also displayed a direct path to peer difficulties. As well, results from person-oriented analyses indicated that different subtypes of socially withdrawn children displayed decidedly different profiles with regard to indices of internalizing problems. For example, whereas unsociable children did not differ from their nonwithdrawn peers on indices of internalizing problems, socially avoidant [i.e., high in both shyness and unsociability] children reported the most pervasive socioemotional difficulties. Findings are discussed in terms of the implications of different forms of social withdrawal for socioemotional functioning in later childhood.

17. Adolescent Substance Use: The Role of Demographic Marginalization and Socioemotional Distress

    ERIC Educational Resources Information Center

    Benner, Aprile D.; Wang, Yijie

    2015-01-01

    We investigated the links between racial/ethnic marginalization [i.e., having few same-race/ethnic peers at school] and adolescents' socioemotional distress and subsequent initiation of substance use [alcohol and marijuana] and substance use levels. Data from 7,731 adolescents [52% female; 55% White, 21% African American, 16% Latino, 8% Asian…

18. Situation Selection and Modification for Emotion Regulation in Younger and Older Adults.

    PubMed

    Livingstone, Kimberly M; Isaacowitz, Derek M

    2015-11-01

    This research investigated age differences in use and effectiveness of situation selection and situation modification for emotion regulation. Socioemotional selectivity theory suggests stronger emotional well-being goals in older age; emotion regulation may support this goal. Younger and older adults assigned to an emotion regulation or "just view" condition first freely chose to engage with negative, neutral, or positive material [situation selection], then chose to view or skip negative and positive material [situation modification], rating affect after each experience. In both tasks, older adults in both goal conditions demonstrated pro-hedonic emotion regulation, spending less time with negative material compared to younger adults. Younger adults in the regulate condition also engaged in pro-hedonic situation selection, but not modification. Whereas situation selection was related to affect, modification of negative material was not. This research supports more frequent pro-hedonic motivation in older age, as well as age differences in use of early-stage emotion regulation.

19. Situation Selection and Modification for Emotion Regulation in Younger and Older Adults

    PubMed Central

    Livingstone, Kimberly M.; Isaacowitz, Derek M.

    2016-01-01

    This research investigated age differences in use and effectiveness of situation selection and situation modification for emotion regulation. Socioemotional selectivity theory suggests stronger emotional well-being goals in older age; emotion regulation may support this goal. Younger and older adults assigned to an emotion regulation or “just view” condition first freely chose to engage with negative, neutral, or positive material [situation selection], then chose to view or skip negative and positive material [situation modification], rating affect after each experience. In both tasks, older adults in both goal conditions demonstrated pro-hedonic emotion regulation, spending less time with negative material compared to younger adults. Younger adults in the regulate condition also engaged in pro-hedonic situation selection, but not modification. Whereas situation selection was related to affect, modification of negative material was not. This research supports more frequent pro-hedonic motivation in older age, as well as age differences in use of early-stage emotion regulation. PMID:26998196

20. Selective Attention to Emotion in the Aging Brain

    PubMed Central

    Samanez-Larkin, Gregory R.; Robertson, Elaine R.; Mikels, Joseph A.; Carstensen, Laura L.; Gotlib, Ian H.

    2009-01-01

    A growing body of research suggests that the ability to regulate emotion remains stable or improves across the adult life span. Socioemotional selectivity theory maintains that this pattern of findings reflects the prioritization of emotional goals. Given that goal-directed behavior requires attentional control, the present study was designed to investigate age differences in selective attention to emotional lexical stimuli under conditions of emotional interference. Both neural and behavioral measures were obtained during an experiment in which participants completed a flanker task that required them to make categorical judgments about emotional and non-emotional stimuli. Older adults showed interference in both the behavioral and neural measures on control trials, but not on emotion trials. Although older adults typically show relatively high levels of interference and reduced cognitive control during non-emotional tasks, they appear to be able successfully to reduce interference during emotional tasks. PMID:19739908

1. Selective attention to emotion in the aging brain.

   PubMed

   Samanez-Larkin, Gregory R; Robertson, Elaine R; Mikels, Joseph A; Carstensen, Laura L; Gotlib, Ian H

   2009-09-01

   A growing body of research suggests that the ability to regulate emotion remains stable or improves across the adult life span. Socioemotional selectivity theory maintains that this pattern of findings reflects the prioritization of emotional goals. Given that goal-directed behavior requires attentional control, the present study was designed to investigate age differences in selective attention to emotional lexical stimuli under conditions of emotional interference. Both neural and behavioral measures were obtained during an experiment in which participants completed a flanker task that required them to make categorical judgments about emotional and nonemotional stimuli. Older adults showed interference in both the behavioral and neural measures on control trials but not on emotion trials. Although older adults typically show relatively high levels of interference and reduced cognitive control during nonemotional tasks, they appear to be able to successfully reduce interference during emotional tasks. [c] 2009 APA, all rights reserved.

2. Psychometric Analysis of a Measure of Socio-Emotional Development in Adolescents

   ERIC Educational Resources Information Center

   Sandell, Rolf; Kimber, Birgitta; Andersson, Marie; Elg, Mattias; Fharm, Linus; Gustafsson, Niklas; Soderbaum, Wendela

   2012-01-01

   This is a psychometric analysis of an instrument to assess the socio-emotional development of school students, How I Feel [HIF], developed as a situational judgment test, with scoring based on expert judgments. The HIF test was administered in grades 4-9, 1999-2005. Internal consistency, retest reliability, and year-to-year stability were…

3. Unsociability in Middle Childhood: Conceptualization, Assessment, and Associations with Socioemotional Functioning

   ERIC Educational Resources Information Center

   Coplan, Robert J.; Weeks, Murray

   2010-01-01

   The goal of this study was to explore the socioemotional adjustment of unsociable [versus shy] children in middle childhood. The participants in this study were 186 children aged 6-8 years [M[subscript age] = 7.59 years, SD = 0.31]. Multisource assessment was employed, including maternal ratings, teacher ratings, and individual child interviews.…

4. The Socioemotional Behaviors of Children with SLI: Social Adaptation or Social Deviance?.

   ERIC Educational Resources Information Center

   Redmond, Sean M.; Rice, Mabel L.

   1998-01-01

   The socioemotional integrity of 17 children with specific language impairment [SLI] and 20 age-matched unaffected children was examined at kindergarten and first grade. Significant differences between groups were found for internalizing, social, and attention problems with little congruence or stability over time in clinical ratings. Results…

5. Reciprocal and Complementary Sibling Interactions, Relationship Quality and Socio-Emotional Problem Solving

   ERIC Educational Resources Information Center

   Karos, Leigh Karavasilis; Howe, Nina; Aquan-Assee, Jasmin

   2007-01-01

   Associations between reciprocal and complementary sibling interactions, sibling relationship quality, and children's socio-emotional problem solving were examined in 40 grade 5-6 children [M age = 11.5 years] from middle class, Caucasian, Canadian families using a multi-method approach [i.e. interviews, self-report questionnaires, daily diary…

6. A Pedagogical Alliance for Academic Achievement: Socio-Emotional Effects on Assessment Outcomes

   ERIC Educational Resources Information Center

   Leighton, Jacqueline P.; Guo, Qi; Chu, Man-Wai; Tang, Wei

   2018-01-01

   Assessment of student learning outcomes is often discussed in relation to curriculum, standards and even administration practices. However, assessment of learning outcomes is rarely discussed in light of students' socio-emotional contexts, which might help or hinder learning outcomes. For example, do students' perceptions of the teacher as…

7. Socioemotional Characteristics of Elementary School Children Identified as Exhibiting Social Leadership Qualities

   ERIC Educational Resources Information Center

   Scharf, Miri; Mayseless, Ofra

   2009-01-01

   Elementary school teachers identified characteristics in 4 major socioemotional domains associated with children's social leadership: self-perception, social anxiety, attachment orientation with peers, and interpersonal goals and skills in close friendships. Participants were 260 4th- and 5th-grade students [126 boys, 134 girls] from 10 classes in…

8. Socio-Emotional Connections: Identity, Belonging and Learning in Online Interactions--A Literature Review

   ERIC Educational Resources Information Center

   Delahunty, Janine; Verenikina, Irina; Jones, Pauline

   2014-01-01

   This review focuses on three interconnected socio-emotional aspects of online learning: interaction, sense of community and identity formation. In the intangible social space of the virtual classroom, students come together to learn through dialogic, often asynchronous, exchanges. This creates distinctive learning environments where learning…

9. Age-related perspectives and emotion processing.

   PubMed

   Lynchard, Nicholas A; Radvansky, Gabriel A

   2012-12-01

   Emotion is processed differently in younger and older adults. Older adults show a positivity effect, whereas younger adults show a negativity effect. Socioemotional selectivity theory suggests that these effects can be elicited in any age group when age-related perspectives are manipulated. To examine this, younger and older adults were oriented to actual and age-contrasting possible selves. Emotion activations were assessed using lexical decision. In line with socioemotional selectivity theory, shifts in emotion orientation varied according to perspective, with both younger and older adults showing a negativity effect when a younger adult perspective was taken and a positivity effect when an older adult perspective was taken. 2013 APA, all rights reserved

10. Missing concepts in natural selection theory reconstructions.

    PubMed

    Ginnobili, Santiago

    2016-09-01

    The concept of fitness has generated a lot of discussion in philosophy of biology. There is, however, relative agreement about the need to distinguish at least two uses of the term: ecological fitness on the one hand, and population genetics fitness on the other. The goal of this paper is to give an explication of the concept of ecological fitness by providing a reconstruction of the theory of natural selection in which this concept was framed, that is, based on the way the theory was put to use in Darwin's main texts. I will contend that this reconstruction enables us to account for the current use of the theory of natural selection. The framework presupposed in the analysis will be that of metatheoretical structuralism. This framework will provide both a better understanding of the nature of ecological fitness and a more complete reconstruction of the theory. In particular, it will provide what I think is a better way of understanding how the concept of fitness is applied through heterogeneous cases. One of the major advantages of my way of thinking about natural selection theory is that it would not have the peculiar metatheoretical status that it has in other available views. I will argue that in order to achieve these goals it is necessary to make several concepts explicit, concepts that are frequently omitted in usual reconstructions.

11. Toddler socioemotional behavior in a northern plains Indian tribe: associations with maternal psychosocial well-being.

    PubMed

    Frankel, Karen A; Croy, Calvin D; Kubicek, Lorraine F; Emde, Robert N; Mitchell, Christina M; Spicer, Paul

    2014-01-01

    M.C. Sarche, C.D. Croy, C. Big Crow, C. Mitchell, and P. Spicer [2009] provided first-ever information relating the socioemotional development of American Indian toddlers to the immediate context of their mothers' lives. The current study sought to replicate and build on their earlier work by examining the impact of additional maternal risk factors, identified in previous research with non-American Indian populations, on the development of American Indian toddlers: maternal depression, negative social influences, and mother's feelings of isolation. At 27 months, American Indian mothers [N = 110] completed the Parent Demographic Questionnaire, which measured maternal psychosocial characteristics [e.g., depressed affect, social support, drug and alcohol use, isolation] and demographics. Mothers also completed the Infant-Toddler Social Emotional Assessment [A.S. Carter & M.J. Briggs-Gowan, 2006] and the Parent-Child Dysfunctional Interaction subscale of the Parenting Stress Index [R.R. Abidin, 1995, 1997]. Some results replicated the original study, but others did not. Reports of a dysfunctional mother-child relationship related to externalizing and internalizing problems, replicating the earlier study. This study also found associations between a dysfunctional mother-child relationship and socioemotional competence as well as dysregulation. The previous finding of a relationship between American Indian identity and socioemotional competence was supported. Adding the effects of maternal depressed affect and isolation significantly increased prediction of toddler behavior problems. © 2013 Michigan Association for Infant Mental Health.

12. How Socio-Emotional Support Affects Post-Compulsory Education Decisions in Rural China

    ERIC Educational Resources Information Center

    Yao, Haogen

    2017-01-01

    This study develops a sequential mixed model of Delphi-Propensity Score Matching to discuss how an NGO's socio-emotional support affects the decisions of dropout, work, and two types of upper secondary schooling in rural China. Data were collected from 6,298 students in 2012 after a subgroup of them were treated. The analysis shows that…

13. The Effect of Cleft Lip on Socio-Emotional Functioning in School-Aged Children

    ERIC Educational Resources Information Center

    Murray, Lynne; Arteche, Adriane; Bingley, Caroline; Hentges, Francoise; Bishop, Dorothy V. M.; Dalton, Louise; Goodacre, Tim; Hill, Jonathan

    2010-01-01

    Background: Children with cleft lip are known to be at raised risk for socio-emotional difficulties, but the nature of these problems and their causes are incompletely understood; longitudinal studies are required that include comprehensive assessment of child functioning, and consideration of developmental mechanisms. Method: Children with cleft…

14. Addressing Culture, Gender, and Power with Asian American Couples: Application of Socio-Emotional Relationship Therapy.

    PubMed

    ChenFeng, Jessica; Kim, Lana; Wu, Yuwei; Knudson-Martin, Carmen

    2017-09-01

    Asian Americans juggle the intersections of multiple social identities and societal discourses as they respond to experiences of immigration, marginalization, and patriarchy, integrate collectivist and individualistic family values, and form families and intimate relationships. In this study we examine what we have learned as we apply Socio-Emotional Relationship Therapy [SERT] with heterosexual couples of Asian heritage. SERT begins with sociocultural attunement and the assumption that relationships should mutually support each partner. Drawing on case examples, we illustrate how we practice sociocultural attunement as couples respond to the relational processes that comprise the Circle of Care [mutual influence, vulnerability, attunement, and shared relational responsibility]. We emphasize three key socioemotional themes that intersect with gender: [1] intangible loss; [2] quiet fortitude/not burdening others; and [3] duty to the family. © 2016 Family Process Institute.

15. Exposure to Violence and Socioemotional Adjustment in Low-Income Youth: An Examination of Protective Factors

    PubMed Central

    Hardaway, Cecily R.; McLoyd, Vonnie C.; Wood, Dana

    2014-01-01

    Using a sample of 391 low-income youth ages 13 to 17, this study investigated the potential moderating effects of school climate, participation in extracurricular activities, and positive parent-child relations on associations between exposure to violence [i.e., witnessing violence and violent victimization] and adolescent socioemotional adjustment [i.e., internalizing and externalizing problems]. Exposure to violence was related to both internalizing and externalizing problems. High levels of participation in extracurricular activities and positive parent-child relations appeared to function as protective factors, weakening the positive association between exposure to violence and externalizing problems. Contrary to prediction, school climate did not moderate associations between exposure to violence and socioemotional adjustment. Further, none of the hypothesized protective factors moderated the association between exposure to violence and internalizing problems. PMID:21607826

16. Is there less to social anxiety than meets the eye? Behavioral and neural responses to three socio-emotional tasks

    PubMed Central

    2013-01-01

    Background Social anxiety disorder [SAD] is widely thought to be characterized by heightened behavioral and limbic reactivity to socio-emotional stimuli. However, although behavioral findings are clear, neural findings are surprisingly mixed. Methods Using functional magnetic resonance imaging [fMRI], we examined behavioral and brain responses in a priori emotion generative regions of interest [amygdala and insula] in 67 patients with generalized SAD and in 28 healthy controls [HC] during three distinct socio-emotional tasks. We administered these socio-emotional tasks during one fMRI scanning session: 1] looming harsh faces [Faces]; 2] videotaped actors delivering social criticism [Criticism]; and 3] written negative self-beliefs [Beliefs]. Results In each task, SAD patients reported heightened negative emotion, compared to HC. There were, however, no SAD versus HC differential brain responses in the amygdala and insula. Between-group whole-brain analyses confirmed no group differences in the responses of the amygdala and insula, and indicated different brain networks activated during each of the tasks. In SAD participants, social anxiety symptom severity was associated with increased BOLD signal in the left insula during the Faces task. Conclusions The similar responses in amygdala and insula in SAD and HC participants suggest that heightened negative emotion responses reported by patients with SAD may be related to dysfunction in higher cognitive processes [e.g., distorted appraisal, attention biases, or ineffective cognitive reappraisal]. In addition, the findings of this study emphasize the differential effects of socio-emotional experimental tasks. PMID:23448192

17. Socioemotional, Personality, and Biological Development: Illustrations from a Multilevel Developmental Psychopathology Perspective on Child Maltreatment.

    PubMed

    Cicchetti, Dante

    2016-01-01

    Developmental theories can be affirmed, challenged, and augmented by incorporating knowledge about atypical ontogenesis. Investigations of the biological, socioemotional, and personality development in individuals with high-risk conditions and psychopathological disorders can provide an entrée into the study of system organization, disorganization, and reorganization. This article examines child maltreatment to illustrate the benefit that can be derived from the study of individuals subjected to nonnormative caregiving experiences. Relative to an average expectable environment, which consists of a species-specific range of environmental conditions that support adaptive development among genetically normal individuals, maltreating families fail to provide many of the experiences that are required for normal development. Principles gleaned from the field of developmental psychopathology provide a framework for understanding multilevel functioning in normality and pathology. Knowledge of normative developmental processes provides the impetus to design and implement randomized control trial [RCT] interventions that can promote resilient functioning in maltreated children.

18. A Conceptual Framework for Electronic Socio-Emotional Support for People with Special Needs

    ERIC Educational Resources Information Center

    Shpigelman, Carmit-Noa; Reiter, Shunit; Weiss, Patrice L.

    2009-01-01

    In recent years an increasing number of people under psychological distress turn to computer-mediated communication for support. A related development is the increasing number of computer-mediated support groups in which people meet, share interests, and exchange socio-emotional support through text-based messages on computer networks. To date, a…

19. Salivary Cortisol as a Predictor of Socioemotional Adjustment during Kindergarten: A Prospective Study.

    ERIC Educational Resources Information Center

    Smider, N. A.; Essex, M. J.; Kalin, N. H.; Buss, K. A.; Klein, M. H.; Davidson, R. J.; Goldsmith, H. H.

    2002-01-01

    Examined whether activation of the hypothalamic-pituitary-adrenocortical system, as indexed by average home afternoon levels of cortisol in children age 4.5 years, would predict socioemotional adjustment measured a year and a half later. Found that higher cortisol levels were associated with withdrawal-type behaviors of internalizing and social…

20. Gender Norm Salience Across Middle Schools: Contextual Variations in Associations Between Gender Typicality and Socioemotional Distress.

    PubMed

    Smith, Danielle Sayre; Schacter, Hannah L; Enders, Craig; Juvonen, Jaana

    2018-05-01

    Youth who feel they do not fit with gender norms frequently experience peer victimization and socioemotional distress. To gauge differences between schools, the current study examined the longitudinal effects of school-level gender norm salience-a within-school association between gender typicality and peer victimization-on socioemotional distress across 26 ethnically diverse middle schools [n boys = 2607; n girls = 2805]. Boys [but not girls] reporting lower gender typicality experienced more loneliness and social anxiety in schools with more salient gender norms, even when accounting for both individual and school level victimization. Greater gender norm salience also predicted increased depressed mood among boys regardless of gender typicality. These findings suggest particular sensitivity among boys to environments in which low gender typicality is sanctioned.

1. A Case Study on Enrichment Seminar and the Socioemotional Needs of Gifted Students

   ERIC Educational Resources Information Center

   Simpson, Joanne Denise

   2013-01-01

   The purpose of this qualitative case study was to explore gifted alumni perceptions of how participating in an Enrichment Seminar course met their socioemotional needs as they related to identity formation, and whether or not their academic achievement was influenced. The researcher used interviews, narrative questions, and surveys to gather data.…

2. Cognitive, Socioemotional, and Attitudinal Effects of a Triarchic Enrichment Program for Gifted Children

   ERIC Educational Resources Information Center

   Gubbels, Joyce; Segers, Eliane; Verhoeven, Ludo

   2014-01-01

   In most industrialized societies, the regular educational system does not meet the educational needs of gifted pupils, causing a lag in their school achievement. One way in which more challenge can be provided to gifted children is with an enrichment program. In the present study, cognitive, socioemotional, and attitudinal effects of a triarchic…

3. The Longitudinal Relations of Regulation and Emotionality to Quality of Indonesian Children’s Socioemotional Functioning

   PubMed Central

   Eisenberg, Nancy; Liew, Jeffrey; Pidada, Sri Untari

   2005-01-01

   Data regarding individual differences in children’s regulation, emotionality, quality of socioemotional functioning, and shyness were obtained from teachers and peers for 112 Indonesian 6th graders. Similar data [plus parents’ reports] also were collected when these children were in 3rd grade. For boys, regulation and low negative emotionality generally predicted positive socioemotional functioning [e.g., social skills, adjustment, prosocial tendencies and peer liking, sympathy] within and across time and across reporters, even at the follow-up when initial levels of regulation or negative emotionality were controlled. For girls, relations were obtained primarily for concurrent teacher reports, probably because girls tended to be fairly well regulated and socially competent and variability in their scores was relatively low. Shyness for both sexes tended to be associated with concurrent measures of low regulation, high negative emotionality, and low quality of social competence. PMID:15355166

4. Criteria for selecting implementation science theories and frameworks: results from an international survey.

   PubMed

   Birken, Sarah A; Powell, Byron J; Shea, Christopher M; Haines, Emily R; Alexis Kirk, M; Leeman, Jennifer; Rohweder, Catherine; Damschroder, Laura; Presseau, Justin

   2017-10-30

   Theories provide a synthesizing architecture for implementation science. The underuse, superficial use, and misuse of theories pose a substantial scientific challenge for implementation science and may relate to challenges in selecting from the many theories in the field. Implementation scientists may benefit from guidance for selecting a theory for a specific study or project. Understanding how implementation scientists select theories will help inform efforts to develop such guidance. Our objective was to identify which theories implementation scientists use, how they use theories, and the criteria used to select theories. We identified initial lists of uses and criteria for selecting implementation theories based on seminal articles and an iterative consensus process. We incorporated these lists into a self-administered survey for completion by self-identified implementation scientists. We recruited potential respondents at the 8th Annual Conference on the Science of Dissemination and Implementation in Health and via several international email lists. We used frequencies and percentages to report results. Two hundred twenty-three implementation scientists from 12 countries responded to the survey. They reported using more than 100 different theories spanning several disciplines. Respondents reported using theories primarily to identify implementation determinants, inform data collection, enhance conceptual clarity, and guide implementation planning. Of the 19 criteria presented in the survey, the criteria used by the most respondents to select theory included analytic level [58%], logical consistency/plausibility [56%], empirical support [53%], and description of a change process [54%]. The criteria used by the fewest respondents included fecundity [10%], uniqueness [12%], and falsifiability [15%]. Implementation scientists use a large number of criteria to select theories, but there is little consensus on which are most important. Our results suggest that the

5. Longitudinal Associations Between Temperament and Socioemotional Outcomes in Young Children: The Moderating Role of RSA and Gender

   PubMed Central

   Morales, Santiago; Beekman, Charles; Blandon, Alysia Y.; Stifter, Cynthia A.; Buss, Kristin A.

   2015-01-01

   Temperament is an important predictor of socioemotional adjustment, such as externalizing and internalizing symptoms. However, there is not a one-to-one correspondence between temperamental predispositions and these outcomes, implying that other factors also contribute to the development of internalizing and externalizing problems. Self-regulation is believed to interact with temperament, and has been studied as a predictor for later socioemotional outcomes. Respiratory sinus arrhythmia [RSA] is a psychophysiological measure of self-regulation that has been studied as a moderator of risk. The primary aim of the present study was to test if RSA baseline and RSA reactivity would moderate the link between temperament and socioemotional outcomes. Mothers reported the temperament of their infants [20 months; N=154], RSA was collected at 24- and 42-months, and mothers reported externalizing and internalizing behaviors at kindergarten entry. RSA baseline and RSA reactivity moderated the relation between exuberant temperament and externalizing behaviors. However, these results were only significant for girls, such that high RSA baseline and greater RSA suppression predicted more externalizing behaviors when exuberance was high. Fearful temperament predicted later internalizing behaviors, but no moderation was present. These results are discussed in light of recent evidence regarding gender differences in the role of RSA as a protective factor for risk. PMID:25399505

6. Longitudinal associations between temperament and socioemotional outcomes in young children: the moderating role of RSA and gender.

   PubMed

   Morales, Santiago; Beekman, Charles; Blandon, Alysia Y; Stifter, Cynthia A; Buss, Kristin A

   2015-01-01

   Temperament is an important predictor of socioemotional adjustment, such as externalizing and internalizing symptoms. However, there is not a one-to-one correspondence between temperamental predispositions and these outcomes, implying that other factors also contribute to the development of internalizing and externalizing problems. Self-regulation is believed to interact with temperament, and has been studied as a predictor for later socioemotional outcomes. Respiratory sinus arrhythmia [RSA] is a psychophysiological measure of self-regulation that has been studied as a moderator of risk. The primary aim of the present study was to test if RSA baseline and RSA reactivity would moderate the link between temperament and socioemotional outcomes. Mothers reported the temperament of their infants [20 months; N = 154], RSA was collected at 24- and 42-months, and mothers reported externalizing and internalizing behaviors at kindergarten entry. RSA baseline and RSA reactivity moderated the relation between exuberant temperament and externalizing behaviors. However, these results were only significant for girls, such that high RSA baseline and greater RSA suppression predicted more externalizing behaviors when exuberance was high. Fearful temperament predicted later internalizing behaviors, but no moderation was present. These results are discussed in light of recent evidence regarding gender differences in the role of RSA as a protective factor for risk. © 2014 Wiley Periodicals, Inc.

7. Self-Regulation Mediates the Link between Family Context and Socioemotional Competence in Turkish Preschoolers

   ERIC Educational Resources Information Center

   Gündüz, Gizem; Yagmurlu, Bilge; Harma, Mehmet

   2015-01-01

   Research Findings: In this study, we examined self-regulatory skills, namely, effortful control and executive function, in Turkish preschoolers [N = 217] and their mediating roles in the associations between parenting and children's socioemotional competence. We also investigated the role of family socioeconomic status and maternal psychological…

8. Collaborative Philosophical Enquiry for School Children: Socio-Emotional Effects at 11 to 12 Years

   ERIC Educational Resources Information Center

   Trickey, S.; Topping, K. J.

   2006-01-01

   Two measures were used to investigate the socioemotional effects of collaborative philosophical enquiry on children aged 11 at pre-test in five experimental and three control primary [elementary] school mainstream classes. Experimental teachers received initial and follow-up professional development. In a pre-post controlled design, experimental…

9. Fathers' Parenting Hassles and Coping: Associations with Emotional Expressiveness and Their Sons' Socioemotional Competence

   ERIC Educational Resources Information Center

   Foster, Phillip A.; Reese-Weber, Marla; Kahn, Jeffrey H.

   2007-01-01

   The present study examined fathers' daily parenting hassles and coping strategies to [a] determine their association with fathers' emotional expressiveness and [b] predict their sons' development of socioemotional competence. Fathers of 148 preschool-aged boys reported on their parenting hassles, coping strategies, and emotional expressiveness;…

10. Shift Work, Parenting Behaviors, and Children's Socioemotional Well-Being: A Within-Family Study

    ERIC Educational Resources Information Center

    Barnett, Rosalind Chait; Gareis, Karen C.

    2007-01-01

    Many U.S. employees with children work nonstandard hours, yet we know little about the linkages among maternal shift schedules, mothers' and fathers' parenting behaviors, and children's socioemotional outcomes. In a sample of 55 dual-earner families with children age 8 to 14 years and mothers working day versus evening shifts, the authors found…

11. Fecundity selection theory: concepts and evidence.

    PubMed

    Pincheira-Donoso, Daniel; Hunt, John

    2017-02-01

    Fitness results from an optimal balance between survival, mating success and fecundity. The interactions between these three components of fitness vary depending on the selective context, from positive covariation between them, to antagonistic pleiotropic relationships when fitness increases in one reduce the fitness of others. Therefore, elucidating the routes through which selection shapes life history and phenotypic adaptations via these fitness components is of primary significance to understanding ecological and evolutionary dynamics. However, while the fitness components mediated by natural [survival] and sexual [mating success] selection have been debated extensively from most possible perspectives, fecundity selection remains considerably less studied. Here, we review the theoretical basis, evidence and implications of fecundity selection as a driver of sex-specific adaptive evolution. Based on accumulating literature on the life-history, phenotypic and ecological aspects of fecundity, we [i] suggest a re-arrangement of the concepts of fecundity, whereby we coin the term 'transient fecundity' to refer to brood size per reproductive episode, while 'annual' and 'lifetime fecundity' should not be used interchangeably with 'transient fecundity' as they represent different life-history parameters; [ii] provide a generalized re-definition of the concept of fecundity selection as a mechanism that encompasses any traits that influence fecundity in any direction [from high to low] and in either sex; [iii] review the [macro]ecological basis of fecundity selection [e.g. ecological pressures that influence predictable spatial variation in fecundity]; [iv] suggest that most ecological theories of fecundity selection should be tested in organisms other than birds; [v] argue that the longstanding fecundity selection hypothesis of female-biased sexual size dimorphism [SSD] has gained inconsistent support, that strong fecundity selection does not necessarily drive female

12. Fathers' Emotional Resources and Children's Socioemotional and Behavioral Adjustment among Children with Learning Disabilities

    ERIC Educational Resources Information Center

    Al-Yagon, Michal

    2011-01-01

    This study examined a cumulative model of risk/protective factors at the individual level [child's sense of coherence; attachment with father] and family level as manifested by fathers' emotional resources [fathers' negative/positive affect; attachment avoidance/anxiety], to explain socioemotional adjustment among children age 8-12 years with or…

13. Medical student selection and society: Lessons we learned from sociological theories.

    PubMed

    Yaghmaei, Minoo; Yazdani, Shahram; Ahmady, Soleiman

    2016-01-01

    The aim of this study was to show the interaction between the society, applicants and medical schools in terms of medical student selection. In this study, the trends to implement social factors in the selection process were highlighted. These social factors were explored through functionalism and conflict theories, each focusing on different categories of social factors. While functionalist theorists pay attention to diversity in the selection process, conflict theorists highlight the importance of socio-economic class. Although both theories believe in sorting, their different views are reflected in their sorting strategies. Both theories emphasize the importance of the person-society relationship in motivation to enter university. Furthermore, the impacts of social goals on the selection policies are derived from both theories. Theories in the sociology of education offer an approach to student selection that acknowledges and supports complexity, plurality of approaches and innovative means of selection. Medical student selection does not solely focus on the individual assessment and qualification, but it focuses on a social and collective process, which includes all the influences and interactions between the medical schools and the society. Sociological perspective of medical student selection proposes a model that envelops the individual and the society. In this model, the selection methods should meet the criteria of merit at the individual level, while the selection policies should aim at the society goals at the institutional level.

14. Experiences of Discrimination among Chinese American Adolescents and the Consequences for Socioemotional and Academic Development

    ERIC Educational Resources Information Center

    Benner, Aprile D.; Kim, Su Yeong

    2009-01-01

    This longitudinal study examined the influences of discrimination on socioemotional adjustment and academic performance for a sample of 444 Chinese American adolescents. Using autoregressive and cross-lagged techniques, the authors found that discrimination in early adolescence predicted depressive symptoms, alienation, school engagement, and…

15. Load theory of selective attention and cognitive control.

    PubMed

    Lavie, Nilli; Hirst, Aleksandra; de Fockert, Jan W; Viding, Essi

    2004-09-01

    A load theory of attention in which distractor rejection depends on the level and type of load involved in current processing was tested. A series of experiments demonstrates that whereas high perceptual load reduces distractor interference, working memory load or dual-task coordination load increases distractor interference. These findings suggest 2 selective attention mechanisms: a perceptual selection mechanism serving to reduce distractor perception in situations of high perceptual load that exhaust perceptual capacity in processing relevant stimuli and a cognitive control mechanism that reduces interference from perceived distractors as long as cognitive control functions are available to maintain current priorities [low cognitive load]. This theory resolves the long-standing early versus late selection debate and clarifies the role of cognitive control in selective attention. [[c] 2004 APA, all rights reserved]

16. Differences in the Socio-Emotional Competency Profile in University Students from different Disciplinary Area

    ERIC Educational Resources Information Center

    Castejon, Juan Luis; Cantero, Ma. Pilar; Perez, Nelida

    2008-01-01

    Introduction: The main objective of this paper is to establish a profile of socio-emotional competencies characteristic of a sample of students from each of the big academic areas in higher education: legal sciences, social sciences, education, humanities, science and technology, and health. An additional objective was to analyse differences…

17. Relationship between Young Children's Habitual Computer Use and Influencing Variables on Socio-Emotional Development

    ERIC Educational Resources Information Center

    Seo, Hyun Ah; Chun, Hui Young; Jwa, Seung Hwa; Choi, Mi Hyun

    2011-01-01

    This study investigates the relationship between young children's habitual computer use and influencing variables on socio-emotional development. The participants were 179 five-year-old children. The Internet Addiction Scale for Young Children [IASYC] was used to identify children with high and low levels of habituation to computer use. The data…

18. Alone Is a Crowd: Social Motivations, Social Withdrawal, and Socioemotional Functioning in Later Childhood

    ERIC Educational Resources Information Center

    Coplan, Robert J.; Rose-Krasnor, Linda; Weeks, Murray; Kingsbury, Adam; Kingsbury, Mila; Bullock, Amanda

    2013-01-01

    The primary goals of this study were to test a conceptual model linking social approach and avoidance motivations, socially withdrawn behaviors, and peer difficulties in later childhood and to compare the socioemotional functioning of different subtypes of withdrawn children [shy, unsociable, avoidant]. Participants were 367 children, aged 9-12…

19. Association Between Parenting Style and Socio-Emotional and Academic Functioning in Children With and Without ADHD: A Community-Based Study.

    PubMed

    Bhide, Sampada; Sciberras, Emma; Anderson, Vicki; Hazell, Philip; Nicholson, Jan M

    2016-07-28

    In a community-based study, we examined parenting style and its relationship to functioning in 6- to 8-year-old children [n = 391; 66.2% male] with ADHD [n = 179], compared with non-ADHD controls [n = 212]. Parenting style was assessed using parent-reported [93.5% female] measures of warmth, consistency, and anger. Child socio-emotional and academic functioning was measured via parent- and teacher-reported scales, and direct academic assessment. Parents reported less consistency and more anger in the ADHD group compared with non-ADHD controls, with no differences in warmth. Parenting warmth, consistency, and anger were associated with parent-reported aspects of socio-emotional functioning for children with ADHD and non-ADHD controls, after adjusting for socio-demographic variables, externalizing comorbidities, and ADHD symptom severity. Parenting style was no longer related to academic functioning and most teacher-reported outcomes after adjustment. Generic parenting interventions that promote warm, consistent, and calm parenting may help alleviate socio-emotional impairments in children with ADHD. © The Author[s] 2016.

20. The relations of majority-minority group status and having an other-religion friend to Indonesian youths' socioemotional functioning.

    PubMed

    Eisenberg, Nancy; Sallquist, Julie; French, Doran C; Purwono, Urip; Suryanti, Telie Ari; Pidada, Sri

    2009-01-01

    In this study, the authors examined the relations of Indonesian adolescents' socioemotional functioning to their majority-minority status and the presence of cross-religion friendships and whether sex moderated these relations. At Time 1, 1,254 7th graders and their peers in Bandung, Indonesia, reported on their friendships, prosocial behavior, and peer likability; months later, a selected sample of 250 youths and their teachers and parents rated the youths' social functioning and [mal]adjustment. When controlling for socioeconomic status and initial sociometric status, girls were generally higher in measures of adjustment, whereas majority children were lower in externalizing problems and, for boys, loneliness. For minority children's social competence and prosocial behavior at school, there was evidence of a buffering effect of having a cross-religion friend.

1. Socioemotional Behavior and School Achievement in Relation to Extracurricular Activity Participation in Middle Childhood

   ERIC Educational Resources Information Center

   Metsapelto, Riitta-Leena; Pulkkinen, Lea

   2012-01-01

   This 3-year longitudinal study investigated the associations of student [aged 9 to 10 years at the beginning of the study; n = 281; 51% girls] participation in extracurricular activities with teacher-rated socioemotional behavior and school achievement. MANOVA results showed that, after controlling for the grade level and the initial level of the…

2. Views of the Self and Others at Different Ages: Utility of Repertory Grid Technique in Detecting the Positivity Effect in Aging

   ERIC Educational Resources Information Center

   Williams, Ben D.; Harter, Stephanie Lewis

   2010-01-01

   Socioemotional selectivity theory [Carstensen, 1995] posits a "positivity effect" in older adults, describing an increasing tendency to attend to, process, interpret, and remember events and others in life in a positive fashion as one ages. Drawing on personal construct theory, Viney [1993] observes increasing integration of constructions of self…

3. Parents Perceive Improvements in Socio-Emotional Functioning in Adolescents with ASD Following Social Skills Treatment

   ERIC Educational Resources Information Center

   Lordo, Danielle N.; Bertolin, Madison; Sudikoff, Eliana L.; Keith, Cierra; Braddock, Barbara; Kaufman, David A. S.

   2017-01-01

   The current study examined the effectiveness of a social skills treatment [PEERS] for improving socio-emotional competencies in a sample of high-functioning adolescents with ASD. Neuropsychological and self- and parent-report measures assessing social, emotional, and behavioral functioning were administered before and after treatment. Following…

4. Limited English Proficiency and Socioemotional Well-Being among Asian and Hispanic Children from Immigrant Families

   ERIC Educational Resources Information Center

   Kang, Hannah S.; Haddad, Eileen; Chen, Chuansheng; Greenberger, Ellen

   2014-01-01

   Research Findings: Previous research has suggested that children from immigrant families face multiple stressors associated with acculturation. One component of acculturation that has not been widely explored in relation to children's socioemotional development is limited English proficiency [LEP]. Given that English is the main language used in…

5. Paths from socioemotional behavior in middle childhood to personality in middle adulthood.

   PubMed

   Pulkkinen, Lea; Kokko, Katja; Rantanen, Johanna

   2012-09-01

   Continuity in individual differences from socioemotional behavior in middle childhood to personality characteristics in middle adulthood was examined on the assumption that they share certain temperament-related elements. Socioemotional characteristics were measured using teacher ratings at ages 8 [N = 369; 53% males] and 14 [95% of the initial sample]. Personality was assessed at age 42 [63% of the initial sample; 50% males] using a shortened version of the NEO Personality Inventory [NEO-PI]; the Karolinska Scales of Personality [KSP]; and the Adult Temperament Questionnaire [ATQ]. Three models were tested using structural equation modeling. The results confirmed paths [a] from behavioral activity to adult Extraversion and Openness [NEO-PI], sociability [KSP], and surgency [ATQ]; [b] from well-controlled behavior to adult conformity [KSP] and Conscientiousness [NEO-PI]; and [c] from negative emotionality to adult aggression [KSP]. The paths were significant only for one gender, and more frequently for males than for females. The significant male paths from behavioral activity to all indicators of adult activity and from well-controlled behavior to adult conformity started at age 8, whereas significant female paths from behavioral activity to adult sociability and from well-controlled behavior to adult Conscientiousness started at age 14. PsycINFO Database Record [c] 2012 APA, all rights reserved.

6. Obesity, family instability, and socioemotional health in adolescence

   PubMed Central

   Crosnoe, Robert

   2017-01-01

   The last two decades have witnessed dramatic increases in obesity and family instability. To the extent that the social stigma of obesity is a risk factor and family instability represents the potential compromise of important protective factors, their convergence may disrupt socioemotional health, especially during periods of heightened social uncertainty. Drawing on data from the National Longitudinal Study of Adolescent Health, this study found that obese youth at the start of high school had higher levels of internalizing symptoms and lower levels of perceived social integration in school only when they had also experienced multiple family transitions since birth. This pattern, however, did not hold for boys, and it did not extend to overweight [as opposed to obese] adolescents of either gender. PMID:22640529

7. Family employment and child socioemotional behaviour: longitudinal findings from the UK Millennium Cohort Study

   PubMed Central

   Hope, Steven; Pearce, Anna; Whitehead, Margaret; Law, Catherine

   2014-01-01

   Background Levels of paid employment in two parent and lone parent families have increased in the UK but evidence of its impact on child socioemotional behaviour is limited and inconsistent. Methods We conducted a longitudinal analysis using the first four sweeps of the Millennium Cohort Study [9 months, 3 years, 5 years and 7 years] to investigate the influence of family employment trajectories in the early years on socioemotional behaviour at 7 years, unadjusted and adjusted for covariates. In addition, mothers’ employment was investigated separately. Results Children from families where no parent was employed for one or more sweeps were at a greater risk of socioemotional problem behaviour compared with those where a parent was continuously employed, even after adjustment for covariates. Children of mothers who were non-employed for one or more sweeps were at greater risk of problem behaviour compared with mothers who were employed at all sweeps. Adjustment for covariates fully attenuated the excess risk for children whose mothers had moved into employment by the time they were 7 years. In contrast, the elevated risk associated with continuous non-employment and a single transition out of employment was attenuated after adjustment for early covariates, fathers’ employment, household income and mothers’ psychological distress at 7 years, but remained significant. Conclusions Family and mothers’ employment were associated with a lower risk of problem behaviour for children in middle childhood, in part explained by sociodemographic characteristics of families and the apparent psychological and socioeconomic benefits of employment. Results for mothers’ transitions in or out of the labour market suggest that child problem behaviour is influenced by current status, over and above diverse earlier experiences of employment and non-employment. PMID:24889054

8. Parental resources, parental stress, and socioemotional development of deaf and hard of hearing children.

   PubMed

   Hintermair, Manfred

   2006-01-01

   In recent years, empowerment and resource orientation have become vital guidelines for many of the sciences. For the field of deaf education, it is also highly important to look carefully at these guidelines if we are to acquire a better understanding as regards both the situation of the parents involved and the development of the deaf and hard of hearing children themselves. A resource-oriented approach to deaf education has therefore proved especially helpful. If both the theoretical and practical aspects of educating deaf and hard of hearing children are to benefit, research on parental experience with deafness and research on the socioemotional development of the children must always be combined and studied in the context of resource availability. In a study of 213 mothers and 213 fathers of deaf and hard of hearing children, we used an array of different questionnaires [PSI, SDQ, SOC, F-SozU, etc.] to examine the correlation between parental resources, sociodemographic variables, parental stress experience, and child socioemotional problems by way of a path analysis model. The results show that high parental stress is associated with frequent socioemotional problems in the children, thus emphasizing the importance of a resource-oriented consulting and support strategy in early intervention, because parental access to personal and social resources is associated with significantly lower stress experience. Child development seems to profit enormously from a resource-oriented support concept. In addition, the results confirm two earlier findings: parents with additionally handicapped children are especially stressed and the child's communicative competence makes for a more sound prediction than its linguistic medium [spoken language or sign]. The path models for mothers and fathers agree in all essential factors. The results are discussed with a view to their meaning for pedagogical practice, and recommendations for further research are given [longitudinal data

9. Family employment and child socioemotional behaviour: longitudinal findings from the UK Millennium Cohort Study.

   PubMed

   Hope, Steven; Pearce, Anna; Whitehead, Margaret; Law, Catherine

   2014-10-01

   Levels of paid employment in two parent and lone parent families have increased in the UK but evidence of its impact on child socioemotional behaviour is limited and inconsistent. We conducted a longitudinal analysis using the first four sweeps of the Millennium Cohort Study [9 months, 3 years, 5 years and 7 years] to investigate the influence of family employment trajectories in the early years on socioemotional behaviour at 7 years, unadjusted and adjusted for covariates. In addition, mothers' employment was investigated separately. Children from families where no parent was employed for one or more sweeps were at a greater risk of socioemotional problem behaviour compared with those where a parent was continuously employed, even after adjustment for covariates. Children of mothers who were non-employed for one or more sweeps were at greater risk of problem behaviour compared with mothers who were employed at all sweeps. Adjustment for covariates fully attenuated the excess risk for children whose mothers had moved into employment by the time they were 7 years. In contrast, the elevated risk associated with continuous non-employment and a single transition out of employment was attenuated after adjustment for early covariates, fathers' employment, household income and mothers' psychological distress at 7 years, but remained significant. Family and mothers' employment were associated with a lower risk of problem behaviour for children in middle childhood, in part explained by sociodemographic characteristics of families and the apparent psychological and socioeconomic benefits of employment. Results for mothers' transitions in or out of the labour market suggest that child problem behaviour is influenced by current status, over and above diverse earlier experiences of employment and non-employment. Published by the BMJ Publishing Group Limited. For permission to use [where not already granted under a licence] please go to //group.bmj.com/group/rights-licensing/permissions.

10. Enhancing Theory-of-Mind Discourse among Deaf Parents of Children with Hearing Loss

    ERIC Educational Resources Information Center

    Ziv, Margalit; Meir, Irit; Malky, Lucy

    2013-01-01

    Children with hearing loss often have difficulties in the socio-emotional domain that can be attributed to a significant delay in the development of theory of mind [ToM]. The current article describes a workshop aimed at enhancing deaf parents' awareness of the importance of ToM development and enriching parent-child conversations with…

11. Social Network Changes and Life Events across the Life Span: A Meta-Analysis

    ERIC Educational Resources Information Center

    Wrzus, Cornelia; Hanel, Martha; Wagner, Jenny; Neyer, Franz J.

    2013-01-01

    For researchers and practitioners interested in social relationships, the question remains as to how large social networks typically are, and how their size and composition change across adulthood. On the basis of predictions of socioemotional selectivity theory and social convoy theory, we conducted a meta-analysis on age-related social network…

12. The Socio-Emotional Needs of Children with Dyslexia in Different Educational Settings in Ireland

    ERIC Educational Resources Information Center

    Casserly, Ann Marie

    2013-01-01

    This paper reports on a four-year research project examining the experiences of children with dyslexia in mainstream schools and reading schools/classes. The focus of this paper is on the socio-emotional effects of dyslexia on a group of children attending a reading school/class for a specific duration before returning to mainstream. The findings…

13. Eccomi Pronto: Implementation of a Socio-Emotional Development Curriculum in a South Korean Elementary School

    ERIC Educational Resources Information Center

    Kim, Donghyun; Hyun, Jung H.; Lee, Jihee; Bertolani, Jessica; Mortari, Luigina; Carey, John

    2015-01-01

    "Eccomi Pronto" [EP], an elementary school socio-emotional learning curriculum that was originally developed and evaluated in Italy was translated in Korean and implemented and evaluated in 4th grade classrooms of a primary school in South Korea. Qualitative data from teachers indicated that EP improved the self-reflection and…

14. Socioemotional Learning and Sense of Community: An Analysis of Implementation Quality and the Paths Curriculum

    ERIC Educational Resources Information Center

    Mauk, Scott F.

    2010-01-01

    Many educators believe that developing a sense of community in their schools is necessary for having a vibrant and effective learning environment. Sense of community is a complex social construct with many proponents. Socioemotional learning programs purport to help young students develop emotional skills in order to develop intellectually and…

15. Anger and Children's Socioemotional Development: Can Parenting Elicit a Positive Side to a Negative Emotion?

    ERIC Educational Resources Information Center

    Razza, Rachel A.; Martin, Anne; Brooks-Gunn, Jeanne

    2012-01-01

    This study examined the role of anger in infancy and its interaction with maternal warmth in predicting children's socioemotional development. Participants included a demographically diverse sample of 316 mothers and children from the Project on Human Development in Chicago Neighborhoods [PHDCN] study. Infants were followed across 3 waves of data…

16. Selecting Organization Development Theory from an HRD Perspective

    ERIC Educational Resources Information Center

    Lynham, Susan A.; Chermack, Thomas J.; Noggle, Melissa A.

    2004-01-01

    As is true for human resource development [HRD], the field of organization development [OD] draws from numerous disciplines to inform its theory base. However, the identification and selection of theory to inform improved practice remains a challenge and begs the question of what can be used to inform and guide one in the identification and…

17. Maternal employment and child socio-emotional behaviour in the UK: longitudinal evidence from the UK Millennium Cohort Study.

    PubMed

    McMunn, Anne; Kelly, Yvonne; Cable, Noriko; Bartley, Mel

    2012-07-01

    Mothers of young children are increasingly combining paid work with childrearing. Empirical evidence on the effects of maternal employment on children is contradictory and little work has considered the impact of maternal employment within the context of the employment patterns of both parents. Data on parental employment across three sweeps [when children were in infancy, age 3 and age 5 y] of the Millennium Cohort Study, a large nationally representative prospective birth cohort study, were used to investigate the relation between parental employment and child socio-emotional behaviour at age 5 years independent of maternal education, maternal depression or household income. The cumulative effect of maternal employment across the early years was investigated. The impact of maternal employment in the first year of life was separately examined as a potentially 'sensitive period'. There was no evidence of detrimental effects of maternal employment in the early years on subsequent child socio-emotional behaviour. There were significant gender differences in the effects of parental employment on behavioural outcomes. The most beneficial working arrangement for both girls and boys was that in which both mothers and fathers were present in the household and in paid work independent of maternal educational attainment and household income. No detrimental effects of maternal employment in the early years were seen. There were important gender differences in relationships between parental working arrangements and child socio-emotional outcomes.

18. Paternal mental health and socioemotional and behavioral development in their children.

    PubMed

    Kvalevaag, Anne Lise; Ramchandani, Paul G; Hove, Oddbjørn; Assmus, Jörg; Eberhard-Gran, Malin; Biringer, Eva

    2013-02-01

    To examine the association between symptoms of psychological distress in expectant fathers and socioemotional and behavioral outcomes in their children at age 36 months. The current study is based on data from the Norwegian Mother and Child Cohort Study on 31 663 children. Information about fathers' mental health was obtained by self-report [Hopkins Symptom Checklist] in week 17 or 18 of gestation. Information about mothers' pre- and postnatal mental health and children's socioemotional and behavioral development at 36 months of age was obtained from parent-report questionnaires. Linear multiple regression and logistic regression models were performed while controlling for demographics, lifestyle variables, and mothers' mental health. Three percent of the fathers had high levels of psychological distress. Using linear regression models, we found a small positive association between fathers' psychological distress and children's behavioral difficulties, B = 0.19 [95% confidence interval [CI] = 0.15-0.23]; emotional difficulties, B = 0.22 [95% CI = 0.18-0.26]; and social functioning, B = 0.12 [95% CI = 0.07-0.16]. The associations did not change when adjusted for relevant confounders. Children whose fathers had high levels of psychological distress had higher levels of emotional and behavioral problems. This study suggests that some risk of future child emotional, behavioral, and social problems can be identified during pregnancy. The findings are of importance for clinicians and policy makers in their planning of health care in the perinatal period because this represents a significant opportunity for preventive intervention.

19. Age-Related Differences in the Relation between Motivation to Learn and Transfer of Training in Adult Continuing Education

    ERIC Educational Resources Information Center

    Gegenfurtner, Andreas; Vauras, Marja

    2012-01-01

    This meta-analysis [k = 38, N = 6977] examined age-related differences in the relation between motivation to learn and transfer of training, using data derived from the literature on adult continuing education of the past 25 years. Based on socioemotional selectivity theory, a lifespan approach to expectancy theory, and research on interest and…

20. Naturalistic Observations of Schoolyard Social Participation: Marker Variables for Socio-Emotional Functioning in Early Adolescence

    ERIC Educational Resources Information Center

    Coplan, Robert J.; Ooi, Laura L.; Rose-Krasnor, Linda

    2015-01-01

    The goal of this study was to examine links between observed social participation in the schoolyard and indices of socio-emotional functioning in early adolescence. Participants were children [N = 290] aged 9 to 12 years. Social participation [e.g., solitary play, dyadic interaction, group interaction] was assessed in the schoolyard during recess…

1. Identifying Finnish Children's Impulsivity Trajectories from Kindergarten to Grade 4: Associations with Academic and Socioemotional Development

   ERIC Educational Resources Information Center

   Hirvonen, Riikka; Poikkeus, Anna-Maija; Pakarinen, Eija; Lerkkanen, Marja-Kristiina; Nurmi, Jari-Erik

   2015-01-01

   Research Findings: The purpose of this study was to identify the developmental trajectories of impulsive behavior among 378 Finnish children who were followed from kindergarten to 4th grade. In addition to ratings of children's impulsivity, the analyses included measures of motivation, cognitive skills, socioemotional adjustment, and…

2. Comorbid LD and ADHD in Childhood: Socioemotional and Behavioural Adjustment and Parents' Positive and Negative Affect

   ERIC Educational Resources Information Center

   Al-Yagon, Michal

   2009-01-01

   The present study examined how vulnerability and protective factors at the individual level [child's disabilities; patterns of attachment], and at the family level [fathers'/mothers' affect], help explain differences in socioemotional and behavioural adjustment among children aged 8-12 years with comorbid learning disability [LD] and attention…

3. The Role of Ventromedial Prefrontal Cortex in Text Comprehension Inferences: Semantic Coherence or Socio-Emotional Perspective?

   PubMed Central

   Burin, Debora I.; Acion, Laura; Kurczek, Jake; Duff, Melissa C.; Tranel, Daniel; Jorge, Ricardo E.

   2015-01-01

   Two hypotheses about the role of the ventromedial prefrontal cortex [vmPFC] in narrative comprehension inferences, global semantic coherence versus socio-emotional perspective, were tested. Seven patients with vmPFC lesions and seven demographically matched healthy comparison participants read short narratives. Using the consistency paradigm, narratives required participants to make either an emotional or visuo-spatial inference, in which a target sentence provided consistent or inconsistent information with a previous emotional state of a character or a visuo-spatial location of an object. Healthy comparison participants made the inferences both for spatial and emotional stories, as shown by longer reading times for inconsistent critical sentences. For patients with vmPFC lesions, inconsistent sentences were read slower in the spatial stories, but not in the emotional ones. This pattern of results is compatible with the hypothesis that vmPFC contributes to narrative comprehension by supporting inferences about socio-emotional aspects of verbally described situations. PMID:24561428

4. In your eyes: does theory of mind predict impaired life functioning in bipolar disorder?

   PubMed

   Purcell, Amanda L; Phillips, Mary; Gruber, June

   2013-12-01

   Deficits in emotion perception and social functioning are strongly implicated in bipolar disorder [BD]. Examining theory of mind [ToM] may provide one potential mechanism to explain observed socio-emotional impairments in this disorder. The present study prospectively investigated the relationship between theory of mind performance and life functioning in individuals diagnosed with BD compared to unipolar depression and healthy control groups. Theory of mind [ToM] performance was examined in 26 individuals with remitted bipolar I disorder [BD], 29 individuals with remitted unipolar depression [UD], and 28 healthy controls [CTL] using a well-validated advanced theory of mind task. Accuracy and response latency scores were calculated from the task. Life functioning was measured during a 12 month follow-up session. No group differences for ToM accuracy emerged. However, the BD group exhibited significantly shorter response times than the UD and CTL groups. Importantly, quicker response times in the BD group predicted greater life functioning impairment at a 12-month follow-up, even after controlling for baseline symptoms. The stimuli were static representations of emotional states and do not allow for evaluating the appropriateness of context during emotional communication; due to sample size, neither specific comorbidities nor medication effects were analyzed for the BD and UD groups; preliminary status of theory of mind as a construct. Results suggest that quickened socio-emotional decision making may represent a risk factor for future functional impairment in BD. Copyright © 2013 Elsevier B.V. All rights reserved.

5. Developmental disruption of amygdala transcriptome and socioemotional behavior in rats exposed to valproic acid prenatally.

   PubMed

   Barrett, Catherine E; Hennessey, Thomas M; Gordon, Katelyn M; Ryan, Steve J; McNair, Morgan L; Ressler, Kerry J; Rainnie, Donald G

   2017-01-01

   The amygdala controls socioemotional behavior and has consistently been implicated in the etiology of autism spectrum disorder [ASD]. Precocious amygdala development is commonly reported in ASD youth with the degree of overgrowth positively correlated to the severity of ASD symptoms. Prenatal exposure to VPA leads to an ASD phenotype in both humans and rats and has become a commonly used tool to model the complexity of ASD symptoms in the laboratory. Here, we examined abnormalities in gene expression in the amygdala and socioemotional behavior across development in the valproic acid [VPA] rat model of ASD. Rat dams received oral gavage of VPA [500 mg/kg] or saline daily between E11 and 13. Socioemotional behavior was tracked across development in both sexes. RNA sequencing and proteomics were performed on amygdala samples from male rats across development. Effects of VPA on time spent in social proximity and anxiety-like behavior were sex dependent, with social abnormalities presenting in males and heightened anxiety in females. Across time VPA stunted developmental and immune, but enhanced cellular death and disorder, pathways in the amygdala relative to saline controls. At postnatal day 10, gene pathways involved in nervous system and cellular development displayed predicted activations in prenatally exposed VPA amygdala samples. By juvenile age, however, transcriptomic and proteomic pathways displayed reductions in cellular growth and neural development. Alterations in immune pathways, calcium signaling, Rho GTPases, and protein kinase A signaling were also observed. As behavioral, developmental, and genomic alterations are similar to those reported in ASD, these results lend support to prenatal exposure to VPA as a useful tool for understanding how developmental insults to molecular pathways in the amygdala give rise to ASD-related syndromes.

6. Subjective residual life expectancy in health self-regulation.

   PubMed

   Ziegelmann, Jochen P; Lippke, Sonia; Schwarzer, Ralf

   2006-07-01

   Applying socioemotional selectivity theory to the domain of health, we examined the interplay of social-cognitive predictors of physical exercise in two groups of people who perceived their remaining lifetime as either expansive or limited [based on subjective longevity ratings]. Individuals [N = 370] who were prescribed physical exercise were assessed at discharge from orthopedic rehabilitation as well as 6 and 12 months later. Multigroup structural equation modeling showed differences in latent means, interrelations of predictors, and amount of explained variance. Individuals who perceived their time as limited reported a less favorable profile on social-cognitive variables and less exercise goal attainment. We give first insights on how health self-regulation differs in these groups, and we discuss avenues for intervention based on socioemotional selectivity theory. In contrast to chronological age, subjective life expectancy can be targeted by intervention.

7. Do Time in Child Care and Peer Group Exposure Predict Poor Socioemotional Adjustment in Norway?

   ERIC Educational Resources Information Center

   Solheim, Elisabet; Wichstrøm, Lars; Belsky, Jay; Berg-Nielsen, Turid Suzanne

   2013-01-01

   Extensive exposure to nonparental child care during the first 4.5 years of life has been demonstrated in some American studies to negatively affect children's socioemotional functioning. Data from 935 preschool children who averaged 54.9 [SD = 3.0] months of age, from Trondheim, Norway were used to examine whether such negative effects, would…

8. [A New Approach to Fostering Socio-Emotional Communication and Development in the Earliest Years of Life].

   ERIC Educational Resources Information Center

   Fenichel, Emily, Ed.

   1996-01-01

   The five articles in this newsletter theme issue focus on the development of socioemotional and communication skills in infants and toddlers through the Partners in Parenting Education [PIPE] program. The first article, "The Partners in Parenting Education Program: A New Option in Parent Education" [Perry M. Butterfield], describes the program's…

9. Shyness, Child-Teacher Relationships, and Socio-Emotional Adjustment in a Sample of Italian Preschool-Aged Children

   ERIC Educational Resources Information Center

   Sette, Stefania; Baumgartner, Emma; Schneider, Barry H.

   2014-01-01

   The purpose of the present study was to examine the moderating role of child-teacher relationship quality [i.e., closeness, conflict, and dependence] in the association between children's shyness and indices of socio-emotional adjustment and maladjustment. The participants were Italian preschool children [63 boys; 66 girls] and two lead teachers…

10. Socioemotional and Behavioural Adaptation of Students with Disabilities: The Significance of Teacher-Student Attachment-Like Relationships

    ERIC Educational Resources Information Center

    Granot, David

    2016-01-01

    The present study explores the extent to which maternal attachment and teacher--student attachment-like relationships explain the socioemotional adaptation of students with disabilities. Participants consisted of 65 dyads of homeroom teachers and their students [from a middle-to-low-class area in Northern Israel] with learning disabilities [LD],…

11. The Role of Participant Responsiveness on a Socio-Emotional Learning Program.

    PubMed

    Pereira, Nádia Salgado; Marques-Pinto, Alexandra

    2017-01-19

    The present study set out to evaluate participant responsiveness, one of the main dimensions of implementation quality, in a Socio-Emotional Learning after-school program using Educational Dance activities, Experiencing Emotions, and also to understand its influence on program outcomes. The sample involved 98 middle-school Portuguese pupils, 53 of whom participated in the program and 45 in after-school control sessions. Outcome measures included pre-test and post-test questionnaires of pupils' socio-emotional skills, well-being and school engagement. A self-report item measured pupils' satisfaction at the end of the program, and a checklist measuring attendance and homework completion was filled in by the facilitator at each session of the program and control condition. Results revealed [1] high levels of pupils' satisfaction and attendance, and a medium-high level of homework completion towards the program; [2] that pupils' higher attendance rate in the program predicted higher results in the self-management [p = .04, d = .57; p = .003, d = .87] and social awareness [p = .04, d = .59] SEL domains, emotional [p = .02, d = .67] and psychological [p = .009, d = .76] well-being and school engagement [p = .04, d = .56]; [3] that pupils' higher rate of homework completion in the program predicted higher results in the relationship skills SEL area [p = .04, d = .59] and in school engagement [p = .005, d = 1.50]; [4] that pupils' from the control condition higher rates of homework completion also predicted better school engagement [p = .006, d = .88]. Implications for research and practice are discussed.

12. Changes in Perceived Social Support and Socioemotional Adjustment across the Elementary to Junior High School Transition

    ERIC Educational Resources Information Center

    Martinez, Rebecca S.; Aricak, O. Tolga; Graves, Misha N.; Peters-Myszak, Jessica; Nellis, Leah

    2011-01-01

    One of the most fundamental factors related to psychological well being across the lifespan is whether a person perceives social support from important others in his or her life. The current study explored changes in and relationships among perceived social support [SS] and socioemotional adjustment [SEA] across the 1-year transition from…

13. Rational Density Functional Selection Using Game Theory.

    PubMed

    McAnanama-Brereton, Suzanne; Waller, Mark P

    2018-01-22

    Theoretical chemistry has a paradox of choice due to the availability of a myriad of density functionals and basis sets. Traditionally, a particular density functional is chosen on the basis of the level of user expertise [i.e., subjective experiences]. Herein we circumvent the user-centric selection procedure by describing a novel approach for objectively selecting a particular functional for a given application. We achieve this by employing game theory to identify optimal functional/basis set combinations. A three-player [accuracy, complexity, and similarity] game is devised, through which Nash equilibrium solutions can be obtained. This approach has the advantage that results can be systematically improved by enlarging the underlying knowledge base, and the deterministic selection procedure mathematically justifies the density functional and basis set selections.

14. A practitioner's guide to interpersonal communication theory: an overview and exploration of selected theories.

    PubMed

    Bylund, Carma L; Peterson, Emily B; Cameron, Kenzie A

    2012-06-01

    To provide a brief overview of selected interpersonal theories and models, and to present examples of their use in healthcare communication research. Nine interpersonal communication theories and their application to healthcare communication are discussed. As healthcare communication interactions often occur at an interpersonal level, familiarity with theories of interpersonal communication may reinforce existing best practices and lead to the development of novel communication approaches with patients. This article serves as an introductory primer to theories of interpersonal communication that have been or could be applied to healthcare communication research. Understanding key constructs and general formulations of these theories may provide practitioners with additional theoretical frameworks to use when interacting with patients. Copyright © 2011 Elsevier Ireland Ltd. All rights reserved.

15. Examining Associations between Effortful Control and Teacher-Child Relationships in Relation to Head Start Children's Socioemotional Adjustment

    ERIC Educational Resources Information Center

    Myers, Sonya S.; Morris, Amanda Sheffield

    2009-01-01

    Research Findings: The current project examined the unique and interactive relations of child effortful control and teacher-child relationships to low-income preschoolers' socioemotional adjustment. One hundred and forty Head Start children [77 boys and 63 girls], their parents, lead teachers, and teacher assistants participated in this study.…

16. Examining the Dimensionality of Effortful Control in Preschool Children and Its Relation to Academic and Socioemotional Indicators

    ERIC Educational Resources Information Center

    Allan, Nicholas P.; Lonigan, Christopher J.

    2011-01-01

    Effortful control [EC] is an important developmental construct, associated with socioemotional growth, academic performance, and psychopathology. EC is defined as the ability to execute goal-directed behavior to inhibit or delay a prepotent response in favor of a subdominant response. Extant research indicates that EC may be multidimensional.…

17. Age differences in responses to conflict in the workplace.

    PubMed

    Davis, Mark H; Kraus, Linda A; Capobianco, Sal

    2009-01-01

    Socioemotional selectivity theory [SST] has been used successfully to explain age differences in interpersonal conflict behavior: older adults are generally less likely to engage in destructive responses, and more likely to employ nonconfrontational ones. However, this research has focused almost exclusively on conflict with intimates [spouses, family, friends], and has typically not examined conflict in the workplace. The present investigation uses behavior ratings made by bosses, peers, and subordinates of 2513 working adults to examine the association between age and workplace conflict behavior; more specifically, it tests three hypotheses generated from socioemotional selectivity theory. Consistent with predictions, raters generally agreed that older working adults were more likely to engage in nonconfrontational responses [yielding, delaying responding]; also as expected, older and younger respondents did not consistently differ in their efforts to constructively solve conflict. Unexpectedly, little evidence was found that older adults engage in less active destructive behavior.

18. Improving socio-emotional health for pupils in early secondary education with Pyramid: A school-based, early intervention model.

    PubMed

    Jayman, Michelle; Ohl, Maddie; Hughes, Bronach; Fox, Pauline

    2018-05-01

    Policymakers are focusing increased attention on the role of schools to promote and support children's mental health, and evidence-based models of good practice are in demand. Pyramid Club is a school-based, socio-emotional intervention, demonstrably effective with primary-aged pupils. This study extends previous Pyramid Club evaluations by examining effectiveness with pupils in early secondary education; service users' perceptions and experiences were investigated to increase understanding of Pyramid's impact, thus supporting enhanced practice. Participants [n = 126] comprised selected pupils, aged 11-14 [52 males; 74 females], who completed the 10 week programme [Pyramid group] and a non-intervention comparison group. Club leaders [n = 23] were trained, Pyramid volunteers. A mixed-methods design was implemented. The Strengths and Difficulties Questionnaire [SDQ], informant-rated version [Goodman, 1997, J Child Psychol Psychiat, 38, 581] and self-report version [Goodman, Meltzer, & Bailey, 1998, Europ Child Adolesc Psychiatry, 7, 125], was used to measure socio-emotional well-being: pre-club [baseline assessment], post-test [within 2 weeks of programme completion], and at 12-month follow-up [informant-rated version only]. Focus groups were conducted separately with Pyramid pupils and Club leaders. Findings from informants and self-reports identified significant improvements for the Pyramid group in total difficulties and on pertinent SDQ subscales [e.g., emotional symptoms and peer relationship problems] at post-test. Improvements were sustained at 12-month follow-up. Comparison pupils demonstrated minimal change over time. Thematic analysis of qualitative data supported the quantitative findings and provided valuable insights into the Pyramid Club experience. Findings contribute to evidence-based, preventative models for the early adolescent population and support the social validity of Pyramid Club. © 2018 The Authors. British Journal of Education

19. SSL: A Theory of How People Learn to Select Strategies

    ERIC Educational Resources Information Center

    Rieskamp, Jorg; Otto, Philipp E.

    2006-01-01

    The assumption that people possess a repertoire of strategies to solve the inference problems they face has been raised repeatedly. However, a computational model specifying how people select strategies from their repertoire is still lacking. The proposed strategy selection learning [SSL] theory predicts a strategy selection process on the basis…

20. A practitioner’s guide to interpersonal communication theory: An overview and exploration of selected theories

    PubMed Central

    Bylund, Carma L.; Peterson, Emily B.; Cameron, Kenzie A.

    2011-01-01

    Objective To provide a brief overview of selected interpersonal theories and models, and to present examples of their use in healthcare communication research. Results Nine interpersonal communication theories and their application to healthcare communication are discussed. Conclusion As healthcare communication interactions often occur at an interpersonal level, familiarity with theories of interpersonal communication may reinforce existing best practices and lead to the development of novel communication approaches with patients. Practice Implications This article serves as an introductory primer to theories of interpersonal communication that have been or could be applied to healthcare communication research. Understanding key constructs and general formulations of these theories may provide practitioners with additional theoretical frameworks to use when interacting with patients. PMID:22112396

1. A Scale of Socioemotional Dysfunction in Frontotemporal Dementia

   PubMed Central

   Barsuglia, Joseph P.; Kaiser, Natalie C.; Wilkins, Stacy Schantz; Joshi, Aditi; Barrows, Robin J.; Paholpak, Pongsatorn; Panchal, Hemali Vijay; Jimenez, Elvira E.; Mather, Michelle J.; Mendez, Mario F.

   2014-01-01

   Early social dysfunction is a hallmark symptom of behavioral variant frontotemporal dementia [bvFTD]; however, validated measures for assessing social deficits in dementia are needed. The purpose of the current study was to examine the utility of a novel informant-based measure of social impairment, the Socioemotional Dysfunction Scale [SDS] in early-onset dementia. Sixteen bvFTD and 18 early-onset Alzheimer’s disease [EOAD] participants received standard clinical neuropsychological measures and neuroimaging. Caregiver informants were administered the SDS. Individuals with bvFTD exhibited greater social dysfunction on the SDS compared with the EOAD group; t[32] = 6.32, p < .001. The scale demonstrated preliminary evidence for discriminating these frequently misdiagnosed groups [area under the curve = 0.920, p =