Academic literature on the topic 'Interpersonal communication in children – Case studies'
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Journal articles on the topic "Interpersonal communication in children – Case studies"
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Aznar-Díaz, Inmaculada, and Francisco Fernández-Martín. "Sexual stereotypes acquisition through mass media." Comunicar 12, no. 23 (October 1, 2004): 121–23. http://dx.doi.org/10.3916/c23-2004-20.
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It is necessary to establish a specific education from school and with the family collaboration about massive information which is sent by mass media, particulary television and Internet, which are preferred by children and young people. The information broadcast by mass media influences future personality and, in the case of sexual stereotypes it will take part in future interpersonal relations. Therefore, we need to analyse and lead information in a critical sense in order to get a real vision of it. It should also be pointed out the big importance of advertising spread by mass media because it is the most influent phenomena regarding on these specific stereotypes. Es necesario establecer una educación específica, desde la escuela y en colaboración con la familia, sobre la masiva información que se trasmite en los medios de comunicación más utilizados hoy en día tanto por niños como por jóvenes (televisión e Internet). La información trasmitida en los medios influye en la configuración de la personalidad futura y en el caso de los estereotipos sexuales intervendrá en las futuras relaciones interpersonales, es por ello la necesidad de canalizar la información y analizarla críticamente para obtener una visión real de la misma. Especial mención merece la publicidad que se propaga en estos medios ya que es el elemento más favorecedor de dichos estereotipos y donde tenemos que hacer mayor hincapié.
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Argaman, R. "Autism, Sexuality & Anxiety – Multi Directional Connections." Klinička psihologija 9, no. 1 (June 13, 2016): 13. http://dx.doi.org/10.21465/2016-kp-op-0006.
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Objective: People diagnosed with autism spectrum disorder (ASD) have diverse sexual needs and interests, like others without autism. However, people with autism report on sexual confusion, difficulties and ambivalence. Difficulties in interpersonal communication, restricted interests, social deprivation, anxiety and sensory sensitivity that characterize autism harm the ability to exercise sexual and social needs in a positive, safe, and healthy way. The presentation will include: Design and Method: Overview of the multi-directional connections between sexuality and anxiety in children, adolescents and adults with autism, based mainly on case studies and clinical experience as well as the existing literature. Results: Through case studies, we can see that many of the anxieties around sexuality begin at childhood and connect to the development of personal identity. Conclusions: There is great importance of socio-sexual education and designated therapy, in order to enable social and sexual well-being.
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Odella, Francesca. "Privacy Awareness and the Networking Generation." International Journal of Technoethics 9, no. 1 (January 2018): 51–70. http://dx.doi.org/10.4018/ijt.2018010105.
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The article discusses the social and privacy implications of children's access to the internet and to information technologies of communication (ITCS) services. The growing rate of children online represents an epochal change for issues related to their personal safety and protection, as well as for their privacy rights and chances of improved life. In order to better understand the long term privacy implications of these phenomena the discussion reviews sociological studies that have investigated the structure of friendships networks among adolescents, and describes theoretical frames adopted in analysing social practices concerning the private sphere. Results of these studies provide clues on how interpersonal online relations are structured and how attitudes and practices circulate across and inside different social settings. Finally, implications for privacy issues related to the upcoming Internet of Things (IoT) are debated using the case of ethical design in engineering as an alternative option to the control option exercised by governments and companies.
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Sevkusic-Mandic, Slavica, and Nikoleta Milosevic. "Does a successful teacher educate like a good parent." Zbornik Instituta za pedagoska istrazivanja, no. 36 (2004): 188–203. http://dx.doi.org/10.2298/zipi0436188s.
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Starting from the assumption on the importance of influence that school and family exert on child development, the paper analyzes the effects of parental treatments on child social behavior. Empirical evidence proves that parents who contribute to the fullest extent to their children?s successful adaptation to school conditions, possess a specific style of communication with their children: they consistently support just behavior standards encourage a two-way communication, respect child?s opinions, are highly expectant of child?s responsible and mature behavior and care about his physical and emotional well-being. However, there is relatively lesser empirical evidence of teacher contributions to child successful adaptation to school conditions. The findings of more recent studies on the problem indicate that adaptation of younger age children significantly correlates with the quality of relations established with teacher, characterized by warmness, conflict absence and frank communication. The possibility of solving the problems children encounter is found in cooperation of school and family. A child generalizes his experience of family interpersonal relations onto relations he will find himself in throughout his life. In addition to family, the classes where cooperative relations intensively develop are a favorable base for socio-emotional development. Democratic and cooperative climate contribute to stronger ties between students. Joint activities of teachers, parents and peers, in and out of the class, are of crucial importance for student optimal socio-emotional development.
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Wańkowicz, Agnieszka, Piotr Wańkowicz, Paweł Golubka, Wiktoria Golubka, Dominik Dłuski, Radzisław Mierzyński, Dorota Darmochwał-Kolarz, and Andrzej Emeryk. "Examining the image of nursing among the children hospitalized in the oncology ward." Polish Journal of Public Health 125, no. 2 (June 1, 2015): 90–93. http://dx.doi.org/10.1515/pjph-2015-0031.
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Abstract Introduction. Patients, as subjects of medical care, are becoming increasingly more demanding toward medical professionals which poses a challenge both for doctors and nurses. A variety of factors influences the professional image of a nurse. Different features are involved, including the nurse’s professional or interpersonal skills their personal beliefs, attitude, as well as social stereotypes about nurses. Aim. Looking at the image of nursing among the children hospitalized in the oncology ward. Material and methods. The authors used both literature review and a questionnaire of their own making. The literature review was done using data from the databases of Polish Central Medical Library. The research group comprised 32 children (aged from 8 to 17), all undergoing hospitalization in Hematology/Oncology and Child Transplantology in Lublin. The statistical calculations are made using Chi2 tests. The test results of p<0.05 were held as statistically significant. Results. The group was mostly composed of children aged 14 to 17 (56.25%). There were more boys (62.5%) than girls. The majority of children came from rural areas (71.87%) and most of them read through the documentation concerning the rules of the ward. Both nurses’ work and relations with patients were graded as “good” by the patients. Children pointed to “nice appearance” as the most important feature of every nurse. Discussion. A pediatric nurse should be patient, have lots of understanding, be sympathetic, caring and able to hold their nerve. Unfortunately, according to authors of earlier studies, not all nurses have these traits. This is due to the fact that the staff rarely involve in communication with the patients and they lack interpersonal skills. Conclusions. Children have a very high opinion on the work of nurses at the Hematology/Oncology and Child Transplantology Clinics. The children emphasized that the following features have the highest impact on their picture of the nurse: nice looks, being protective and caring. A research study conducted at the Hematology/Oncology and Child Transplantology Clinics shows the right features that a nurse should have
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Hamaguchi, Toshiko. "Intergenerational Communication as Non-Pharmacological Care in a Japanese Nursing Home." Innovation in Aging 4, Supplement_1 (December 1, 2020): 486. http://dx.doi.org/10.1093/geroni/igaa057.1572.
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Abstract Statistics shows that Japan now has 28.4% of population aged over 65, which marks the highest in the world. Moreover, one in four over 65 is said to have ADRD or MCI. Traditional family caregiving derived from filial piety is giving way to moving to care facilities in order to reduce a burden on children or get professional care. This suggests that everyday communication for older adults involves younger conversational partners with varying degrees of shared knowledge and experiences. Such intergenerational communication can be challenging and stressful on both sides. To date, empirical studies that observe interactional strategies of both younger caregivers and older adults is unknown. Using 21 recordings of weekly conversational activities (45-60 minutes) led by recreation workers (female, 40s) taken at a nursing home in Japan, this qualitative study demonstrates how (1) sharing of the past and present becomes a learning opportunity for both recreation workers and older participants with ADRD (aged 87-95) , (2) reference to nursing-home living establishes and reaffirms their interpersonal relationship, and (3) intergenerational conversation becomes a tool to express life satisfaction for the older participants. This evidence-based study proposes mundane conversations during recreational activities as part of non-pharmacological person-centered care which serves to improve the quality of life and life satisfaction of older adults at care facilities. It is therefore important to study communicative strategies of professional caregivers since they affect social engagement as well as emotional and psychological well-being of those at the end-of-life stage.
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Trisiah, Anita. "DAMPAK TAYANGAN TELEVISI PADA POLA KOMUNIKASI ANAK." Jurnal Inovasi 13, no. 1 (February 5, 2019): 34–45. http://dx.doi.org/10.33557/jurnalinovasi.v13i1.609.
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It can not be denied that television becomes one of the primary needs for everyone including children. There have been many studies that talk about the negative effects of television on cognitive development and child behavior. However, different phenomena are encountered on Water that will be the subject in this study. Air born on December 26, 2011 has a very high intensity in interacting with television. And, in plain view, Air has a different message and communication pattern than its peers. By using case study method, the data obtained from observation and documentation is processed by using social learning theory, reinforcement theory, mediation theory and some other related theory. After the analysis, the results obtained that the Air as a subject of research to social learning on the impressions she watched so that the communication message formed which is a duplication and ultimately form the pattern of interpersonal communication. These results are further strengthened by the selection of impressions appropriate to the age of Air. Tak dapat dipungkiri bahwa televisi menjadi salah satu kebutuhan primer bagi setiap orang termasuk anak-anak. Telah banyak penelitian yang berbicara mengenai dampak negatif dari televisi pada perkembangan kognitif maupun perilaku anak. Namun, fenomena berbeda ditemui pada Air yang akan menjadi subjek dalam penelitian ini. Air yang dilahirkan pada tanggal 26 Desember 2011 memiliki intensitas yang sangat tinggi dalam berinteraksi dengan televisi. Dan, secara kasat mata, Air memiliki pesan dan pola komunikasi yang berbeda dibandingkan dengan anak sebayanya. Dengan menggunakan metode studi kasus, data didapatkan dari hasil observasi dan dokumentasi diolah dengan menggunakan social learning theory, reinforcement theory, mediation theory dan teori lain yang berkaitan. Setelah dilakukan analisis, didapatkan hasil bahwa Air sebagai subjek penelitian melakukan pembelajaran sosial pada tayangan yang ia tonton sehingga terbentuk pesan komunikasi yang merupakan duplikasi dan pada akhirnya membentuk pola komunikasi interpersonal dengan komunikannya. Hasil ini semakin diperkuat dengan pemilihan tayangan yang tepat sesuai dengan usia Air.
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Crittenden, Patricia M. "Formulating autism systemically: Part 1 – A review of the published literature and case assessments." Clinical Child Psychology and Psychiatry 22, no. 3 (July 2017): 378–89. http://dx.doi.org/10.1177/1359104517713241.
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Autism is a psychiatric disorder of unknown aetiology. In this article, the literature on genetic, neurological, psychological, relational and cultural causes of autism is reviewed, beginning with the 2014 review of Crittenden, Dallos, Landini et al. (pp. 64–70) up to and including recent publications in 2017. Some of the findings were unexpected; others led to new questions. The unexpected findings were the minimal contribution of genes to autism, the extremely evident neurological differences, the interpersonal quality of the psychological findings (that lacked evidence of parents’ behaviour), the relational evidence that mothers’ childhood trauma, perinatal stress and marital stress increased the risk of autism, and the reciprocal relation between funding for treatment of autism and diagnoses of autism. Notably, there was an abundance of genetic studies, numerous neurological studies and only scattered psychological, relational and cultural studies, thus rendering those findings speculative. The new questions included whether mothers used postural/gestural signs to signal their children to maintain distance and whether mothers experienced wariness of males as a result of childhood trauma, with their sons possibly experiencing gender confusion. Following the literature review, a small archival set of video-recorded and transcribed assessments of attachment of cases of autism were examined for evidence to corroborate or refute the psychological and relational findings of the literature review. The findings were striking in their support of mothers’ use of postural/gestural communication regarding distance, children’s close attention to mothers’ bodily signals, without looking at mothers’ face, mothers’ greater comfort when they approached their sons than when their sons approached them, one boy’s lack of verbal self-representation and mothers’ childhood triangulation. These became hypotheses regarding what to look for in Part 2 of this article, a prospective, 12-year case study.
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Cohen Zilka, Gila. "The Elements Way: Empowering Parents, Educators, and Mentors in the Age of New Media." Issues in Informing Science and Information Technology 14 (2017): 101–19. http://dx.doi.org/10.28945/3702.
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Aim/Purpose: This study was designed to examine the effectiveness of mentor’s work with immigrant children and adolescents at risk, using the Elements Way. Background: The New Media offers our “screen kids” a lot of information, many behavioral models, and a new type of social communication. The Elements Way is an educational method designed to enhance openness, development, breakthroughs, goal achievement, and transformation in the age of media and social networks. Methodology: The Elements Way was developed following research on communication in the diversified media, especially new media such as Facebook, WhatsApp, and television reality shows, and the study is an examination of the effectiveness of mentors’ work with immigrant children and adolescents at risk, using the Elements Way. All mentors had been trained in the Elements Way. The study population included 640 mentors working with immigrants’ children in Israel. The work was conducted in 2010-2013. The mixed-methods approach was selected to validate findings. Contribution: Empowering children and enhancing their ability to cope; Creating openness and sharing, making children more attentive to the significant adults in their lives; Supporting children who face the complex reality that characterizes our age. Findings: Significant differences were found in the mentors’ conduct with the children. Work programs were designed and implemented with care and consistency, and mentors succeeded in generating change within the children and achieving desired goals. Of the 640 participating mentors, 62 were not able to promote the child, and interviews with them revealed that their work with the children was not consistent with the Elements Way and began from a different vantage point. Recommendations for Practitioners: Success factors: Self-awareness and awareness of one’s surroundings. Empathy. Willingness to engage in significant interactions. Self-cleansing and self-reflection. Ability to engage in a personal and interpersonal dialogue. Ability to accept and contain the child. Cooperation with the child in creating a work program and assisting the child to achieve the goals that were set in the program. Recommendation for Researchers: Future studies should focus on analyzing the discussions of children and adolescents, to add depth to our insights regarding children and adolescents’ perception of the mentors’ work from their perspective. Impact on Society: Finding the “keys” to openness, development, goal achievement, and transformation in our work with “screen kids.” Future Research: Studies that are designed to examine the effectiveness of mentor’s work with immigrant children and adolescents at risk, using the Elements Way.
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Rossignol, Daniel A., and Richard E. Frye. "The Effectiveness of Cobalamin (B12) Treatment for Autism Spectrum Disorder: A Systematic Review and Meta-Analysis." Journal of Personalized Medicine 11, no. 8 (August 11, 2021): 784. http://dx.doi.org/10.3390/jpm11080784.
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Autism spectrum disorder (ASD) is a common neurodevelopmental disorder affecting 2% of children in the United States. Biochemical abnormalities associated with ASD include impaired methylation and sulphation capacities along with low glutathione (GSH) redox capacity. Potential treatments for these abnormalities include cobalamin (B12). This systematic review collates the studies using B12 as a treatment in ASD. A total of 17 studies were identified; 4 were double-blind, placebo-controlled studies (2 examined B12 injections alone and 2 used B12 in an oral multivitamin); 1 was a prospective controlled study; 6 were prospective, uncontrolled studies, and 6 were retrospective (case series and reports). Most studies (83%) used oral or injected methylcobalamin (mB12), while the remaining studies did not specify the type of B12 used. Studies using subcutaneous mB12 injections (including 2 placebo-controlled studies) used a 64.5–75 µg/kg/dose. One study reported anemia in 2 ASD children with injected cyanocobalamin that resolved with switching to injected mB12. Two studies reported improvements in markers of mitochondrial metabolism. A meta-analysis of methylation metabolites demonstrated decreased S-adenosylhomocysteine (SAH), and increased methionine, S-adenosylmethionine (SAM), SAM/SAH ratio, and homocysteine (with small effect sizes) with mB12. Meta-analysis of the transsulfuration and redox metabolism metabolites demonstrated significant improvements with mB12 in oxidized glutathione (GSSG), cysteine, total glutathione (GSH), and total GSH/GSSG redox ratio with medium to large effect sizes. Improvements in methylation capacity and GSH redox ratio were significantly associated with clinical improvements (with a mean moderate effect size of 0.59) in core and associated ASD symptoms, including expressive communication, personal and domestic daily living skills, and interpersonal, play-leisure, and coping social skills, suggesting these biomarkers may predict response to B12. Other clinical improvements observed with B12 included sleep, gastrointestinal symptoms, hyperactivity, tantrums, nonverbal intellectual quotient, vision, eye contact, echolalia, stereotypy, anemia, and nocturnal enuresis. Adverse events identified by meta-analysis included hyperactivity (11.9%), irritability (3.4%), trouble sleeping (7.6%), aggression (1.8%), and worsening behaviors (7.7%) but were generally few, mild, not serious, and not significantly different compared to placebo. In one study, 78% of parents desired to continue mB12 injections after the study conclusion. Preliminary clinical evidence suggests that B12, particularly subcutaneously injected mB12, improves metabolic abnormalities in ASD along with clinical symptoms. Further large multicenter placebo-controlled studies are needed to confirm these data. B12 is a promising treatment for ASD.
Dissertations / Theses on the topic "Interpersonal communication in children – Case studies"
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Johnson, Price McCloud. "The Role of Network Position for Peer Influences on Adolescents' Academic Engagement." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1636.
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Academic engagement has been found to significantly predict students' future achievement. Among adolescents, the peer context becomes an increasingly important point of socialization and influence on beliefs and behavior, including academic engagement. Previous research suggests that those peers with whom an adolescent spends much of their time significantly predict change in engagement over time (Kindermann, 2007). Bronfenbrenner's ecological systems theory (Bronfenbrenner & Morris, 1998) postulates that exosystem effects (those influencing factors that are not directly connected to individuals) play an important role in development, and social network theorists have suggested that the position one occupies within the greater network is a key factor that determines one's power of influence (Borgatti, 2005). An individual's own position in a network emerges from his or her own connections, as well as from the structures formed by the connections of his or her affiliates (the exosystem). Utilizing an existing dataset, social networks analysis techniques were used to examine how three different forms of centrality (degree, closeness and eigenvector), which are markers for micro- and exo-system effects, relate to classroom engagement and its change over time. Results showed that although centrality in a network is positively related to academic characteristics at one point in time, students who have large numbers of immediate connections (degree centrality) tend to decrease in engagement over time. In contrast, eigenvector centrality showed a positive interaction with peer group influence on change in engagement over time. For those students who had highly interconnected peers the positive effect of peer group engagement was increased.
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McDougall, Patricia Anne. "Charting the territory of cross-gender friendship : conceptions of friendship and the selection of friends." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/nq27199.pdf.
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Stroupe, Hal T. (Hal Tanner). "Compliance-gaining among Anglo and Mexican-American children." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc798210/.
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This study investigates compliance-gaining rhetoric among Anglo and Mexican-American fourth graders in three schools in north Texas. The children were asked to respond to a scenario and to give a rationale for their persuasive strategies. An analysis of interviews with 52 children indicates that although the children used some similar strategies when attempting to gain compliance from an adult, there are also some significant differences between the two cultural groups.
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Cichocki, David A. "Maintaining stable friendships : an investigation of strategic and routine communication." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/941723.
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Other investigators have surmised that different types of relationships use diverse maintenance strategies in order to keep the relationship in existence. This study examines relational maintenance strategies that people use specifically in the relationship known as friendship.Five adult friendship couples were interviewed for maintenance strategies they use to sustain their friendship. The discussions were recorded and transcribed. The Constant Comparison method was used to compare and contrast the data in order to discover strategies unique to friendships.Results revealed seven strategies including Openness; Approach to Conflict; Identification; Admiration; Togetherness; and Sense of Continuance. These friendship strategies are uniquely utilized, and therefore distinctive, to the relationship. This may be due to the way people are socialized in our society.Department of Speech Communication
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Cooper, Adrienne D. "Two-way communication a win-win model for facing activists pressure : a case study on McDonald's and Unilever's responses to Greenpeace /." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/646.
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Haray, Aimee H. "Effects of Picture Exchange Training on Communication Topographies." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc9849/.
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The Picture Exchange Communication System (PECS) has been used with children with autism and other developmental disabilities as an alternative to vocal communication. Some researchers have reported rapid acquisition of picture-exchange requesting as well as increased vocal speech and increased spontaneous social interactions following PECS training. Earlier research has found that although 3 children with autism learned to exchange pictures for preferred items during PECS training, requesting topographies did not change and vocal speech did not increase after PECS training. The present study evaluated the effects of PECS training on requesting topographies, especially vocal speech, with 3 participants with autism and mental retardation. Only one participant maintained picture-exchange requesting, and none of the participants showed an increase in vocal speech during probe sessions conducted after each PECS training phase.
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Dunn, Linda. "The Voices I Never Hear: Communication Apprehension and Associated Nonverbal Behaviors in the Primary School Child." PDXScholar, 1993. https://pdxscholar.library.pdx.edu/open_access_etds/4656.
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The confidence to communicate orally with others is the first requisite for verbal interaction. Anxiety which occurs in anticipation of speaking with others or while engaged in speaking hinders interaction, and is referred to as communication apprehension. This study examines levels of communication apprehension among a sample primary school population and the possible relationship between such levels and frequencies of nonverbal behaviors called self-adaptors that may be associated with the anxiety. Greater awareness of communication apprehension in children is justified in light of research that suggests it is negatively related to academic achievement in elementary school students. A four-month field~study was conducted in a Northwestern suburban elementary school by the researcher who had taught in the school for the previous seven years. The hypothesis tested was that a positive correlation exists between levels of communication apprehension and displayed self-adaptor behaviors. The study employed methodological triangulation, using both quantitative and qualitative data. An established self-report measure (MECA) consisting of a 20-item questionnaire suggesting various communication situations was administered to 42 third grade students and analyzed using descriptive statistics. Students scoring one standard deviation above the mean were identified as communication apprehensive (CA). Nervous behaviors called self-adaptors were tallied using a researcher developed measurement tool (UBSSF), and the frequencies of these behaviors correlated with the results of the self-report measure to find the predicted association. The hypothesis was not supported in this study. Complementary qualitative information also provided substantial data. This included classroom observations and videotapings of students in small group work sessions, individual recorded interviews of the CA students using film elicitation and interviews with their classroom teachers, field notes (general notations, oral data from teaching specialists, and additional demographic information), and continuing information from the apprehensive students following the conduct of the study. All qualitative data was examined for cross-situational consistency thought to be associated with communication apprehension. Significant evidence for a correlation between levels of communication apprehension and frequency of self-adaptor behaviors was not found. However, this study contributed to a greater understanding of CA by challenging currently held views on communication apprehension. Also, through the use of method triangulation, quantitative and qualitative forms of self report provided some evidence for the crosssituational consistency of CA. Communication apprehensive students were found to be aware of their anxieties and able to verbally address their fears. The phenomenological interpretation of CA student and teacher interview texts facilitated the reconstruction of the participants' perspectives. Finally, suggestions by the researcher addressed the training of teachers to raise their awareness of communication apprehension and to provide needed accommodation of CA students in the classroom.
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Oei, Lily, and 黃文慧. "An action research on improving communication satisfaction among teachers in a local secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961319.
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Abild-Lane, Tracey. "Children with Early Language Delay: A Group Case Study of Outcomes in Intermediate Grades." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/4953.
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Current research in early language development suggests that children who were diagnosed during preschool with expressive language delay would demonstrate difficulties during elementary school years (Scarborough and Dobrich, 1990). This purpose of the present study was to qualitatively describe the outcome of children with a history of early language delay and differing levels of expressive performance (ELD and HELD), as reported by the parents. A questionnaire was developed to determine the children's current age and grade level, past and present reading ability and reading interests, best and worst academic subject, special services and diagnosed disability, speech and language concerns, friendships concerns, and behavioral and motor issues. The study used Developmental Sentence Scoring (Lee, 197 4), which determined which children continued to function below the normal range at second grade. Once identified, these children were placed into two groups indicating early language delay (ELD) and history of early language delay (HELD). The data was collected from parent interviews and placed into tables for analysis. Case vignettes were developed for each ELD and HELD subject. The suggested trends from the study include: Differences in reading material, literacy related play activities, number of friends, and similar special services received in school.
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Newton-Curtis, Linda Mary. "The Peer Network as a Context for the Socialization of Academic Engagement." PDXScholar, 2016. https://pdxscholar.library.pdx.edu/open_access_etds/2652.
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The school environment is one of the primary contexts for children's social, emotional and cognitive development. While teachers are likely to be primarily focused on students' motivation and learning, for adolescents, one of the most enjoyable and important aspects of school life is likely to be centered around the time spent interacting with peers. It is well recognized that peers socialize one another but although many studies have examined the influence of peers on adolescents' risky behaviors far fewer have focused on the influence peers may have on individuals' positive behaviors. As a result this study focuses on academic development replicating previous research designed to examine whether peer group affiliation has an effect on student academic engagement.
A cohort of 343 seventh grade students, primarily Caucasian, 52% male, was followed for a period of one school year. Teachers reported on students' academic engagement in the fall and again in spring using a 14-item scale (Wellborn, 1991), and students reported on their teachers' and parents' involvement in fall using 8- and 4-item scales respectively. Student grades were collected from school administrative records.
To identify individual student's network affiliations socio-cognitive mapping procedures were used (Cairns, Perrin & Cairns, 1985), and then peer group profiles of engagement were calculated based on the average rating of engagement across each individual's affiliates. During the academic year peer group membership turnover was 49%, despite this, the quality of peer group profiles of engagement remained similar from fall to spring. Groups also tended to be and remain motivationally homogenous across the year. In general, girls' networks tended to be more highly engaged than boys' and networks that were more highly engaged tended to be more stable across the year.
Structural equation modeling was used for the major analyses to assess whether peer group academic motivation in the fall could predict individual motivation in the spring. The results indicated that while controlling for individuals' earlier engagement, as well as for processes of group selection and parent and teacher influences, the quality of individuals' peer group engagement in the fall was significantly predictive of students' later engagement in the spring. It should be noted that within the major models academic performance was also strongly related to later engagement. While this study provides further evidence to underscore the importance of the peer group in the socialization of students' academic motivation, particularly when one considers the snowballing effects in motivation this influence may have across a student's entire academic career, it also illustrates the important role performance may play in academic motivation for young adolescents.
Books on the topic "Interpersonal communication in children – Case studies"
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Dahoun, Zerdalia K. S. Les couleurs du silence: Le mutisme des enfants de migrants. [Paris]: Calmann-Lévy, 1995.
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Linda, Ashford, ed. How can you say that? Middleton, WI: Pleasant Co. Publications, 2003.
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Shadle, Carolyn C. Communication case studies: Building interpersonal skills in the veterinary practice. Lakewood, Colo: AAHA Press, 2010.
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Understanding the other person: Skillful interpersonal communication. Wellesley Hills, Mass: Educational Planning Services Corp., 1985.
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Bruce, Patton, and Heen Sheila, eds. Difficult Conversations: How to Discuss What Matters Most. New York, N.Y: Viking, 1999.
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Stone, Douglas. Difficult conversations: How to discuss what matters most. New York, N.Y: Viking, 1999.
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Stone, Douglas. Difficult conversations: How to discuss what matters most. London: Penguin, 2000.
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Liz, Bryan, and Roehampton University. Research Centre for Therapeutic Education., eds. Case studies in relational research. New York: Palgrave Macmillan, 2007.
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Funke-Welti, Julia. Organisationskommunikation: Interpersonelle Kommunikation in Organisationen : eine vergleichende Untersuchung von informalen Kommunikationsstrukturen in fünf industriellen Forschungs- und Entwicklungsbereichen. Hamburg: Kovač, 2000.
Find full textBook chapters on the topic "Interpersonal communication in children – Case studies"
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Odella, Francesca. "Privacy Awareness and the Networking Generation." In Censorship, Surveillance, and Privacy, 1309–32. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7113-1.ch063.
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The article discusses the social and privacy implications of children's access to the internet and to information technologies of communication (ITCS) services. The growing rate of children online represents an epochal change for issues related to their personal safety and protection, as well as for their privacy rights and chances of improved life. In order to better understand the long term privacy implications of these phenomena the discussion reviews sociological studies that have investigated the structure of friendships networks among adolescents, and describes theoretical frames adopted in analysing social practices concerning the private sphere. Results of these studies provide clues on how interpersonal online relations are structured and how attitudes and practices circulate across and inside different social settings. Finally, implications for privacy issues related to the upcoming Internet of Things (IoT) are debated using the case of ethical design in engineering as an alternative option to the control option exercised by governments and companies.
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"Case Studies." In HIV, Substance Abuse, and Communication Disorders in Children, 115–22. Routledge, 2013. http://dx.doi.org/10.4324/9780203051078-16.
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Kilroe, Patricia A. "Knowledge of Language." In Advances in Linguistics and Communication Studies, 1–17. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8467-4.ch001.
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Human beings learn to speak or sign the language or languages they are exposed to as children. To have acquired the language(s) of one's speech community is to have acquired both linguistic and communicative competence. Linguistic competence results from internalizing the knowledge of the basic elements of language (sounds, words, sentences) and the rules for combining these elements into units that enable users to express linguistic meaning. Communicative competence results when learners have acquired knowledge of the appropriate social conventions involved in interpersonal communication. Effective language teaching is enhanced through an understanding of both the structural and social aspects of linguistic communication as well as how these aspects challenge students in the process of second language acquisition.
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Garrido-Nag, Karen, and James McCann. "Working With Deaf and Hard-of-Hearing Children From Linguistically Diverse Backgrounds." In Advances in Linguistics and Communication Studies, 157–79. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2261-5.ch008.
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An increasing number of deaf and hard-of-hearing (D/HH) children live in homes where languages other than English or American Sign Language (ASL) are used. This chapter reviews issues of culture and linguistic diversity when working with D/HH multilingual learners (DMLs) from identification and early intervention through school entry. The authors will provide two case studies to explore the issues of service delivery to DMLs and their families: 1) Ji-Hun, who appears to use several spoken languages, including Korean, Japanese, and English, and 2) Ana, who is a recent immigrant to the USA and appears to use ASL, spoken Spanish, and spoken English. The discussion of these two case studies will encompass some cultural differences, including 1) openness to engagement with providers, 2) cultural beliefs about hearing loss, 3) community systems and familiar support, 4) perceptions of systems and authorities. The case studies presented are not based on actual clients but are drawn from the clinical experiences of the authors.
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Kozdras, Deborah, Christine Joseph, and Karen Kozdras. "Cross-Cultural Affordances of Digital Storytelling." In Advances in Linguistics and Communication Studies, 184–208. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8668-7.ch008.
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In this chapter, the authors consider the use of digital storytelling as a tool for boundary crossing. Media, as an extension of self, has potential to help cross-cultural learning that benefits all stakeholders, but specifically, immigrants and English Language Learners, who often experience school literacy challenges. The authors used Cultural Historical Activity Theory (CHAT) as a lens to view two teacher case self-studies, one in Canada and one in the U.S.A., and to examine how their use of digital storytelling helped elementary ELL students to learn the language of school as well as transfer their knowledge to other students and educators. The findings indicated the importance of creating avenues through which immigrant English learners can develop interpersonal communication skills critical to being successful across cultures. Through an analysis of the cases, the authors present language learning implications for educators.
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Horton, RaMonda. "Systems-Based Approaches to Speech-Language Pathology Service Delivery for School Age Children." In Advances in Linguistics and Communication Studies, 113–36. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2261-5.ch006.
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This chapter will provide readers with an overview of how a systems-based approach can be used to understand the relationship between culture, environment, language, and disability. It will identify a useful model of ecology, culture, and development that can and should be considered in conjunction with the WHO-ICF framework to guide service delivery in school-based settings. This chapter will also provide an overview of systems-based approaches that can be used when working with children from traditionally marginalized backgrounds. Finally, a case study example will be used to provide guidance on the application of systems-based approaches to service delivery for children in school-based settings.
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Naniwadekar, Kadambari. "Stress and Anxiety Among Parents of Children With Communication Disorders." In Advances in Psychology, Mental Health, and Behavioral Studies, 141–56. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-4955-0.ch008.
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Parenting is a wonderful and rewarding experience, but in the case of parents of children with communication disorder, this experience is often accompanied with high levels of stress, due to difficulties, frustrations, and challenges that these parents face in everyday life. This chapter was carried out to find the status of stress in parents of children with communication disorder and also to find the levels of stress among mothers as well as fathers, and the level of support system available. The results revealed that most of the parents experience stress and anxiety in bringing up their child with communication disorder, although the stress being more in the mothers. Gender of the child also played a crucial role in determining the levels of stress. The results highlighted the fact that parents of children with autism spectrum disorder have a higher level of stress followed by parents of children with intellectual disability, multiple disability, and hearing impairment.
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Vining, Christine B., and Davis E. Henderson. "Navajo Speech and Language Evaluation." In Advances in Linguistics and Communication Studies, 19–34. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2261-5.ch002.
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The case study highlights the importance of culturally and linguistically appropriate assessment of young Navajo/American Indian children and the importance of alternative assessment procedures to support appropriate diagnoses and recommendations. The case also illustrates systemic issues that result in lack of coordinated care, appropriate diagnosis, and lack of American Indian speech-language pathologists who understand linguistic and cultural differences. The case is based on a typical experience when clinicians who are not familiar with the Navajo language perform speech-language evaluations in Navajo-speaking communities.
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Hyter, Yvette D. "Language, Social Pragmatic Communication, and Childhood Trauma." In Advances in Linguistics and Communication Studies, 54–88. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2261-5.ch004.
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This case focuses on the effects of trauma on the language and social pragmatic communication of a 10-year-old girl who was one of the many children separated from familial caregivers between 2016 and 2019 when she and her parents came to the U.S. from Central America seeking asylum due to gang violence and economic reasons. The child spent 8 months in the detention center without her parents and then was transferred to a foster home where she suffered neglect as well as physical and psychological abuse. This case study focuses on the long-term effects of structural violence and maltreatment on child development, and specifically on language and social pragmatic communication.
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Silvera-Tawil, David, Iva Strnadová, and Therese M. Cumming. "Social Stories in Robot-Assisted Therapy for Children with ASD." In Advances in Early Childhood and K-12 Education, 225–44. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0816-8.ch012.
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Mobile technology devices are commonly used as assistive technology to support children with Autism Spectrum Disorder (ASD) in gaining skills in interpersonal communication. While considered generally safe and effective, there are concerns that a child that is taught to communicate through interactive technologies may become dependent on the virtual world and its rewards, while interpersonal skills are sacrificed or not generalized to real world settings (Bauminger-Zviely, Eden, Zancanaro, Weiss, & Gal, 2013). This chapter theorizes that the anthropomorphic embodiment of humanoid robots may provide a compromise between the real and the virtual worlds. The authors suggest that a humanoid robot can use social stories within an Applied Behavioral Analysis (ABA) framework to support the acquisition of social interaction skills of children with ASD. The objective of this chapter is to contribute to the current literature by providing a description of this intervention and make suggestions for its implementation using a case study approach.
Conference papers on the topic "Interpersonal communication in children – Case studies"
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Cohen Zilka, Gila. "The Elements Way: Empowering Parents, Educators, and Mentors in the Age of New Media." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3701.
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[This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology] Aim/Purpose: This study was designed to examine the effectiveness of mentor’s work with immigrant children and adolescents at risk, using the Elements Way. Background: The New Media offers our “screen kids” a lot of information, many behavioral models, and a new type of social communication. The Elements Way is an educational method designed to enhance openness, development, breakthroughs, goal achievement, and transformation in the age of media and social networks. Methodology: The Elements Way was developed following research on communication in the diversified media, especially new media such as Facebook, WhatsApp, and television reality shows, and the study is an examination of the effectiveness of mentors’ work with immigrant children and adolescents at risk, using the Elements Way. All mentors had been trained in the Elements Way. The study population included 640 mentors working with immigrants’ children in Israel. The work was conducted in 2010-2013. The mixed-methods approach was selected to validate findings. Contribution: Empowering children and enhancing their ability to cope; Creating openness and sharing, making children more attentive to the significant adults in their lives; Supporting children who face the complex reality that characterizes our age. Findings: Significant differences were found in the mentors’ conduct with the children. Work programs were designed and implemented with care and consistency, and mentors succeeded in generating change within the children and achieving desired goals. Of the 640 participating mentors, 62 were not able to promote the child, and interviews with them revealed that their work with the children was not consistent with the Elements Way and began from a different vantage point. Recommendations for Practitioners: Success factors: Self-awareness and awareness of one’s surroundings. Empathy. Willingness to engage in significant interactions. Self-cleansing and self-reflection. Ability to engage in a personal and interpersonal dialogue. Ability to accept and contain the child. Cooperation with the child in creating a work program and assisting the child to achieve the goals that were set in the program. Recommendation for Researchers: Future studies should focus on analyzing the discussions of children and adolescents, to add depth to our insights regarding children and adolescents’ perception of the mentors’ work from their perspective. Impact on Society: Finding the “keys” to openness, development, goal achievement, and transformation in our work with “screen kids.” Future Research: Studies that are designed to examine the effectiveness of mentor’s work with immigrant children and adolescents at risk, using the Elements Way.
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Baldassarri, Sandra, Liliana Passerino, Silvia Ramis, Inma Riquelme, and Francisco J. Perales. "Videogame-based case studies for improving communication and attention in children with ASD." In Interacción 2018: XIX International Conference on Human Computer Interaction. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3233824.3233846.
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Baksa, Máté. "A Relational Foundation of Knowledge Production: Advice-Seeking in Knowledge-Based Organizations." In New Horizons in Business and Management Studies. Conference Proceedings. Corvinus University of Budapest, 2021. http://dx.doi.org/10.14267/978-963-503-867-1_07.
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In the past decade, the revolutionary advancement of technology brought the attention of academics and management practitioners to the innovative capability of organizations. Companies in knowledgeintensive industries increasingly focus on their ability of self-renewal and adaptation. Concurrently, organizational processes that support the amassment, management, sharing, and employment of knowledge have grown in importance. Organizational social network analysis provides the apparatus to explore knowledge networks in organizations by identifying relationships through which knowledge and information flow. Advice-seeking relationships have an essential role in knowledge production as they enable actors to acquire information, professional support, and knowledge elements they can recombine to form new knowledge. Advice-seeking always assumes trust between actors: by asking for help, one necessarily exposes their weakness to the other. What other relational conditions might there be of advice-seeking in organizational knowledge networks? What are the prerequisites for asking for help? In this paper, I examine the case of two knowledge-based organizations, both located in Hungary: (1) a business services center (390 employees) that offers professional services to B2B partners and (2) a higher education institution (583 employees). I analyzed data collected by a Budapest-based management consultancy that specializes in organizational social network research. I found that most independent variables were significant in the regression models. However, there was a notable difference between each variable’s relative explanatory power in the two cases. While process- and decisionrelated relationships seemed essential in the business services center, informal communication and interpersonal trust were more critical for advice-seeking relationships to form in the higher education institution.
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"E-Safety in the Use of Social Networking Apps by Children, Adolescents, and Young Adults." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4155.
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[This Proceedings paper was revised and published in the 2019 issue of the Interdisciplinary Journal of E-Skills and Lifelong Learning, Volume 15.] Aim/Purpose: Following the widespread use of social networking applications (SNAs) by children, adolescents, and young adults, this paper sought to examine the usage habits, sharing, and dangers involved from the perspective of the children, adolescents, and young adults. The research question was: What are the usage habits, sharing, drawbacks, and dangers of using SNAs from the perspective of children, adolescents, and young adults? Background: Safety has become a major issue and relates to a range of activities including online privacy, cyberbullying, exposure to violent content, exposure to content that foments exclusion and hatred, contact with strangers online, and coarse language. The present study examined the use of social networking applications (SNAs) by children, adolescents, and young adults, from their point of view. Methodology: This is a mixed-method study; 551participants from Israel completed questionnaires, and 110 respondents were also interviewed. Contribution: The study sought to examine from their point of view (a) characteristics of SNA usage; (b) the e-safety of SNA; (c) gender differences between age groups; (d) habits of use; (e) hazards and solutions; and (f) sharing with parents and parental control. Findings: Most respondents stated that cyberbullying (such as shaming) happens mainly between members of the group and it is not carried out by strangers. The study found that children’s awareness of the connection between failures of communication in the SNAs and quarrels and disputes was lower than that of adolescents and young adults. It was found that more children than adolescents and young adults believe that monitoring and external control can prevent the dangers inherent in SNAs, and that the awareness of personal responsibility increases with age. The SNAs have intensified the phenomenon of shaming, but the phenomenon is accurately documented in SNAs, unlike in face-to-face communication. Therefore, today more than ever, it is possible and necessary to deal with shaming, both in face-to-face and in SNA communication. Recommendations for Practitioners: Efforts should be made to resolve the issue of shaming among members of the group and to explain the importance of preserving human dignity and privacy. The Internet in general and SNAs in particular are an integral part of children’s and adolescents’ life environment, so it can be said that the SNAs are part of the problem because they augment shaming. But they can also be part of the solution, because interactions are accurately documented, unlike in face-to-face communication, where it is more difficult to examine events, to remember exactly what has been said, to point out cause and effect, etc. Therefore, more than ever before, today it is possible and necessary to deal with shaming both in face-to-face and in the SNA communication, because from the point of view of youngsters, this is their natural environment, which includes smart phones, SNAs, etc. Recommendations for Researchers: The study recommends incorporating in future studies individual case studies and allowing participants to express how they perceive complex e-Safety situa-tions in the use of social networking apps. Impact on Society: Today more than ever, it is possible and necessary to deal with shaming, both in face-to-face and in SNA communication. Future Research: The study was unable to find significant differences between age groups. Fur-ther research may shed light on the subject.