Social Interaction Problems Research Articles

被虐待児とその母親への包括的支援 : 適応的な母子相互作用をつくりだすカウンセリングの2事例から(実践研究)

被虐待児とその母親への包括的支援 : 適応的な母子相互作用をつくりだすカウンセリングの2事例から(実践研究)

引っ込み思案幼児への社会的スキル訓練 : 相互作用の促進と問題行動の改善(実践研究)

引っ込み思案幼児への社会的スキル訓練 : 相互作用の促進と問題行動の改善(実践研究)

Assessment of conversational pragmatics: A screening tool for pragmatic language impairment in a control population of children aged 6–12 years

Pragmatics can be defined as the way in which language is used to communicate in a given social context. Although there is a lack of a standardized assessment, healthcare professionals find themselves confronted with pragmatic language skill impairments in children with neurodevelopmental disorders or brain injuries. The characterization of language use causes problems in social interactions, which has clinical implications in daily life. However, this is still underestimated because there is currently no quick, easy-to-use screening device to rank these deficits. We have developed a pragmatic deficits screening chart that has been tested on a control population of children aged 6–12 years. The chart comprises 26 items exploring seven areas of pragmatics (intentionality, governance of exchange, organization of information, adaptation strategies, conversational implicit language, nonverbal skills, and paralinguistic aspects). Parents select one of four possible answers to describe how frequently their child demonstrates each type of behavior (“never, rarely, sometimes, often”). We distributed 1666 charts; 760 were returned, of which 552 could be analyzed. Internal consistency as measured with Cronbach's alpha coefficient (0.88) was satisfactory. There was no influence of age on total score, nor of the department/type of schooling. The population distribution was non-Gaussian so the results are presented in percentiles. We propose a first-line screening tool that is quick and easy to complete by family, which facilitates referral to specialists for further investigations into the etiological implications of pragmatic language impairment.

EFEKTIVITAS LAYANAN BIMBINGAN KELOMPOK TERHADAP KUALITAS INTERAKSI SOSIAL ANAK ASUH

<p class="abstrak"><em>The problem in this study was caused by children who had problems in social interaction. The purpose of this study was to improve the quality of social interaction of foster children, namely children at the Aisyiyah Orphanage, Batusangkar Branch. This type of research is pre-experiment with type one group pre-test-post-test design. From the research carried out, the results showed that group guidance services had a significant effect on the quality of social interaction of foster children at a significance level of 1%. This means that group guidance services are effective in improving the quality of social interaction of foster children. </em></p>

Examining and Demystifying the Social and Learning Issues of International Students at Indian Educational Institutions

Indian education industry has started experiencing the higher inflow of international students in their campus. In order to survive and outshine the competition, Institution has to understand the need of their students. India has a very glorified past with having the first international University to its credit. After independence the education sector slowly revived its self as to attract foreign students. The last few years have seen international students enrolling in our country. Those studying in host country contribute a lot to the economic development too. Practical Implications:This paper provides insight to cognize the learning and social difficulty issues of the international students. Originality and value:It is undeniable that, international students bring in economic, cultural and social benefits to the host country. In current scenario, Higher education is undergoing robust growth, which invariably contributes to the development of the country economically.This article can be accessed by higher education sector to understand the needs of the international students. Thus, research study was formulated to find out the problems and difficulties faced by International students. Methodology and Findings: Learning related problems and social interaction problems, under which 13 contribution factors were studied. Data were collected from 100 international students studying at Chennai city, India.Structural equation modeling was used for data analysis to evaluate association between variables. The finding revealed that learning related problem was most contributing factor for decreasing the quality of Indian education from the perspective of international students. Scope for further study: This study can be further extended to other cities in India, where large number of international students throng for higher education. Arrangement of sponsors, English difficulty, disciplinary issues, funding issues, Visa problems, perception of faculties are the other factors that can be considered for further study.

Alumnado rechazado por sus compañeros en Educación Infantil: prevalencia, diferencias de género y relación con problemas externalizados || Children rejected by their peers in Kindergarten education: Prevalence, gender, differences and association with externalizing problems

Una de las claves para un desarrollo psicosocial saludable es tener amigos y sentirse aceptado por las personas que para uno son significativas. Sin embargo, existe un porcentaje significativo de estudiantes que son rechazados por sus iguales, lo cual puede conllevar importantes consecuencias negativas para su bienestar y desarrollo. Las causas por las que un alumno puede ser rechazado son variadas. En este estudio se explora específicamente la relación entre agresividad y rechazo. El presente trabajo, por tanto, parte de dos objetivos. Por un lado, identificar el porcentaje de alumnado rechazado en una muestra de estudiantes de Segundo Ciclo de Educación Infantil. Por otro lado, comprobar si existen diferencias en relaciones sociales y problemas externalizados en función del tipo sociométrico. Para ello, se seleccionaron ocho aulas de segundo ciclo de Educación Infantil compuestas por 160 alumnos, entre los cuatro y los seis años de edad, de tres centros de Asturias (dos públicos y uno concertado). Además, en el estudio participaron las ocho maestras tutoras de los ocho grupos. Los instrumentos de recogida de información fueron un test sociométrico de nominaciones positivas y negativas, que se aplicó al alumnado; y una versión reducida de las Preschool and Kindergarten Behavior Scales cumplimentada por las tutoras. Los resultados muestran la existencia de un porcentaje significativo de alumnado rechazado. También muestran que el alumnado rechazado presenta más problemas externalizados y problemas de interacción social que sus compañeros más aceptados en el grupo. Se discuten las implicaciones prácticas de estos resultados.

Error monitoring in decision-making and timing is disrupted in autism spectrum disorder.

Individuals with autism spectrum disorder (ASD) have difficulties in social interactions. The cognitive domains that support these interactions include perceptual decision-making, timing, and error-monitoring, which enable one to appropriately understand and react to the other individual in communicative settings. This study constitutes a comprehensive exploration of decision-making and interval timing in ASD as well as the first investigation of error-monitoring abilities of individuals with ASD regarding their performance in the corresponding domains. We found that children with ASD fared similar to typically developing (TD) children in their first-order task performance in two-alternative forced choice perceptual decision-making and temporal reproduction tasks as well as the secondary tasks (signal detection and free finger tapping tasks). Yet, they had a deficit in error-monitoring in both tasks where their accuracy did not predict their confidence ratings, which was the case for the TD group. The difference between ASD and TD groups was limited to error-monitoring performance. This study attests to a circumscribed impairment in error-monitoring in individuals with ASD, which may partially underlie their social interaction problems. This difficulty in cognitively evaluating one's own performance may also relate to theory of mind deficits reported for individuals with ASD, where they struggle in understanding the mental states and intentions of others. This novel finding holds the potential to inform effective interventions for individuals with ASD that can target this error-monitoring ability to have broad-ranging effects in multiple domains involved in communication and social interaction. Autism Res 2019, 12: 239-248 © 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Decision-making, timing, and error-monitoring are three of many abilities that underlie smooth social interactions. To date, these domains have been only investigated separately, but given their interactive role in social interactions that are impaired in ASD, we conducted the first study to investigate them together. Children with ASD were as successful as typically developing children in their task performances, but unlike them, were unaware of their errors in both decision-making and timing tasks. This deficit that is limited to error-monitoring can contribute to unraveling the unique cognitive signature of ASD and to formulating interventions with positive implications in multiple domains.

Delayed theory of mind development in children born preterm: A longitudinal study

BackgroundChildren born preterm are at high risk of developmental delay in various cognitive domains. Moreover, problems in social interaction are more frequently reported in preterm children than in their full-term peers. These difficulties can be observed at two years of age and seem to persist until school age. Although closely linked to social acceptance, remarkably little research has focused on social-cognitive skills such as Theory of Mind in preterm children. AimThe aim of the current study was to assess Theory-of-Mind development in preterm (n = 34) and full-term (n = 38) children over the course of two years. MethodsA Theory-of-Mind scale was administered at the children's age of 3, 4, and 5 years, and we additionally assessed and controlled for general cognitive development. ResultsAt the age of 3, mean Theory-of-Mind scores were 1.23 (SD = 0.65) for preterm and 1.58 (SD = 0.76) for full-term children. By the age of 5, preterm children's performance (M = 3.50, SD = 1.16) was similar to that of full-term children (M = 3.52, SD = 0.98), revealing a significant interaction effect between birth status and time of measurement, F(1, 44.424) = 4.76, p = .035. ConclusionThe interaction effect indicates that preterm children show a delay rather than a general deficit in Theory-of-Mind development. Mechanisms underlying this course of development are still unknown. To examine why problems in social interaction persist despite improving Theory-of-Mind abilities, future research should extend the focus to implicit mental reasoning in preterm children.

Do interpersonal fears mediate the association between childhood maltreatment and interpersonal skills deficits? A matched cross-sectional analysis

Objective: Childhood maltreatment, interpersonal fear and a specific kind of interpersonal skills deficit (preoperational thinking) have all been associated with persistent depressive disorder (PDD). We hypothesize that interpersonal fears mediate the association between childhood maltreatment and preoperational thinking.Method: A total of 108 matched participants have been examined cross-sectionally (31 healthy controls, 30 patients with episodic depression and 47 patients with PDD) with the following instruments: the Childhood Trauma Questionnaire (CTQ-SF), a measure of interpersonal fear (CBASP Interpersonal Questionnaire) and the Lübeck Questionnaire of Preoperational Thinking.Results: Patients with PDD reported significantly more childhood maltreatment than patients with episodic depression (d = 0.65) and healthy controls (d = 1.29). They also had more interpersonal fears (d = 0.71 and d = 2.11 respectively) and higher levels of preoperational thinking (d = 0.90 and d = 2.78 respectively). The association between childhood maltreatment and preoperational thinking was mediated through interpersonal fears.Conclusions: Our findings might have important implications for psychotherapy of PDD because they demonstrate how specific problems in social interactions can be associated with interpersonal fears that arise secondary to childhood maltreatment.

Redefinisi Peran Orang Tua Dalam Pendidikan; Penanaman Sikap Anti Radikalisme Sejak Usia Dini

Radicalism easily impacts young people who are silence, unemployed, having less social interaction and religion education problem. online media is the most effective dissemination media for radicalism and terrorism. On the other side, industry revolution 4.0 causes the increment of unemployed young people. In education, industry revolution causes the change of learning system from conventional to digital; e-learning. Online learning source has several advantages; however, there are also several negative effects. The more learning online source used, the filter of the negative effects should be increased, otherwise, the increment of unemployed and the high-intensity use of online media will affect the dissemination of radicalism significantly. Education institution could not filter the sources accessed by pupil by oneself. In this case, parents play important role to keep children’s spiritual, moral, emotional and social education good. Unfortunately, a lot of parents no longer realize their role as educator, especially a mother who decides to be a carrier woman. All this time, education is imposed to teacher and education institution, while parents only play a complement role. Parents should be the main educators of their children in order to prevent quick dissemination of radicalism. This article attempts to analyze guidance from the Hadith of prophet Muhammad PBUH for parents so that all aspects of their children’s education based on affection and they are anti-radicalism from the early childhood. Based on that foundation, the children would not be influenced by extremisme and terrorisme on behalf of religion.

Breaking The Spell: Hilangnya Superioritas Laki-laki dalam Dua Film Produksi Walt Disney Pictures Frozen (2013) dan Maleficent (2014)

AbstractFemale figures in the WDP films are mostly portrayed visually as women who live and are in the order of patriarchal society. The image of women and their relationship with social interaction in the WDP films are reviewed using visual methodology related to visual culture as a form of concern for how images, in this case, scene images, in the WDP films in the past and present context, can visualize social differences. The findings obtained through this study are the link between the periodization of Walt Disney Studios development with the production and the context of the films. The films, Frozen and Maleficent, as primary objects of this research are studied in order to answer the problem of social interaction between men and women and what discourse is built through the realtionship of social interaction. It was concluded that the relationship of social interaction displayed in the films Frozen and Maleficent was the interaction between women and women as a form of social relations that can be constructed. This also shows that social construction is dynamic because it can experience change over time, which in this research, is shown by the periodization of Walt Disney Studios development and its relationship with the context in the films. The character of the socially constructed superordinate and subordinate nature is proven to be interchangeable through visual culture. Therefore, based on these findings, it can be said that the discourse of these two films is the effort of women to free themselves from the oprression of male power despite the life of the patriarchal society. Key Words: Film, image, women, superordinate-subordinate, social interactions

Evaluation the Effectiveness of Therapeutic Creativity Model on Promotion of Autistic Children’s Social Flexibility

Background and Objectives: Children with autism have many problems in social interactions; therefore, it is necessary to identify and strengthen the factors that reduce their problems in this field. Therefore this study was conducted aimed at investigation the effectiveness of therapeutic creativity model on promotion of autistic children’s social flexibility. Methods: The research design of this study was semi-experimental type as pretest-posttest with control group. Statistical population consisted of all autistic children with of Tehran city in 2016. The studied sample was including 16 children with autism who were selected through convenience sampling method and were categorized randomly into two groups of experiment and control. Social Support Questionnaire (SSQ) was used for data collection and data analyzing was conducted with univariate analysis of covariance and using SPSS-21 software. Results: The results showed that therapeutic creativity model have significant effect on promoting autistic children’s social flexibility (F= 1/09, p< 0/05). Conclusion: According to the results of this study, therapeutic creativity model can be suggested as an effective method in promoting autistic children’s social flexibility.

The “Buzz” About Tinnitus: A Social Media Study

The “Buzz” About Tinnitus: A Social Media Study

The evolution of morality and its rollback

According to most Evolutionary Psychologists, human moral attitudes are rooted in cognitive modules that evolved in the Stone Age to solve problems of social interaction. A crucial component of their view is that such cognitive modules remain unchanged since the Stone Age, and I question that here. I appeal to evolutionary rollback, the phenomenon where an organ becomes non-functional and eventually atrophies or disappears—e.g. cave-dwelling fish losing their eyes. I argue that even if cognitive modules evolved in the Stone Age to solve problems of social interaction, conditions since then have favoured rollback of those modules. This is because there are institutions that solve those problems—e.g. legal systems. Moreover, evidence suggests that where external resources are available to perform cognitive tasks, humans often use them instead of internal ones. In arguing that Stone Age cognitive modules are unchanged, Evolutionary Psychologists say that evolutionary change is necessarily slow, and that there is high genetic similarity between human populations worldwide. I counter-argue that what is necessarily slow is the building-up of complex mechanisms. Undoing this can be much quicker. Moreover, rollback of cognitive mechanisms need not require any genetic change. Finally, I argue that cross-cultural similarity in some trait need not be rooted in genetic similarity. This is not intended as decisive evidence that rollback has occurred. To finish, I suggest ways we might decide whether moral attitudes are likely to be rooted in unchanged Stone Age modules, given that I have argued that cross-cultural similarity is not enough.

Effects of multimedia teaching integrated social story on autistic children’s social interaction

Most autistic students suffer from the problems of social interaction and interpersonal communication, and most teachers and peers do not know how to get along with their special and irrational behaviors and limited communication methods. Some autistic students could present interests and motivation on interpersonal interaction and are proactive, but it becomes the one-way and age-unmatched weird performance. Assisting autistic students in adapting to school life, enhancing appropriate interactive behaviors, and reducing improper social interaction are the challenges for teachers. Nonequivalent pretest posttest control group design is utilized in this study for the quasi-experimental research. Total 72 students in two classes of a special education school in Fujian Province are selected as the research subjects. The research results reveal (1) significant effect of multimedia teaching on social interaction, (2) remarkable effects of Social Story on social interaction, and (3) the optimal effect of multimedia teaching on the promotion of social interaction with Social Story. Finally, suggestions, according to the results, are proposed, expecting to help autistic students survive in the environment, appropriately interact with people, and effectively enhance the training of social interaction.

School dysfunction in youth with autistic spectrum disorder in Taiwan: The effect of subtype and ADHD.

Impaired school functions varied in ASD youths with different characteristics. Youths with autism spectrum disorder (ASD) encounter varying levels and domains of impaired performance at schools, such as lower academic performance, negative attitude toward school work, fewer reciprocal friendships, and more behavioral problems. Our results indicate that ASD youths without intellectual disability had better academic performance, but worse attitude toward school than those with intellectual disability. Co-occurrence with ADHD is associated with school dysfunction. In summary, intelligence and comorbid ADHD influences several domains of school functions.

Perceptual Organization in Individuals With Autism Spectrum Disorder

AbstractAutism spectrum disorder (ASD) is typically associated with problems in social communication and interaction, combined with restrictive and repetitive interests, behaviors, and activities. In addition, individuals with ASD often experience sensory abnormalities and have difficulties with perceptual organization, which can affect other aspects of information processing, such as attention, and perception of faces and motion. Researchers have studied atypical perceptual organization in individuals with ASD over the past decades, particularly in visual perception, finding both a reduced tendency to integrate information into meaningful wholes and a stronger focus on details in individuals with autism. In this article, we review empirical findings and describe briefly two influential theoretical accounts (weak central coherence and enhanced perceptual functioning theory), as well as more recent theoretical frameworks that emphasize the imbalance between local and global processing, or anomalies at the level of the brain as an engine of prediction.

Effects of music production on cortical plasticity within cognitive rehabilitation of patients with mild traumatic brain injury

ABSTRACTObjective: We explored the effects of playing the piano on patients with cognitive impairment after mild traumatic brain injury (mTBI) and, addressed the question if this approach would stimulate neural networks in re-routing neural connections and link up cortical circuits that had been functional inhibited due to disruption of brain tissue. Functional neuroimaging scans (fMRI) and neuropsychological tests were performed pre–post intervention. Method: Three groups participated, one mTBI group (n = 7), two groups of healthy participants, one with music training (n = 11), one baseline group without music (n = 12). The music groups participated in 8 weeks music-supported intervention. Results: The patient group revealed training-related neuroplasticity in the orbitofrontal cortex. fMRI results fit well with outcome from neuropsychological tests with significant enhancement of cognitive performance in the music groups. Ninety per cent of mTBI group returned to work post intervention. Conclusion: Here, for the first time, we demonstrated behavioural improvements and functional brain changes after 8 weeks of playing piano on patients with mTBI having attention, memory and social interaction problems. We present evidence for a causal relationship between musical training and reorganisation of neural networks promoting enhanced cognitive performance. These results add a novel music-supported intervention within rehabilitation of patients with cognitive deficits following mTBI.

Assessing the integrity of the cognitive processes involved in belief reasoning by means of two nonverbal tasks: Rationale, normative data collection and illustration with brain-damaged patients.

Every day, we engage in social interactions with other people which require understanding their as well as our own mental states. Such capacity is commonly referred to as Theory of Mind (ToM). Disturbances of ToM are often reported in diverse pathologies which affect brain functioning and lead to problems in social interactions. Identifying ToM deficits is thus crucial to guide the clinicians in the establishment of adequate rehabilitation strategies for patients. Previous studies have demonstrated that ToM is not a unitary function yet currently there are very few standardized tests which allow identifying the type of cognitive processes affected when a patient exhibits a ToM deficit. In the current study, we present two belief reasoning tasks which have been used in previous research to disentangle two types of processes involved in belief reasoning: self-perspective inhibition and the spontaneous inference of another person’s belief. A three-step procedure was developed to provide clinicians with the tools to interpret the patients’ performances on the tasks. First, these tasks were standardized and normative data was collected on a sample of 124 healthy participants aged between 18 and 74. Data collected showed a decrease in performance as a function of age only in the task that loaded most in spontaneous other-perspective demands. There was however no effect of gender or educational level. Cut-off scores to identify deficits were then calculated for the different age groups separately. Secondly, the three-step procedure was applied to 21 brain-damaged patients and showed a large diversity of profiles, including selective deficits of the two targeted ToM processes. The diversity of profiles shows the importance to take into account the multiple facets of ToM during the diagnosis and rehabilitation of patients with suspected ToM deficits.

A critical analysis of dialogue in Levinas’ ethics

Levinas’s ethics has not been able to address the plethora of human challenges arising from the ethical quicksand and moral quandaries in our existential world. The problem of ethics in Levinas’ s philosophical cum phenomenological analysis, is the problem of human communication, social interaction, human emancipation, freedom, and existential/ metaphysical relations. Freedom has become not just a hot concept in different fields of study, but a very powerful and a driving concept. For Levinas, freedom is not just the absence of constraints or impediments but obedience to laws and even the laws of nature inclusive. This paper adopted the method of hermeneutic to critically analyze Levinas’s phenomenological ethics. This paper concludes by exposing the facts that human communication or interaction is based on understanding and the ethics of difference is part and parcel of inter-subjectivity. Dasein is always faced with the fulfilment in its lived temporality. A sharing of the world is an essential characteristics of human togetherness. Dasein, in its dialogical engagement and existential commitment is usually based on freedom, strife, world sharing and resistance. Dialogical philosophy is the foremost part of world’s cosmic law of concrete social network.