Children's Social Relationships Research Articles

Differences in Hearing Devices and Speech Therapy Utilization Between Children With Permanent Unilateral Versus Bilateral Hearing Loss.

In this study, we aimed to describe differences in diagnosis and both auditory and speech/language intervention utilization between children with permanent unilateral hearing loss as compared with bilateral hearing loss. A retrospective cohort study was performed of children evaluated in a multidisciplinary hearing loss clinic at a tertiary care pediatric hospital. Children aged 0 to 18 years with either permanent unilateral or bilateral hearing loss were included. One hundred fourteen children with unilateral hearing loss and 268 children with bilateral hearing loss were studied for a total of 382 children. There were no demographic differences between children with permanent unilateral versus bilateral hearing loss. Rates of newborn hearing screening and referred screening results were similar between those with unilateral and bilateral hearing loss. Despite similar rates of referred newborn hearing screening, those with bilateral hearing loss were diagnosed at a younger age (mean 3.6 years, SD 3.8 years) as compared with those with unilateral hearing loss (mean 5.0 years, SD 4.2 years). Children with unilateral hearing loss had similar severity of hearing loss in their poorer hearing ear as compared with children with bilateral hearing loss, yet they were significantly less likely to be fitted with hearing devices (53% versus 78%) or receive speech/language therapy (36% versus 54%) as compared with children with bilateral hearing loss. Multivariate analysis found that bilateral hearing loss and earlier age of hearing loss diagnosis were associated with hearing device use. Early diagnosis and intervention for childhood hearing loss have a significant impact on a child's educational success and social relationships. However, little is known about differences in diagnosis and resource utilization between children with permanent unilateral hearing loss versus bilateral hearing loss. Children with unilateral hearing loss were diagnosed at a later age and were less likely to utilize hearing devices or speech/language therapy compared with those with bilateral hearing loss, despite having similar severity of hearing loss in the poorer hearing ear. There is a strong body of evidence that children with unilateral hearing loss have improved hearing outcomes with hearing devices, which suggests there is room for improvement in identifying unilateral hearing loss and providing adequate services to optimize educational success. However, speech therapy is generally implemented in response to language delays. Therefore, children with unilateral loss may have lower rates of language delays as compared with those with bilateral hearing loss, thereby explaining differences in speech therapy utilization.

Multinomial logistic regression method for early detection of autism spectrum disorders

A child with autism spectrum syndrome may have diverse personality traits, making it a heterogeneous condition, with cognitive abilities, emotional types, and so on. The system examined the child's behavioral data related to the diagnosis of autism spectrum disorder or developmental delay. The children aged from 6 months to 5 years who are identified as developmental delay has been clinically evaluated their behavioral assessment using Childhood Autism Rating Scale (CARS) tool. The main purpose of this article is to identify children with autism spectrum disorders using multinomial logistic regression. In this connection, this regression technique helps to identify the features of developmental delay or disorders, such as children's social relations, communication among the people and unrecognized activities. In this machine learning (ML) model training MLR-lbfgs produces 89%, MLR-sag provides 80%, MLR-saga provides 80%, and MLR-newton-cg provides best result of 97%. This tool is providing support to the clinicians for decision making process when unseeded autistic features or undecided situations. This tool is supported to unseen autistic features or undecided situations this tool provides best support to the clinicians to take decisions accurately and immediately.

Studi Literatur Dampak Perceraian Orang Tua terhadap Hubungan Sosial dan Sikap Egois Anak di SMK Swasta Mandiri

This study aims to investigate the impact of parental divorce on children's social relationships and selfish attitudes. Parental divorce is a complex event that can have long-term consequences for children's development. This study uses a qualitative approach in collecting data from children who have experienced their parents' divorce. The results of this study are expected to provide a better understanding of the social and psychological impact of parental divorce on children.

Tranquility-Calmness Parenting of Modern Stoicism

Parental anxiety increased during the covid 19 pandemic in 2019, many parents had to go more extra to look after and care for their children at home. Parents become irrational in thinking, their emotions become unstable which results in miscommunication and misunderstanding with children. Thus this research aims to uncover concepts and applications of parenting from the perspective of modern-era stoicism that can answer the problem of anxiety in parents today in realizing calm and happiness. Through Research Library and methods Content Analysis the author uses a cognitive psychology approach and a philosophical approach model on actual problems. The results of study include an explanation of application of parenting from the perspective of modern-era stoicism, which are self-control and emotion, focus on what is controlled, trichotomy of control, educating children with calm wisdom and being grateful, foster children's social relations, understand about loss or death, and find peace of self.

Benefits of Academic Tutoring and Socio-Emotional Support for Children With Disabilities: Lessons Learned During the COVID-19 Pandemic

This qualitative study aimed to explore the outcomes of tutoring and socio-emotional support for children with disabilities, implemented during the COVID-19 pandemic. Semi-structured interviews were conducted with 20 parents of children with disabilities. The tutoring sessions improved children's academic achievement, emotional well-being, attitudes towards learning, learning motivation, and interest in learning. They also positively influenced children's social relations and peer interactions. Parents emphasized the importance of tailored plans and education. Results highlight the importance of using individualized support for children with disabilities, whether for remedial or non-remedial purposes, to ensure their holistic development. Practical implications and research recommendations are included.

Studi Literatur Dampak Perceraian Orangtua terhadap Hubungan Sosial dan Sikap Egois Anak di SMK Swasta Mandiri


 This study aims to investigate the impact of parental divorce on children's social relationships and selfish attitudes. Parental divorce is a complex event and can have long-term consequences for a child's development. In this study, we used a qualitative approach to collect data on children who have experienced parental divorce. The results of this study are expected to provide a better understanding of the social and psychological impact of parental divorce on children.
 Keywords: parental divorce, social relations, selfish attitude.

Linking social relationships at school, loneliness, and academic self-perceptions among primary school children

The present study investigated a theoretical model of the direct and indirect links between children's social relationships at school (i.e., relationships with teachers, peer victimization), loneliness, and academic self-perceptions. Participants were N = 666 primary school children (352 girls) aged 7–11 years (Mage = 8.90 years, SD = 1.06), who completed an online questionnaire. Path analyses indicated that less close teacher–child relationships and higher peer victimization were related to children's loneliness, which, in turn, was associated with less positive academic self-perceptions. Results also revealed some moderating effects of gender. The findings highlight the potentially critical role played by loneliness in determining the association between social relationships at primary school and children's academic self-perceptions.

Communicative and Hearing Performance in Individuals with Cochlear Implants and Delayed Neuropsychomotor Development: A Longitudinal Analysis.

Introduction Between 15% to 30% of individuals with bilateral prelingual sensorineural hearing loss present with associated disabilities. Cochlear implant (CI) is an alternative treatment that provides consistent access to environmental and speech sounds, which results in significant benefits regarding quality of life and auditory and language development. Objectives To study the auditory and communicative performance of individuals with CI and delayed neuropsychomotor development after a minimum of five years using the device. Methods A total of eight patients were included in the study. We collected the multidisciplinary clinical records of participants, as well as the answers for the questionnaires applied remotely, which included the Children with Cochlear Implants: Parental Perspectives (CCIPP), International Classification of Functioning, Disability and Health: Children and Youth Version (ICF-CY), and the Gross Motor Function Classification System (GMFCS). Results We found that throughout the years of CI use, the auditory threshold means improved significantly in all tested frequencies, as did the speech detection threshold and the language and hearing results. Regarding parental perception, parents evaluated aspects related to their children's social relations to be positive, and had worse perceptions regarding aspects related to their education. Conclusion We observed a progression in the participants' auditory and language skills throughout the years of CI use; even in the presence of other associated disabilities. Future multicentric studies with larger samples are needed to further the advancement of rehabilitation in patients with other associated disabilities.

Associations of meeting 24-h movement behavior guidelines with cognitive difficulty and social relationships in children and adolescents with attention deficit/hyperactive disorder

BackgroundEvidence-based 24-h movement behavior (24-HMB) guidelines have been developed to integrate recommendations for the time spent on physical activity, sedentary behavior, and sleep. For children and adolescents, these 24-HMB guidelines recommend a maximum of two hours of recreational screen time (as part of sedentary behavior), a minimum of 60 min per day of moderate to vigorous physical activity (MVPA), and an age-appropriate sleep duration (9–11 h for 5 to 13-year-olds; 8–10 h for 14 to 17-year-olds). Although adherence to the guidelines has been associated with positive health outcomes, the effects of adhering to the 24-HMB recommendations have not been fully examined in children and adolescents with attention eficit/hyperactive disorder (ADHD). Therefore, this study examined potential associations between meeting the 24-HMB guidelines and indicators of cognitive and social difficulties in children and adolescents with ADHD.MethodsCross-sectional data on 3470 children and adolescents with ADHD aged between 6 and 17 years was extracted from the National Survey for Children’s Health (NSCH 2020). Adherence to 24-HMB guidelines comprised screen time, physical activity, and sleep. ADHD-related outcomes included four indicators; one relating to cognitive difficulties (i.e., serious difficulties in concentrating, remembering, or making decisions) and three indicators of social difficulties (i.e., difficulties in making or keeping friends, bullying others, being bullied). Logistic regression was performed to determine the associations between adherence to 24-HMB guidelines and the cognitive and social outcomes described above, while adjusting for confounders.ResultsIn total, 44.8% of participants met at least one movement behavior guideline, while only 5.7% met all three. Adjusted logistic regressions further showed that meeting all three guidelines was associated with lower odds of cognitive difficulties in relation to none of the guidelines, but the strongest model included only screen time and physical activity as predictors (OR = 0.26, 95% CI 0.12–0.53, p < .001). For social relationships, meeting all three guidelines was associated with lower odds of difficulty keeping friends (OR = 0.46, 95% CI 0.21–0.97, p = .04) in relation to none of the guidelines. Meeting the guideline for screen time was associated with lower odds of being bullied (OR = 0.61, 95% CI 0.39–0.97, p = .04) in relation to none of the guidelines. While screen time only, sleep only and the combination of both were associated with lower odds of bullying others, sleep alone was the strongest predictor (OR = 0.44, 95% CI 0.26–0.76, p = .003) in relation to none of the guidelines.ConclusionMeeting 24-HMB guidelines was associated with reduced likelihood of cognitive and social difficulties in children and adolescents with ADHD. These findings highlight the importance of adhering to healthy lifestyle behaviors as outlined in the 24-HMB recommendations with regard to cognitive and social difficulties in children and adolescents with ADHD. These results need to be confirmed by longitudinal and interventional studies with a large sample size.

Building connections through play: Influences on children's connected talk with peers.

Effective reciprocal communication is a vital component in forming and maintaining social relationships. Peer social play may provide a particularly important context for communicative skill development, as sophisticated negotiation and exchange are required to coordinate play. We focus on connectedness, a property of conversation referring to the topical relation between speakers' turns, to understand how partners coordinate ideas to build a shared play experience. The present study uses a longitudinal secondary analysis approach to drive forward our understanding of the individual and shared influences that contribute to connectedness during peer social play. Using data from a three-wave, longitudinal study of children's play and social relationships during the first 3 years of school in the United Kingdom (https://osf.io/3p4q8/), we coded connectedness from transcripts of video observations of 148 children playing in pairs at wave three (mean age 6.79 years) and model individual differences in language ability, theory of mind, and emotion comprehension from all three waves as potential predictors of connectedness. Our results show substantial dyadic effects on connectedness, but individual differences in socio-cognitive measures were not significant predictors of connectedness. These findings indicate the importance of dyadic and partner effects in children's social interactions and implicate the dyad as an essential focus for future research.

Trauma of separation: the social and emotional impact of institutionalization on children in a post-soviet country

BackgroundIn the former Soviet Union (fSU) region, which has the highest rate of institutional care worldwide, ‘social orphans’ —indigent children who have one or both parents living—are placed in publicly run residential institutions to receive education, food, and shelter. Few studies have focused on understanding the emotional effects of separation and life in an institutional environment on children who grow up with their families.MethodsSemi-structured qualitative interviews (N = 47) were conducted with 8- to 16-year-old children with a history of institutional care placement and their parents in Azerbaijan. Semi-structured qualitative interviews were conducted with 8- to 16-year-old children (n = 21) involved in the institutional care system in Azerbaijan and their caregivers (n = 26). Trained interviewers collected narratives about children’s experiences prior to being separated from their families while living in an institution, as well as the impact of institutional placement on their emotional well-being. We applied thematic analysis with inductive coding.ResultsMost of the children entered institutions around the school entry age. Prior to entering institutions, children had already experienced disruptions within their family environments and multiple traumatic events, including witnessing domestic violence, parental divorce, and parental substance abuse. Once institutionalized, these children may have had their mental health further impaired by a sense of abandonment, a strictly regimented life, and insufficiencies of freedom, privacy, developmentally stimulating experiences, and, at times, safety.ConclusionThis study illustrates the emotional and behavioral consequences of institutional placement and the need to address accumulated chronic and complex traumatic experiences that occurred before and during institutional placement, which may affect emotion regulation and the familial and social relationships of children who lived in institutions in a post-Soviet country. The study identified mental health issues that could be addressed during the deinstitutionalization and family reintegration process to improve emotional well-being and restore family relationships.

A school intervention promotes compassion, empathy and social relationships in children

There is increasing evidence to show that compassion and altruism are highly beneficial when cultivated from an early age. In the present study we explore the benefits of an intervention programme that seeks to develop affective empathy, compassion and altruism in 9-year-old children from a school of Buenos Aires, Argentina. A pretest-posttest controlled study was carried out with 48 children, half of whom carried out the intervention. The remaining children, who constituted the waitlist group, participated in academic tutoring activities conducted by the same research team. The intervention was successful in promoting children's altruistic and compassionate attitudes, evidenced by the results obtained in the universal altruism test, social integration, and affective response. Effect sizes ranged from medium to large in the intervention group. These positive findings were not observed in the waitlist group (non-significant effect sizes). This study shows that children's self-awareness and awareness of others tend to foster compassion and affective empathy, contributing to individual and collective well-being.

The Influence of Social Support on Child-Parent Relationship Among Chinese Mothers of Preschoolers in Penampang, Sabah

In the early years, deep contact with parents builds a solid attachment and serves as the foundation for the child's future social relationships. Several studies indicated that social support influences the child-parent relationship. However, there are no published studies that investigated the influence of social support on child-parent relationship among Chinese mothers with preschool children in Sabah. This study aims to examine the status of social support and child-parent relationship among Chinese mothers of preschoolers in Penampang, Sabah. As well, to examine the influence of social support on child-parent relationships. In this study, 165 Chinese mothers of preschool-aged children were involved. The result indicated that Chinese mothers perceived moderate social support and closeness child-parent relationship. Moreover, social support is weak positively correlated to closeness relationship, whereas not related to conflict relationship. There is no significant influence of social support on child-parent relationship. This study would like to provides parents, educators, and the government with a preliminary picture of social support and child-parent relationship to develop a strategy to improve or adjust early childhood education.

Relationship between children with neurodevelopmental disorders and their caregivers and friends during early phase of COVID-19 school closure in Japan: Association with difficulty in implementing infection prevention measures

BackgroundDue to the COVID-19 pandemic people had to implement various infection prevention measures. Researchers have reported the difficulties experienced by children with neurodevelopmental disorders in implementing these measures and their caregivers’ resultant anxiety and stress. This study examined the relationship between these difficulties and the deterioration of the children’s relationships with their caregivers and friends during school closure and after school reopened.MethodsA total of 150 caregivers of children with neurodevelopmental disorders answered a questionnaire asking about parent‒child relationships, their child’s friendships, and the presence or absence of difficulty in implementing infection prevention measures at three time points: before the pandemic, while schools were closed, and after school reopened. The frequency and percentages of the child’s behavioral problems, deterioration in their relationships, and difficulty implementing infection control measures were calculated. Using the relationship deterioration scores, independent and multiple regression analyses were performed for the presence or absence of difficulty implementing infection control measures, presence or absence of caregivers’ mental health concerns, and the presence or absence of deterioration of one or more problematic behaviors.ResultsOverall, 84.1% of the children displayed difficulties implementing infection prevention measures. No relationship was observed between difficulty with infection prevention measures and deterioration in their relationships with parents and friends when schools were closed. After school reopened, however, deterioration in parent‒child relationships correlated positively with difficulty in hand-washing, and deterioration of friendships correlated positively with the maintenance of social distancing and difficulty in hand-washing. Deterioration of friendships correlated negatively with difficulty in voluntarily complying with stay-at-home requests.ConclusionDifficulty in implementing infection prevention measures was related to deterioration in social relationships with parents and friends of children with neurodevelopmental disorders during the school reopening period, following COVID-19 school closure in Japan. Under a condition requiring heightened infection control, close monitoring may be necessary for the social relationships in children with neurodevelopmental disorders.

Changes in Cultural Assimilation in Harmonization of Children's Social Relations

This article tried to explain that the phenomenon of Chinese Indonesians in the eyes of Native Indonesians had received such diverse perceptions, it often seemed tendentious. However, in recent years, the view was disappeared due to a change in the term of designation stipulated in state legislation by no longer using the term Chinese, but Indonesian people of Chinese descent. The main problem of this study was how the shifting of cultural assimilation patterns had an impact on the harmonization of social relations between Chinese Indonesians and Native Indonesians in Pekanbaru City, Riau Province (viewed from a social anthropological perspective). This study was conducted using a quantitative approach with field data collection instruments using a questionnaire technique for selected informants. The results of data analysis showed that there had been a shift in the assimilation pattern of Chinese Indonesians so that it had an impact on the harmonization of social relations in the community of Pekanbaru City, Riau Province.

Social skills and behavior autism spectrum disorder during covid-19 Pandemic

The research aims to describe the social development and behavior of autistic children and find ways to develop the social skills and behavior of autistic children during the COVID-19 pandemic. The research method is qualitative research. The data ware collected using interviews, documentation studies, and observations on parents and special assistant teachers for children with autism spectrum disorders of primary and secondary school age. Check the validity of the data used source triangulation. The results showed that autistic children during this pandemic experienced a decline in behavioral, social, and communication aspects. The method that is considered effective in overcoming this is by using daily activities for the development of social skills and behavior. The components of these activities are 1). Creating communication using verbal and visual language. 2). Develop new routines by forming new habits. 3). Monitor the mental development and physical health of children. 4). Establish regular collaboration and communication with schools. 5). Utilize existing human resources at home. 6). Literacy practice in children. 7). Always involve children in daily activities at home. 8). Encouraging children's social relations to connect with friends and teachers by utilizing technology media.

The use of music for children and adolescents living with rare diseases in the healthcare setting: a scoping review study protocol.

Background: Interest in the application of music in the health, social care and community contexts is growing worldwide. There is an emerging body of literature about the positive effects of music on the well-being and social relationships of children and adult populations. Music has also been found to promote social interaction, communication skills, and social-emotional behaviours of children with medically complex care needs. Despite significant advancements in the area, to the authors' knowledge, this is the first scoping review to investigate the evidence for using music therapy and music-based interventions for children living with rare diseases in the healthcare setting. Therefore, the purpose of this study is to conduct a scoping review of the literature to map out the existing studies about the use of music therapy and music-based interventions with children who have rare diseases in the healthcare setting. This review will also identify gaps in current knowledge and use of these interventions. Method: Thisstudyfollows theJoanna BriggsInstitute'smethodologyforscopingreviews, utilising Arksey and O'Malley's six-stage scoping review framework: 1) identifying the research question; 2) identifying relevant studies; 3) study selection; 4) charting the data; 5) collating, summarising and reporting results; and 6) consulting with relevant stakeholders step. A comprehensive search will be conducted in CINAHL Complete; MEDLINE Complete; Psychology and Behavioral Sciences Collection; and PubMed Central databases. A search strategy with selected inclusion and exclusion criteria will be used to reveal a wide range of evidence. This study will include quantitative, qualitative and mixed research methods studies published in English from 2010 to 2020.

Preschool Teachers' Practices to Support Children's Social Development

The aim of this study was to examine practices of teachers to support the social relations of children with their families, peers, teachers and institution personnel in the preschool period. This research was conducted with a phenomenological design, one of the qualitative research methods. The participants of the study were 24 pre-school teachers working in public schools. The study group of the study was determined by the criterion sampling method, one of the purposeful sampling methods. The research was carried out by interview method and the data were collected using a semi-structured interview form consisting of two parts. In the first part of the interview form, there are questions about the participants' age, professional experience, educational level and type of institution they work in, and the second part includes questions about the practices of the participants to support children's social relations with their families, peers, teachers and institution staff. The data collected in the study were analyzed using the content analysis method. As a result of the research, it was revealed that the family was involved in educational activities to support children's relationships with their families, various activities were carried out in and out of the classroom to support children's peer relationships, and practices were made to increase teacher-child interaction to support children's relationships with their teachers. It was determined that in order to support the relations of the children with the staff, practices for communicating with them are also carried out.

COVID-19 school and kindergarten closure relates to children's social relationships: a longitudinal study in Japan

The COVID-19 pandemic has led children to experience school closures. Although increasing evidence suggests that such intense social quarantine influences children’s social relationships with others, longitudinal studies are limited. Using longitudinal data collected during (T1) and after (T2) intensive school closure and home confinement, this study investigated the impacts of social quarantine on children’s social relationships. Japanese parents of children aged 0–9 years (n = 425) completed an online questionnaire that examined children’s socio-emotional behavior and perceived proximity to parents or others. The results demonstrated that social quarantine was not significantly related to children’s socio-emotional behavior across all age groups. However, changes in children’s perceived proximity varied depending on certain age-related factors: elementary schoolers’ perceived closeness to parents significantly decreased after the reopening of schools, whereas that to others, such as peers, increased. Such effects were not observed in infants and preschoolers. The follow-up survey 9-month after the reopening of schools (T3; n = 130) did not detect significant differences in both children’s socio-emotional behavior and perceived proximity from that after the intense quarantine. These findings suggest that school closure and home confinement may have influenced children’s social development differently across their age, and its effects were larger in perceived closeness rather than social behavior.

Children's stories and multisensory engagement: Insights from a cultural probes study

This study builds on child-centred early education models that emphasise active listening to children's voices and follow participatory research methods to accommodate children's expressions. We used the cultural probes method with eleven Norwegian 4-5-year-olds to elicit children's storytelling and multisensory engagement. The children were encouraged to tell a story using open-ended art-making materials provided in a “story box”. Children's stories were analysed according to their structural elements with The Social Relationships in Children's Stories (SRCS) tool, and in relation to the intensity of children's engagement of their six senses (vision, hearing, touch, smell, taste and proprioception) during the activity. The SRCS analysis showed that children's stories centred on real characters performing commonly encountered acts, mostly in rural settings (e.g., ‘a man pushing a tree’ or ‘A mother and a baby relaxing in the forest’). Children engaged their senses selectively, in a sequence of different levels of intensity, with the visual and haptic engagement being the most intensively engaged senses during the story-tellings. Children's real-life stories that engage the hidden senses (olfaction, taste and proprioception) could enrich the methods and design of future education studies.