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Journal articles on the topic 'Social emotional and behavioral concerns'
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Briesch, Amy M., Tyler D. Ferguson, Robert J. Volpe, and Jacquelyn M. Briesch. "Examining Teachers’ Perceptions of Social-Emotional and Behavioral Referral Concerns." Remedial and Special Education 34, no. 4 (November 12, 2012): 249–56. http://dx.doi.org/10.1177/0741932512464579.
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Johnson, Harriette C., David E. Cournoyer, and Betsy M. Bond. "Professional Ethics and Parents as Consumers: How well are we Doing?" Families in Society: The Journal of Contemporary Social Services 76, no. 7 (July 1995): 408–20. http://dx.doi.org/10.1177/104438949507600703.
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Concerns of parents of children with emotional, behavioral, and cognitive problems with respect to the behavior and attitudes they encounter from professionals coincide with concerns professionals have about their own behavior as set forth in professional codes of ethics. Thirty-four experts on professional ethics evaluated items on a behavioral questionnaire. Parents then used the questionnaire to rate professionals who had worked with the mental health problems of their children. Problem areas identified included informed consent, parent self-determination, and respect and compassion for parents.
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Costa, Joao H. C., Melissa C. Cantor, Nicola A. Adderley, and Heather W. Neave. "Key animal welfare issues in commercially raised dairy calves: social environment, nutrition, and painful procedures." Canadian Journal of Animal Science 99, no. 4 (December 1, 2019): 649–60. http://dx.doi.org/10.1139/cjas-2019-0031.
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Dairy calf welfare concerns are growing and new evidence suggests that the early life environment influences appropriate physical, behavioral, and cognitive development lasting into adulthood. This review highlights key evidence for the impacts of housing, diets, and painful procedures on calf welfare. We argue that these topics are currently critical welfare concerns, but are not the only points of concern. In addition to environmental requirements to maintain optimal health, dairy calves experience other challenges including social and nutritional restrictions. Individual housing is associated with impaired behavioral development and cognitive ability. Pair and group housing can mitigate some of these negative effects and should be encouraged. Restrictive milk allowances (<15% of body weight) lead to poor growth and hunger; these welfare concerns can be addressed with proper enhanced milk allowances and gradual weaning programs. Finally, dehorning is a critical animal welfare issue when pain control is withheld; calves show negative behavioral, physiological, and emotional responses during and after dehorning. The combined use of local anaesthetics and analgesics can mitigate these effects. An industry shift toward providing social companionship, enhanced milk allowances, and pain control during painful procedures would help to improve the welfare of dairy calves in intensive commercial rearing facilities.
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Varner, Edward. "General Music Learning Is Also Social and Emotional Learning." General Music Today 33, no. 2 (November 28, 2019): 74–78. http://dx.doi.org/10.1177/1048371319891421.
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The purpose of this article is to highlight the relationship between general music and social and emotional learning. Social and emotional learning involves a set of social, emotional, behavioral, and character competencies that are essential to success in school, in the workplace, within relationships, in the community, and in life. Music teachers are uniquely positioned to help students become more socially and emotionally competent while simultaneously developing the skills outlined in the general music curriculum. Many general music program activities reinforce and help students understand the concepts of self-management, self-awareness, responsible decisionmaking, relationship skills, and social awareness. Activities such as improvisation, ensemble playing and singing, and defining emotions with music can be used to develop social and emotional learning skills in the general music classroom. The primary objective of this article is to help general music teachers understand that general music learning environments naturally lend themselves well to aiding in these efforts.
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Padun, M. A. "Child’s emotion regulation and emotional security in the family." Современная зарубежная психология 6, no. 2 (2017): 27–35. http://dx.doi.org/10.17759/jmfp.2017060203.
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The article presents brief review of researches about concepts of emotion regulation and emotional security in child development. Mechanisms of family influence on the child’s emotion regulation development such as the interiorization of parent’s assumptions about emotions and ways of their expression, playing by the parents the role of emotional couch for children, and emotion charging through emotional climate in the family are considered. The role of experiencing parental conflict in the development of the child’s sense of emotional security is analyzed. Concepts ‘attachment system’ and ‘social defense system’ are differentiated. Theory of emotional security by Cummings and Davies is considered. This theory presents ways of the influence of parental conflict on child’s psychopathology. Emotional security is considered to be the result of interrelated factors: parental style, parent’s psychopathology, processes in family system and child’s personality traits. Four patterns of child’s cognitive and behavioral strategies of defense in parental conflict are described. Emotion regulation strategies and psychological consequences of these patterns are proposed.
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Huff, Marie, and John Hodges. "A Practical Guide for Developing Effective Technical Standards in Social Work Programs." Journal of Baccalaureate Social Work 15, no. 2 (January 1, 2010): 17–30. http://dx.doi.org/10.18084/basw.15.2.006445758x081026.
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Social work educators are increasingly faced with concerns about students who do not possess the technical standards (basic skills, values, and abilities) of the social work profession. This article discusses the purpose of technical standards, which ensure that social work programs admit, retain, and graduate students who possess the physical, cognitive, emotional, and behavioral attributes required for success. The history of technical standards, concerns about their use, and the growing need for technical standards are also addressed. Finally, practical advice on developing technical standards for social work education and examples of one university's standards are offered.
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Peg, Donohue, Emily Goodman-Scott, and Betters-Bubon Jennifer. "Using Universal Screening for Early Identification of Students at Risk: A Case Example from the Field." Professional School Counseling 19, no. 1 (September 2015): 1096–2409. http://dx.doi.org/10.5330/1096-2409-19.1.133.
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This study describes the benefits of systematic universal screening (US) for school counselors engaged in the creation of effective, multi-tiered systems of support that address academic, social, emotional, and behavioral student concerns. The authors used an action research framework to present a case example of one school district's pilot of US and the role of the school counselor in the identification of students in need of social-emotional support. This article discusses implications for school counselor collaboration with other school-based mental health professionals.
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Carney, JoLynn V., Hyunhee Kim, Richard J. Hazler, and Xiuyan Guo. "Protective Factors for Mental Health Concerns in Urban Middle School Students." Professional School Counseling 21, no. 1 (January 2017): 2156759X1878095. http://dx.doi.org/10.1177/2156759x18780952.
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Addressing mental health in urban schools with youth who are often disadvantaged requires an understanding of protective individual and school contextual influences. Using hierarchical multiple regression analyses, we investigated school connectedness (SC) as a moderator between social skills (SS) and emotional/behavioral difficulties (ED/BD) among 319 urban middle school students (Grades 6–8; 65% self-identified as Black). SS levels predicted ED/BD. SC moderated the association between SS and mental health concerns. We address implications for school counseling practice.
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Soderlund, Jennifer, Michael H. Epstein, Kevin P. Quinn, Carla Cumblad, and Sonya Petersen. "Parental Perspectives on Comprehensive Services for Children and Youth with Emotional and Behavioral Disorders." Behavioral Disorders 20, no. 3 (May 1995): 157–70. http://dx.doi.org/10.1177/019874299502000307.
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Concern about the educational, legal, and psychological/social problems experienced by children and youth with emotional and behavioral disorders (EBD) has led to the development of new approaches to serving these youngsters and their families. One new approach includes the evolution of a comprehensive, community-based system of care. This study solicited parent participation in a county-wide needs assessment designed to create the foundation for the development of a comprehensive system of care. Parents (N = 121) were surveyed to obtain their perceptions of their contacts with various service agencies as well as to gather their input into how comprehensive services could best be designed and implemented. Overall, parents viewed the services their family had received as favorable. However, their needs and concerns focused on obtaining information about community services, finding recreational activities for parents and children, and locating transition programs and alternative schooling for their children. The information presented will prove helpful for policy makers, agency administrators, and school personnel developing systems of care to more effectively address the needs of children with EBD and their families.
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Reiher, Todd C. "Identified Deficits and Their Congruence to the IEP for Behaviorally Disordered Students." Behavioral Disorders 17, no. 3 (May 1992): 167–77. http://dx.doi.org/10.1177/019874299201700307.
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Questionnaires were sent to the support personnel and teachers of a randomly selected, statewide sample of 632 behaviorally disordered students to examine the nature of the behavioral, social/emotional, academic, and other deficits contained in the diagnostic report(s) and to determine the congruence of this diagnostic information to the students' individualized education programs (IEPs). Respondents returned 463 instruments for an overall return rate of 73.3%. Congruence percentages were calculated bidirectionally so that lack of agreement between diagnostic information and the IEP was examined from the perspective of both the evaluator/diagnostician and the IEP writers. The identified deficits indicated that the primary concern for mild behaviorally disordered students was a failure to complete assignments or stay on-task, while moderate and severe behaviorally disordered students demonstrated a substantial shift to peer relationships as the primary area of concern. Concurrent core academic deficits were often not present. Congruence calculation indicated a moderate lack of agreement between areas of deficit and IEP goals and objectives, especially with respect to social/emotional areas. Questions regarding the nature of mild behavioral disorders classification are proposed and reaffirmation of the lack of a diagnostic-instructional link demonstrated.
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Vogel, Rachel I., Lori G. Strayer, Rehana L. Ahmed, Anne Blaes, and DeAnn Lazovich. "A Qualitative Study of Quality of Life Concerns following a Melanoma Diagnosis." Journal of Skin Cancer 2017 (2017): 1–8. http://dx.doi.org/10.1155/2017/2041872.
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The goal of this study was to identify a relevant and inclusive list of quality of life issues among long-term survivors of melanoma. Individuals diagnosed with stage I-III cutaneous melanoma and had survived 1-5 years, ages 18-65 years at diagnosis, were recruited. Five focus groups were conducted with 33 participants in total. Discussions centered on participants’ experiences at diagnosis, as well as ongoing physical, emotional, and social concerns, and behavioral changes since diagnosis. The majority of participants reported shock, fear, and feeling overwhelmed at the time of diagnosis. Some reported lingering physical concerns, including pain, numbness, and lymphedema, while a few reported no lasting issues. Emotional concerns were common, with most reporting anxiety. Several also noted feeling lonely and isolated. Social concerns included alteration of activities to avoid sun exposure, issues with family communication, and frustration with the lack of appreciation of the seriousness of melanoma by others. Finally, while many participants reported changes to their sun exposure and UV-protection behaviors, some reported little to no change. The shared experiences among participants in this study confirm the unique nature of melanoma and the need for interventions designed to improve the health and quality of life of melanoma survivors.
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Sharma, Bharati, Mana Kumari Rai, Anju Sharma, and Sabita Karki. "Emotional and Behavioral Problems among Adolescents in Pokhara City in Nepal." Journal of Nepal Health Research Council 16, no. 41 (January 28, 2019): 419–24. http://dx.doi.org/10.33314/jnhrc.v16i41.1607.
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Background: Adolescents are highly vulnerable to psychiatric disorders, which often have serious negative consequences for their academic achievement and potential social life. The aim of the study is to estimate the prevalence of emotional and behavioral problems among adolescents.Methods: A descriptive cross-sectional study design was adopted to identify the emotional and behavioral problems among adolescents using cluster sampling technique. Assessment was done on students of grade 7-11 from two schools in city in Nepal using self-administered questionnaire, Youth Self-Report (YSR-11/18) 2001, developed by Achenbach System of Empirical Based Assessment and self developed socio-demographic questionnaires. Data was coded and analyzed using SPSS (20). Descriptive statistic and inferential statistic (Chi square, Fisher Exact and Odds ratio-OR) were used to analyze data.Results: Altogether 330 adolescents were enrolled in study with mean age 14.3 yrs (range 11-18, male-152, female-178). Prevalence of EBPs was 30.0% (Male-38.8% female-22.5%). Internalizing problems (35.8%) were more common than externalizing (18.5%). Occurrence of EBPs was significantly associated with Sex (OR= 2.2 p=0.001), type of family (OR=1.8 p=0.035) and types of school (private: public OR=2.1 p=0.004).Among narrow band scales most common problems were social (17.6%), thought (15.5%), somatic (13%), anxious depression (12.1%) and aggression(10.3%). There was significant association between sex with EBPs on narrow band scales, male adolescents were more likely to have thought-problem (OR=3.7 p=<0.001, rule-breaking problem (OR=8.5, p=0.02), aggressive behavior (OR=3.7 p=0.001) while female were more likely to have social problems (OR=2.6 p=0.002).Conclusions: Emotional and behavioural are a serious mental health concern among adolescents. An intervention strategy (School-based mental health service) maybe required to understand their problems and provide appropriate counseling.Keywords: Adolescents; emotional and behavioral problems; youth self report.
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Till, C., E. Udler, R. Ghassemi, S. Narayanan, DL Arnold, and BL Banwell. "Factors associated with emotional and behavioral outcomes in adolescents with multiple sclerosis." Multiple Sclerosis Journal 18, no. 8 (January 30, 2012): 1170–80. http://dx.doi.org/10.1177/1352458511433918.
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Background: Multiple sclerosis (MS) onset during adolescence has the potential to disrupt a key period of psychosocial maturation. Objective: We aimed to examine the prevalence and risk factors associated with emotional and behavioral outcomes in adolescents with MS. Methods: The Behavioral Assessment System for Children-2nd Edition (BASC-2) was completed by 31 adolescents with MS (mean age = 16.1 years), 31 age-matched controls, and parents of all participants. BASC-2 outcomes were compared between groups. Base rates were examined for scores falling at least one or two standard deviations below norm. Associations between BASC-2 outcomes and features of disease severity and IQ were examined. Results: Youth with MS were reported by their parents to have more symptoms of depression and somatization and lower adaptive skills compared with reports by parents of controls. On the self-report, patients endorsed more problems of inattention/hyperactivity and lower self-reliance relative to controls. Behavioral concerns and reduced adaptive functioning in the MS group were associated with fatigue, poor relations with parents, and perceived social stress. Psychosocial outcomes did not associate with number of relapses, Expanded Disability Status Scale score, disease duration, brain lesion volume or IQ. Conclusion: Youth with MS are at risk of difficulties in behavioral and emotional health. Relations with parents emerged as a key factor influencing the emotional well-being of youth with MS, suggesting an important role for family-centered care in this population.
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Mumford, Elizabeth A., Weiwei Liu, and Bruce G. Taylor. "Profiles of U.S. Law Enforcement Officers’ Physical, Psychological, and Behavioral Health: Results From a Nationally Representative Survey of Officers." Police Quarterly 24, no. 3 (February 17, 2021): 357–81. http://dx.doi.org/10.1177/1098611121991111.
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Law enforcement officers’ health and wellness is important at the individual and community levels in terms of maintaining a fit workforce to uphold the mission of public safety. The current study was designed to assess officer wellness across the U.S. From a nationally representative random sample of 1,135 local and state agencies, a random, probability-based sample of officers was selected, oversampling for female officers. Latent class analyses were conducted to assess wellness profiles based on a set of eleven physical, psychological, and behavioral health indicators for 2,232 officers. Personal and professional characteristics were included as auxiliary variables in models of the resulting classes. Results from this sample indicated that over two-thirds of officers fit a healthy profile, whereas one in four officers presents with moderate health concerns and nearly 6% are classified in a profile of broad health concerns. In this sample, sexual assault in childhood, greater exposure to critical incidents, working a current rotation schedule, and being female were characteristics associated with broad health concerns. Emotional and/or physical assault in childhood, greater exposure to critical incidents, and being female were characteristics associated with moderate health concerns, whereas older age and being Hispanic were protective factors. In sum, full-time sworn law enforcement officers across the U.S. are reasonably healthy but their exposures to stressful situations put them at increased risk particularly in terms of post-traumatic stress, risky drinking, and suicidality. These results are important for agency administrators and policymakers to consider in terms of wellness programs, prevention efforts and budget allocations.
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Throuvala, Griffiths, Rennoldson, and Kuss. "A ‘Control Model’ of Social Media Engagement in Adolescence: A Grounded Theory Analysis." International Journal of Environmental Research and Public Health 16, no. 23 (November 25, 2019): 4696. http://dx.doi.org/10.3390/ijerph16234696.
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Adolescents actively use social media, which engages them cognitively, emotionally, and behaviorally. However, the underlying psychological mechanisms of engagement have not been adequately addressed. The present study examined adolescents’ psychological processes as these develop in their everyday interactions via social media. The sample comprised six focus groups with 42 adolescents from UK-based schools. Data were analyzed using constructivist grounded theory. The resulting concepts related to individual, social, and structurally related processes, highlighting a synergy between the processes underlying use and a gradual reduction of control as individual, social, and structurally led processes emerge, conceptualized as the ‘control model’ of social media engagement. The findings highlight a controlling aspect in engagement and a dynamic interplay between the processes as mutually determining the quality and the intensity of the interaction. Recommendations are provided for examining control as a main emotional, cognitive, and behavioral mechanism in problematic and/or addictive social media and smartphone use.
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Mundy, Peter. "Joint attention and social-emotional approach behavior in children with autism." Development and Psychopathology 7, no. 1 (1995): 63–82. http://dx.doi.org/10.1017/s0954579400006349.
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AbstractAutism is a development disorder that is characterized by a significant disturbance of social development. Research strongly suggests that this disorder results from neurological anomalies or deficits. However, both the specific neural systems involved in autism, and the most pertinent behavioral functions of those systems remains unclear. One current topic of debate concerns the degree to which the social disturbance of autism may result from developmental anomalies in neurological systems that subserve cognitive, or affective processes. In this paper a model of the neurological, cognitive, and affective processes involved in the pathogenesis of autism will be described in the context of an attempt to understand dissociations in the early social-skill development of these children. Young children with autism are better able to use social-communication gestures to request objects or events than they are able to use similar gesture simply to initiate joint or socially shared attention relative to an object or event. An integration of recent research suggests that joint attention skill development differs from requesting skill development with regard to affective and cognitive processes that may be associated with frontal and midbrain neurological systems. In particular, this integration of the literature suggests the following: (a) there is a specific neurological subsystem that regulates and promotes what are called social-emotional approach behaviors; (b) the tendency to initiate joint attention bids is prototypical of a social-emotional approach behavior; and (c) attenuation of social-approach behaviors in children with autism leads to a specific impoverishment of social information processing opportunities. This impoverishment has a lifelong negative effect on the social cognitive development of these children.
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Ashbaugh, Andrea R., Keera N. Fishman, and Stephanie A. Houle-Johnson. "Intrusive social images in individuals with high and low social anxiety: a multi-method analysis." Behavioural and Cognitive Psychotherapy 47, no. 5 (March 21, 2019): 594–610. http://dx.doi.org/10.1017/s1352465819000043.
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AbstractBackground:Models of social anxiety suggest that intrusive images/memories are common in social anxiety and contribute to the maintenance of social anxiety.Aims:We examined the context and phenomenological features of intrusive social images using quantitative and qualitative measures across various levels of social anxiety.Method:Undergraduate students (n = 191) completed measures of social anxiety (i.e. Social Interaction Anxiety Scale and Social Phobia Scale) and wrote a description of an intrusive social image. Individuals who reported an intrusive social image (n = 77) rated the frequency, interference and phenomenological (e.g. vividness, emotional intensity) characteristics of the image. A content analysis of the intrusive image narratives was completed by independent raters.Results:High social anxiety (HSA) increased the likelihood and frequency of experiencing intrusive images, and to some extent the interference caused by these images. However, the characteristics of these images with regard to their content and quality were similar across levels of social anxiety. Among participants who provided narratives, HSA individuals (n = 34) did not differ from low socially anxious (LSA) individuals (n = 28) in themes that reflect concerns about their own thoughts, actions and behaviours. However, HSA individuals reported greater concerns about how other individuals would react, and their intrusive images were often from an observer perspective when compared with LSA individuals.Conclusions:These results are interpreted in relation to cognitive models of emotion, memory and cognitive behavioural models of social anxiety.
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Jain, Sonia, Rebecca Reno, Alison K. Cohen, Henrissa Bassey, Mansi Master, and Chloe R. Nichols. "A family-centered mixed-methods needs assessment for the system of care for young children with social-emotional and behavioral concerns." Children and Youth Services Review 117 (October 2020): 105243. http://dx.doi.org/10.1016/j.childyouth.2020.105243.
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Smithgall, Cheryl, Sally Mason, Lisa Michels, Christina LiCalsi, and Robert Goerge. "Intergenerational and Interconnected: Mental Health and Weil-Being in Grandparent Caregiver Families." Families in Society: The Journal of Contemporary Social Services 90, no. 2 (April 2009): 167–75. http://dx.doi.org/10.1606/1044-3894.3869.
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Research shows that a substantial number of grandparent caregivers are caring for children with developmental delays or emotional or behavioral problems, and that many caregivers have clinical levels of depression. This study explores grandparent-caregiver families’ mental health needs as well as use of and barriers to accessing mental health services. Interviews with families revealed unmet mental health needs and an interconnectedness between grandchildren's and their grandparent caregivers’ well-being. In the survey component, service providers described problems highly consistent with those reported by grandmothers, including school-related or attention-related concerns among children and depression, stress, and frustration among grandparents. Findings suggest implications for practitioners and policymakers regarding service access, expectations about services, and the fit between clients’ needs and the services available.
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Chen, Jie, Xinying Li, Jianxin Zhang, Misaki N. Natsuaki, Leslie D. Leve, Gordon T. Harold, Zhiyan Chen, et al. "The Beijing Twin Study (BeTwiSt): A Longitudinal Study of Child and Adolescent Development." Twin Research and Human Genetics 16, no. 1 (November 26, 2012): 91–97. http://dx.doi.org/10.1017/thg.2012.115.
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Rates of emotional and behavioral problems among children and adolescents in China are increasing and represent a major public health concern. To investigate the etiology of such problems, including the effects and interplay of genes and environment, the Beijing Twin Study (BeTwiSt) was established. A representative sample of adolescent twins in Beijing (N = 1,387 pairs of adolescent twins, mostly between the ages of 10 and 18 years) was recruited and assessed longitudinally. Data collection included the following: emotional and behavioral problems (e.g., depressive symptoms, anxiety, delinquency, drinking, and smoking); family, peer, and school environments; stress; social and academic competence; cognitive traits (e.g., emotion suppression, rumination, and effortful control); and saliva samples for DNA genotyping and sequencing. The combination of quantitative and molecular genetic approaches and the timeliness of the project, with the sample residing in a region with a rapidly changing economic and cultural climate, are particular strengths of this study. Findings from this study are expected to help understanding of the etiological mechanisms underlying child and adolescent normal and abnormal development in regions undergoing substantial social, cultural, and economic changes.
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Splett, Joni W., Kathryn M. Trainor, Anthony Raborn, Colleen A. Halliday-Boykins, Marlene E. Garzona, Melissa D. Dongo, and Mark D. Weist. "Comparison of Universal Mental Health Screening to Students Already Receiving Intervention in a Multitiered System of Support." Behavioral Disorders 43, no. 3 (April 23, 2018): 344–56. http://dx.doi.org/10.1177/0198742918761339.
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Despite schools increasingly adopting multitiered systems of support (MTSS) for prevention and intervention of mental health concerns, many are slow to adopt universal mental health screening (UMHS), a core MTSS feature, due to concerns about their limited capacity to meet the needs of all identified. In this study, we examined differences in the number and characteristics of students who would be identified for intervention services when UMHS in an MTSS were added to those students already receiving social, emotional, and behavioral supports. In a sample of 3,744 students in Grades 1 to 5 from six schools, 679 (18.1%) additional students were identified by screening, representing a 180.1% increase in students identified with behavioral risk or need for mental health interventions. Using a series of stepwise logistic regression analyses, we identified significant predictors of newly identified students including gender, number of office discipline referrals, and externalizing, internalizing, and adaptive behavior ratings. Findings are discussed in relation to opportunities for prevention and the systems needed in an MTSS to meet the needs of newly identified students.
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Koenig, Abby, and Bryan McLaughlin. "Change is an emotional state of mind: Behavioral responses to online petitions." New Media & Society 20, no. 4 (February 7, 2017): 1658–75. http://dx.doi.org/10.1177/1461444817689951.
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Scholars are increasingly concerned about the rising level of negativity in social media sites. This negativity has found its way into sites that are supposedly intended for prosocial civic engagement. To examine how hostility impacts behavior in a user-generated, prosocial context, an experimental study was conducted using an online petition modeled after those posted to the website Change.org . This study examines whether negativity causes a contagion effect leading to more negativity and the different types of negativity that may occur. Results suggest that when users read negative-toned petitions, a contagion effect increases both anger and anxiety. However, our findings are not consistent with previous literature that argues anger leads to increased proactive behavior. Instead, we find that while anxiety leads to an increase in petition-related action, anger does not. These findings have important theoretical and practical implications for scholars and those looking to participate in social justice via online platforms.
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Tonks, James, W. Huw Williams, Ian Frampton, Philip Yates, and Alan Slater. "The Neurological Bases of Emotional Dys-Regulation Arising From Brain Injury in Childhood: A ‘When and Where’ Heuristic." Brain Impairment 8, no. 2 (September 1, 2007): 143–53. http://dx.doi.org/10.1375/brim.8.2.143.
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AbstractLasting emotional and social communication deficits are common among children who have suffered brain injury. Concerns have been raised that current assessment and treatment methods are inadequate in addressing the needs of such children in rehabilitation. We advocate that a proportion of reported deficits occur as a result of compromise to emotion processing systems in the brain. In this article we review adult brain injury research, which indicates that dissociable subsystems are involved in distinguishing the nuances of emotional expression. Findings previously reported in the literature have been integrated into a dissociable heuristic framework, which offers a novel representation of subcomponents of the emotion processing system. In considering the development of the subcomponents of emotion processing, evidence indicates that intrinsic arousal systems are operational from birth, systems associated with sensory/spatial skills that are essential in reading emotional expression develop rapidly from birth, and systems utilised in executive system synthesis become increasingly sophisticated with development, stemming across childhood and into adulthood. In conclusion, it is proposed that the heuristic is a useful tool on which assessment measures may be based when considering the primary effects of brain injury in children.
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Leahy, Jessica, and Patrick Lyons. "Place Attachment and Concern in Relation to Family Forest Landowner Behavior." Forests 12, no. 3 (March 3, 2021): 295. http://dx.doi.org/10.3390/f12030295.
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Contemporary approaches to studying family forests have identified distinct subgroups of landowners through segmentation analysis. Our study expands on this approach, incorporating the concept of place to provide a novel perspective on how the cognition and emotions that create place attachment and landowner concerns influence certain landowner behaviors. We specifically modeled legacy planning and future landowner ownership behavioral intentions/behaviors. A mail survey was administered to a statewide sample of Maine family forest landowners that measured place attachment and landowner concerns regarding biophysical and social conditions on their woodland. Results based on the 878 respondents (54.9% response rate) indicated place attachment and landowner concern are related to legacy planning, land ownership, and development behavioral intentions, and when considered in conjunction with segmentation analysis, it was found the majority of family forest landowners in the sample experienced strong place attachment and moderate levels of concern. Our study suggests that forest outreach, forest policies and additional family forest research should further consider and incorporate the intangibles of the landowner experience.
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SOUTH, MIKLE, SALLY OZONOFF, YANA SUCHY, RAYMOND P. KESNER, WILLIAM M. McMAHON, and JANET E. LAINHART. "Intact emotion facilitation for nonsocial stimuli in autism: Is amygdala impairment in autism specific for social information?" Journal of the International Neuropsychological Society 14, no. 1 (December 14, 2007): 42–54. http://dx.doi.org/10.1017/s1355617708080107.
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Atypical amygdala development may play a key role in the emergence of social disability and other symptoms of autism (Baron-Cohen et al., 2000; Schultz, 2005). The mechanisms by which this may occur have received little attention, however, and most support from behavioral and imaging studies has been concerned with socially relevant stimuli such as faces. Given the complexity of amygdala function and its known role in many other emotional tasks, we examined whether individuals with autism would demonstrate impaired performance on several tasks that have been shown to require activation of the amygdala but that do not have any explicit social meaning. Relative to a typical comparison group matched for age and IQ, our sample of 37 adolescents and adults with autism (mean age = 19.7 years) demonstrated equivalent facilitation for perception and learning of emotionally relevant stimuli. On each of four tasks, there were significant main effects of emotion condition on performance for both groups. Future research regarding atypical amygdala function and emotion processing in autism should consider whether the response to nonsocial emotion factors (including negative valence or high arousal) may be intact, despite difficulties in responding to socially relevant stimuli. (JINS, 2008,14, 42–54.)
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Henkel, Alexander P., Johannes Boegershausen, Anat Rafaeli, and Jos Lemmink. "The Social Dimension of Service Interactions." Journal of Service Research 20, no. 2 (January 3, 2017): 120–34. http://dx.doi.org/10.1177/1094670516685179.
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Service interactions run a gamut from an instrumental self-focus to full social appreciation. Observing another customer’s incivility toward a frontline employee can emphasize social concerns as guiding principles for the observer’s own service interaction. Five studies test these dynamics; the results reveal that an incivility incident leads observers to prioritize social over market concerns. This reprioritization becomes manifest in a subsequent service interaction through increased feelings of warmth toward the employee who experienced incivility. In turn, feelings of warmth prompt observers to provide emotional support to the affected employee. Yet such prosocial inclinations are less likely when an employee is held responsible for or reciprocates incivility. Finally, this article also examines the effects of different employee reaction strategies on observers’ inferences about the employee and the service firm, showing that observers are most positively disposed toward the employee and the firm when the former reacts to incivility with a polite reprimand. Together, the results suggest that, contrary to past theorizing, observing customers may contribute to employee well-being, contingent on appropriate employee responses. Notably, the commonly prescribed polite, submissive employee reaction that requires emotional labor may not be the most desirable reaction—neither for the employee nor for the firm.
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Lenhart, Lisa A., and David L. Rabiner. "An integrative approach to the study of social competence in adolescence." Development and Psychopathology 7, no. 3 (1995): 543–61. http://dx.doi.org/10.1017/s0954579400006684.
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AbstractFew studies have examined social competence in adolescents utilizing multiple sources of data, or have examined the role of the internal representation of others in terms of social problem-solving skills and social competence. The purpose of this study was to examine how constructs within social-cognitive (i.e., the problem-solving skill involving perspective integration) and object relations theory (i.e., internal representation of others) are related to adolescents' social adjustment assessed via self-report, teacher ratings, and behavioral observations. Results indicated that adolescents (N= 56) with more advanced problem-solving skills reported fewer behavioral/emotional problems, were rated as less aggressive by teachers, and were rated as more competent in behavioral interactions. Furthermore, adolescents' problem-solving skills appeared to mediate the relationship between the representation of others and behavioral ratings of competence. These results suggest that a broader understanding of social competence in adolescence can be attained by including information on the internal representation of others, which is consistent with the approach that involves integrating concepts from different theoretical viewpoints (i.e., social cognitive and object relations).
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Rimal, Hem Sagar, Archana Pokharel, Vijay Saha, Arun Giri, Basudha Ghimire, Shiva Raja, and Bijoy Verghease. "Burden of Developmental and Behavioral Problems among Children - A Descriptive Hospital Based Study." Journal of Nobel Medical College 3, no. 1 (March 13, 2014): 45–49. http://dx.doi.org/10.3126/jonmc.v3i1.10054.
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The child development is a dynamic process that utilizes the genetic potential of the baby to achieve full potential within the context of available environment. Throughout the world, there are growing concerns about developmental, behavioural, social and emotional wellbeing of children. The management of these issues is possible only with an organized approach through a multidisciplinary team Objective: To estimate the prevalence of developmental and behavioral disorders in children. Method: Data were collected from primary caregivers of children presented to a developmental and behavioral pediatrics clinic over a period of 12 months. Standard screening and assessment tools like Strength and Difficulty Questionnaire (SDQ), Spence anxiety scale and Vanderbilt rating scale for ADHD were used. Cases were referred to the Psychiatrist, psychologist, speech therapist and physiotherapist for assessment and management when needed. Results: A total of 85 children with developmental problems presented to our clinic which gives clinic prevalence of 8.5%. There were 51 (60%) of male and 34 (40%) of female. The majority of these children were from Morang district 39 (46%), Sunsari district 13 (15%) and Jhapa District 9 (10.6%). The most common diagnosis were speech and language delay (22.4%), behavioral problems 21.2%, Anxiety disorders 18.8% , cerebral palsy 14.1% and Global developmental delay of 11.8% and several others. The highest number of children i.e 27 (31.8%), were referred to the psychologist/Psychiatrist followed by speech therapist 25 (29.4%) and physiotherapist 21(24.7%). Behavioral modification strategies and CBT were provided to children. DOI: http://dx.doi.org/10.3126/jonmc.v3i1.10054 Journal of Nobel Medical College Vol.3(1) 2014; 45-49
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Irwin, Alexandra, Joyce Li, Wendy Craig, and Tom Hollenstein. "The Role of Shame in the Relation Between Peer Victimization and Mental Health Outcomes." Journal of Interpersonal Violence 34, no. 1 (October 22, 2016): 156–81. http://dx.doi.org/10.1177/0886260516672937.
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Youth who experience peer victimization are at risk of developing mental health problems. However, little is known about the emotional causal mechanisms linking peer victimization with these negative outcomes. This study investigated whether shame mediated this relationship. At three time points (T1-T3), 396 10- to 13-year-olds completed measures of peer victimization, shame (characterological, bodily, and behavioral; shame proneness), and mental health (depression, social anxiety, and externalizing behavior). Three multiple mediation models tested the indirect effects of T1 victimization on T3 mental health through the four T2 shame-related variables. Analyses revealed indirect effects for the shame-related mediators on depression, social anxiety, and externalizing behaviors. Specifically, indirect positive effects for characterological and bodily shame on depression and social anxiety were found, with greater bodily shame linked to higher levels of social anxiety in girls but not boys. In addition, an indirect negative effect for behavioral shame on externalizing problems was found, with higher levels of externalizing problems in victimized boys but not in girls. Finally, an indirect positive effect for shame proneness and externalizing problems was found. To clarify the directionality, three additional mediation models were run with mental health symptoms as predictors of shame and subsequent victimization. Indirect effects for the shame-related mediators were found for all outcomes, specifically bodily shame and shame proneness as mediators between internalizing and externalizing symptoms and victimization. These three models were compared and contrasted with the hypothesized models. In sum, findings support the role of shame as an underlying emotional mechanism of peer victimization, and may guide intervention programs to address the mental health concerns of victimized youth.
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Carpio de los Pinos, Carmen, Antonio Gobea Soto, José Luis Martín Conty, and Rosa Conty Serrano. "Summer Camp: Enhancing Empathy Through Positive Behavior and Social and Emotional Learning." Journal of Experiential Education 43, no. 4 (June 2, 2020): 398–415. http://dx.doi.org/10.1177/1053825920923382.
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Background: Summer camp is proposed as a context to enhance prosocial behavior. This context could be used to apply intervention programs, in addition to being a time of fun and conviviality. A camp-based intervention program to increase empathy was administered for adolescents at risk. Purpose: The aim of this study was to apply and evaluate a positive behavior and social and emotional learning (SEL) intervention on empathy. Methodology/Approach: This exploratory study was carried out with pre–post quantitative design, based on a single-group intervention, with 113 adolescents aged 12 to 17 years. Change in empathy was measured by means of a standardized test and participant observation. We used evidence-based interventions, drawing on the principles of positive behavioral interventions and supports (PBIS) and SEL approach. Findings/Conclusions: An intervention in positive behavior and SEL was useful in improving empathy in at-risk adolescents. The enhancement was noticeable in both cognitive and emotional empathy, more specifically in the constructs of perspective taking and empathic concern. Implications: Summer camps might be considered an appropriate setting for interventions with at-risk adolescents.
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Oh, Chang-Gyu, and Jongpil Park. "Insights for Sustainability of Smartphone Business: Understanding Customer Switching Behavior in Smartphone Services." Sustainability 12, no. 3 (February 3, 2020): 1082. http://dx.doi.org/10.3390/su12031082.
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Competition in smartphone market has been fierce, and customers’ switching has become a primary concern for the success of smartphone businesses. Nonetheless, research on customer switching behavior regarding smartphones is still under investigation. The purpose of this study is to examine how social factors affect users’ smartphone switching intention and how customer rational and emotional factors moderate the customers’ switching behavioral intention. In an attempt to understand the switching behavior of smartphone users, this study develops and tests a model drawn from social factors (e.g., media and peer influence), customer rational factors (e.g., switching experience and confidence in decision making), and customer emotional factors (e.g., anticipated regret and alternative attractiveness). The model is tested with data collected from 302 smartphone users. The results of structural equation modeling analysis demonstrate that, when customers make switching decision, both media influence and peer influence affect behavioral switching intention. Further, this study also revealed that customer rational and emotional factors moderate the effects of media influence and peer influence toward customers’ switching intention. Overall, this study enhances the omnidirectional understanding of the switching behavior of smartphone users and can help smartphone companies in fierce competition to lead to sustainable growth.
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Andrews, Jack H., Evelyn Cho, Siena K. Tugendrajch, Brigid R. Marriott, and Kristin M. Hawley. "Evidence-Based Assessment Tools for Common Mental Health Problems: A Practical Guide for School Settings." Children & Schools 42, no. 1 (January 2020): 41–52. http://dx.doi.org/10.1093/cs/cdz024.
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Abstract Evidence-based assessment, which requires the use of reliable and valid measurement tools, is an essential component of many services that school social workers provide to promote the social, emotional, and behavioral health of students. A wide variety of psychometrically sound assessment tools exist to choose from, but it can be difficult for school personnel to identify and access the tools best suited to meet their needs. In an effort to reduce these barriers, the authors of this article provide a concise guide to free, validated measurement tools that are feasible for routine use in school settings for the most common youth mental health concerns (anxiety, depression, and disruptive behavior). The psychometric properties and other practical characteristics of 37 measurement tools are reviewed, accompanied by links to access each tool and suggestions to help social workers identify which may best fit any particular combination of the diverse goals, school settings, and student populations they serve.
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Carlson, John S., and Dylan S. T. Voris. "One-Year Stability of the Devereux Early Childhood Assessment for Preschoolers, Second Edition." Journal of Psychoeducational Assessment 36, no. 8 (May 21, 2017): 829–34. http://dx.doi.org/10.1177/0734282917710890.
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The Devereux Early Childhood Assessment (DECA) and recently updated Devereux Early Childhood Assessment for Preschoolers, Second Edition (DECA-P2) are strength-based measures that can inform early intervention. Whereas the short-term psychometric properties of these parent rating scales are strong, little is known about their long-term stability. Study findings from a diverse Head Start sample ( N = 282, DECA; N = 346, DECA-P2) revealed 12-month, test–retest reliability of protective factors ( r = .65) to be equivalent on the DECA-P2 and the DECA. The stability of parent ratings of behavior concerns appears improved in the newer edition ( r = .53 vs. r = .46). Additional consideration should be given to the stability of the DECA-P2 and its use as short- and long-term social, emotional, and behavioral intervention progress monitoring tool.
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Ribero-Marulanda, Sergio, and Mónica Novoa-Gómez. "Qualitative Systematic Review of Emotional Processes and Social Interaction: Behavioral Analysis in Contexts of Political Violence." International Journal of Psychological Research 12, no. 2 (September 5, 2019): 91–104. http://dx.doi.org/10.21500/20112084.4053.
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Emotional processes and social interactions are relevant units in the study of the actors involved in contexts of political violence, since they have been exposed to constant conflict and they can develop inappropriate behaviors in daily life. Despite the fact that works on the subject are outlined, very few approach the phenomenon from a perspective of behavioral analysis, specially because of the advances that are denoted in related topics. That is why this review seeks to analyze the conceptual and methodological trends in written production on this subject from this theoretical perspective. The review was completed using the PRISMA guidelines with a search of six electronic databases that resulted in 297 articles for the initial review and 31 articles included in the final analysis. The results show that the most frequent studies are the quantitative empirical ones, showing there is a difference between the concepts of analysis by population, since the results throw an emphasis on the analysis of personnel of military forces that seem affected by hostility and aggression, with emphasis on war veterans and an approach based on in diagnostic categories from psychopathology. There are no approaches from other theoretical perspectives, such as those proposed by the analysis of behavior that could help to understand a personal, contextual and historical reality. Emphasis is placed on the need for an empirical specification regarding the results and the importance of the role of the environment for the maintenance and construction of repertoires of social interaction and identification, expression and emotional regulation.
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Stephens, Zoe, Charlotte Marie Jackson, and Will Cross. "A Video Based Intervention to Support Children’s Social, Emotional and Mental Health." Journal of Educational and Developmental Psychology 8, no. 1 (February 24, 2018): 54. http://dx.doi.org/10.5539/jedp.v8n1p54.
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The intention of Reflect as an innovative intervention was to enhance and highlight the building blocks of Five to Thrive (Kate Cairns Associates 2012: Respond, Cuddle, Relax, Play and Talk) and help pre-school setting practitioners see how applying more of these principles could support positive change in a child’s behaviour. The report provides background, research and theory behind the approach and intervention, and explains why it was chosen in this situation. It gives a description of how it is delivered in practice, so that it can be reproduced.Key findings suggest progress in 2 main areas; 1) children’s behaviour, emotional literacy and self-regulation and 2) change in the practitioners’ approach to managing behaviour, their perception and attitude towards the children. Results from ratings by parents and pre-school staff using a standardised measure of behaviour (Strengths and Difficulties Questionnaire), showed improvements in children’s behaviour by decreased scores in behaviour difficulties sub-scales post intervention. The Overall Stress data from staff ratings combined scores for 4 difficulty measures (emotional, behavioural concerns, hyperactivity/inattention and peer relationships) showed that 4% of children were functioning close to the ‘Average’ band pre-intervention, compared to 50% post intervention. Furthermore, staff ratings showed significant reductions to the number of children scoring at the most concerning ‘Very High’ difficulties band; 67% pre-intervention compared to 29% post intervention. All children made progress against individually set learning behaviour goals.Progress and usefulness of Reflect was also evidenced qualitatively from setting staff evaluations and perceptions of the workers who delivered the intervention.
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Philp, Jenefer, and Susan Duchesne. "Exploring Engagement in Tasks in the Language Classroom." Annual Review of Applied Linguistics 36 (March 2016): 50–72. http://dx.doi.org/10.1017/s0267190515000094.
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ABSTRACTThis article explores how learners engage in tasks in the context of language classrooms. We describe engagement as a multidimensional construct that includes cognitive, behavioral, social, and emotional dimensions of engagement among second and foreign language learners in the classroom. We discuss key concepts and indicators of engagement in current research on task-based interaction and outline some of the issues in researching engagement in this context.
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Dupuis, Juliann, and Dawn Jacobs. "Making Environmental Education Accessible for All Students: Inclusion of students with emotional and behavioral disabilities." Journal of Science Education for Students with Disabilities 24, no. 1 (September 26, 2021): 1–18. http://dx.doi.org/10.14448/jsesd.13.0004.
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One of the most difficult tasks of an educator is engaging students in rigorous learning opportunities. A greater challenge is finding ways in which environmental education can be accessible to all students, especially those with emotional and behavioral disabilities. This article and lesson provides best practices for engaging students with high incidence disabilities in environmental concepts through varied representations and expressions of content. In addition, teaching collaborative protocols to fully engage students with social skills challenges within the local environment are discussed. The instructional approaches are aligned to increasing academic discourse, building positive peer-peer relationships, and observation using multiple modalities.
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Lidskaya, E. V., and M. O. Mdivani. "Environmental Awareness of Children Aged 6—10 Years from the Standpoint of Dialectical Thinking." Психологическая наука и образование 22, no. 6 (2017): 77–86. http://dx.doi.org/10.17759/pse.2017220607.
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The article presents results of an empirical research of cognitive, affective (emotional) and behavioral components of ecological consciousness in 323 children of preschool and primary school age (6—10 years).It was found that preschool age children underestimate the impact of nature on man, but at the same time overestimate the human impact on nature. Children of this age attributed greater importance to being emotionally close with nature than children of primary school age. When choosing between the industrial, social or natural environment, children of both age groups give preference to the natural environment, leaving the industrial one the least preferred. The outcomes of this research were used to analyze the development of dialectical thinking (actions of transformation and association) in children of these age groups. As it was revealed, dialectical thinking in children of preschool age is predominantly visual. In primary school children, the visual form is replaced by conceptual and symbolic thinking, although still in an underdeveloped form. The article concludes that the first two years of school education have little influence on the development of dialectical thinking in the part that concerns actions of transformation.
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Mehrotra, K., S. Ahamad Manzur, Y. P. Ooi, C. G. Lim, D. S. S. Fung, and R. P. Ang. "Prevalence of behavioral and emotional problems in children at-risk for learning difficulties." European Psychiatry 26, S2 (March 2011): 326. http://dx.doi.org/10.1016/s0924-9338(11)72035-1.
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IntroductionStudies have shown that children with learning difficulties are likely to demonstrate a host of shared behavioral and emotional problems that affect their daily functioning.Objectives/AimsThe goal of this study was to examine profiles of behavioral and emotional problems in children at risk for Learning Disorders (LD) and Communication Disorders (COMM), without intellectual disabilities.MethodData on the Child Behavior Checklist (CBCL) of 52 participants (4–12 years old) at-risk for LD and 52 age- and gender- matched participants at-risk for COMM were obtained from the archival records of a local outpatient child psychiatric clinic. For all CBCL scales, T scores ranging from 65 to 69 are in the borderline clinical range, whereas a T score of 70 and above are in the clinical range. T scores of below 65 are considered as non-clinical. For the purposes of this study, a T score of 65 and above for the CBCL syndromes indicated the problem to be of clinical concern.ResultsA total of 51.9% of these children had at least one problem of clinical concern, with Attention Problems (LD: 36.5% vs. COMM: 17.3%), Social Problems (LD: 21.2% vs. COMM: 30.8%), and Withdrawn/Depressed (LD: 23.1% vs. COMM: 26.9%) syndromes being commonly reported. There were no significant differences between the 2 groups on the CBCL syndromes.ConclusionsFindings from the study suggest that children with any form of learning difficulties demonstrate high prevalence of behavioral and emotional problems, suggesting possible comorbidities such as Attention Deficit Hyperactivity and Depression.
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Lino, Renata Rodrigues Garcia, Maria Solange Gosik, Maria Filomena Xavier Mendes, Isabella Sebusiani Duarte Takeuti, Silvia Grosso Esher, Danielle Barbas, Giselle Iannarella Lacerda, et al. "Homeopathy and emotional disorders in children during covidian-19 pandemic." International Journal of High Dilution Research - ISSN 1982-6206 20, no. 1 (March 28, 2021): 11–12. http://dx.doi.org/10.51910/ijhdr.v20i1.1084.
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Background The period of social isolation, due to the Covid-19 Pandemic, impacted the children's social and family life in different ways. The whole family's feelings and emotions are intertwined, and everyone is involved in a broad awareness. Children, having a more developed intuitive awareness, receive all this in the form of subliminal inputs. At the moment, there is a concern regarding behavioral disorders in children and the risk of medicalization. The systemic view of Homeopathy can contribute to understanding this context. Aims: To contextualize the pediatric emotional disorders resulting from Pandemic in Carillo Júnior's view of Classic Systemic Homeopathy and list possible homeopathic medicines. Methodology: Bibliographic survey about emotional disorders in children during the Pandemic period. A theoretical review of the concept of disease in the view of classic systemic homeopathy and selection of drugs based on the method of repertorization of signs and symptoms. Results and discussion: The classification of diseases based on the Carillo Jr Complex Systems Model is based on the concept of prevalence between intrinsic and extrinsic factors. Through this model, we can understand what is being received by children as subliminal "inputs" since they do not assess the irrational conscience. Individual resilience and vulnerability will determine how they respond. Emotional and behavior disorders: distraction, irritability, fear, agitation, anxiety, poor sleep, nightmares. Main suggested drugs: Belladona, Chamomilla, Aconitum nappelus, Argentum nitricum, Gelsemium, Tarentula hispanica, Stramonium, Ignatia amara, Aurum metalicum, Cypripedium, Coffea cruda. Conclusion: The imposed social isolation leads to an excess of external inputs on the pediatric population, and the difficulty in processing them can lead to the emergence of emotional disorders. Therefore, as a cognitive therapy that acts on the self-regulation of the organism, homeopathy is an excellent, beneficial, and assertive tool.
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Strough, JoNell, Corinna Loeckenhoff, and Susan Charles. "Aging and Decision Making: Socio-Emotional and Contextual Factors." Innovation in Aging 4, Supplement_1 (December 1, 2020): 557. http://dx.doi.org/10.1093/geroni/igaa057.1830.
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Abstract Maintaining sound decision-making skills in later life is a key concern in the face of population aging. The four presentations in this symposium highlight the importance of considering socio-emotional and contextual factors when investigating adult age differences in decision making. Together, they show that features of decision contexts such as the way information is presented, along with social relationships and emotional responses, have distinct implications for understanding age effects in decision-related processing and outcomes. Drawing from fuzzy trace theory, Nolte, Löckenhoff and Reyna showed that gist-based (“good,” “extremely poor”) versus verbatim information (exact numbers) was differentially appealing to younger and older adults, with older adults seeking more gist information than verbatim information. Young and Mikels investigated older and younger adults’ integral emotional responses to a behavioral risk-taking task. Younger adults experienced more anger and less contentment than older adults. These emotions differentially predicted risk taking in the two groups. Seaman, Christensen, Senn, Cooper, and Cassidy found age differences in learning about the trustworthiness of social partners. Older adults showed less learning relative to younger adults and invested less with trustworthy partners and more with untrustworthy partners. Smith, Strough, Parker and Bruine de Bruin found that older age, perceiving better decision-making ability than age peers, and perceiving declines in ability over time, were associated with lesser preferences for making decisions with others. In her discussion, Charles will integrate these findings with existing research on aging and decision making and offers directions for future research.
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Gagarina, M. "Social and Psychological Predictors of Investment Activity of Russians." Review of Business and Economics Studies 7, no. 4 (February 10, 2020): 13–19. http://dx.doi.org/10.26794/2308-944x-2019-7-4-13-19.
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The level of investment activity among Russians is rather low; that is why the understanding it predictors is of great importance. First, I presented an overview of Russian and international studies of psychological aspects of investment behaviour. Further, I discussed the results of the empirical research using the following sample: 360 respondents from 18 to 68 years old (average age 26 years). In my research, I used methods: socio-demographic characteristics, investment activity, including cognitive and behavioural readiness to invest in different financial instruments, and calculated index of investment activity. As concerns implementation of specific psychodiagnostic methods, I used the Questionnaire of tolerance and intolerance to ambiguity, Personal factors of decision-making, Semantic differential, and Big Five short portrait questionnaire (BF 5–10). The predictors of Russians’ investment activity, including their willingness to invest in cryptocurrencies, show a positive perception of bitcoin, high emotional stability, low intolerance to uncertainty, low rationality, and low kindness to other people.
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Roukoz, Cynthia, Rama Kanj, Fadi T. Maalouf, and Pia Zeinoun. "Neuropsychological Findings in Hamamy Syndrome: A Clinical Case Report." Journal of the International Neuropsychological Society 25, no. 3 (February 7, 2019): 336–42. http://dx.doi.org/10.1017/s1355617718001133.
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AbstractThis study, reports for the first time, the neuropsychological profile of a child with Hamamy syndrome—a rare genetic disorder with only five published cases (Buget, Canbolat, Akgul, & Kucukay, 2015). The patient was seen for a neuropsychological evaluation at ages 6 and 7, at the American University of Beirut Medical Center. Procedures included an extended clinical interview with the parent, behavioral observations, formal tests, and a series of parental rating scales. Patient was found to have relatively spared nonverbal intelligence, borderline-impaired language, and clinically impaired verbal reasoning, attention, and motor coordination. Additionally, he showed clinically significant concerns with behavioral regulation, metacognition, attention-deficit, and hyperactivity/impulsivity. The patient was diagnosed with a DSM-V Language Disorder, Speech Sound Disorder, and Attention Deficit/Hyperactivity Disorder, combined presentation, in the context of low-average intelligence. At follow-up, the neuropsychological profile was consistent, albeit improvement was noted following pharmacotherapy. This is the first published report that describes the neuropsychological functions of Hamamy syndrome. We make recommendations for early identification of cognitive strengths and weaknesses, and interventions to address them. Future research should evaluate additional functions such as memory and social/emotional development. (JINS, 2019,25, 336–342)
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Lacerda, Isabel B., Maria Fernanda B. Sousa, Raquel L. Santos, Marcela M. L. Nogueira, and Marcia C. N. Dourado. "Concepts and objects of awareness in Alzheimer’s disease: an updated systematic review." Jornal Brasileiro de Psiquiatria 65, no. 1 (March 2016): 99–109. http://dx.doi.org/10.1590/0047-2085000000110.
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ABSTRACT Objectives To compare and discuss the objects of awareness in Alzheimer’s disease (AD): awareness of cognitive deficits, of functional activities, of social-emotional functioning and behavioral impairment. Methods A search in the PsycINFo, Pilots, PubMed/Medline and ISI electronic databases according to Prisma methodology was performed. We included studies about awareness in people with AD published between 2010 and 2015, with the combination of keywords: “Alzheimer AND awareness of deficits”, “Alzheimer AND anosognosia”, “Alzheimer AND insight”, “dementia AND awareness of deficits”, “dementia AND anosognosia”, “dementia AND insight”. The articles were categorized according to the specific object of awareness. Results Seven hundred and ten records were identified and, after application of the exclusion criteria, 191 studies were retrieved for potential use. After excluding the duplicates, 46 studies were included. Most studies assessed the cognitive domain of awareness, followed by the functional, social-emotional, and behavioral impairment domains. Memory deficits were not sufficient to explain impaired awareness in AD. Longitudinal studies did not find discrepancies between patients and caregivers’ reports, indicating that awareness is not related to cognition. Conflicting findings were observed, including the relation between awareness, mood, severity of disease, and personal characteristics. Conclusions The studies show lack of conceptual consensus and significant methodological differences. The inclusion of samples without differentiation of dementia etiology is associated to symptomatic differences, which affect awareness domains. Awareness in AD is a complex and multidimensional construct. Different objects elicit different levels of awareness.
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Klein, Ruiz, Morales, and Stanley. "Variations in Parent and Teacher Ratings of Internalizing, Externalizing, Adaptive Skills, and Behavioral Symptoms in Children with Selective Mutism." International Journal of Environmental Research and Public Health 16, no. 21 (October 23, 2019): 4070. http://dx.doi.org/10.3390/ijerph16214070.
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Selective mutism (SM) is an anxiety disorder that impacts communication. Children with SM present concerns to parents and teachers as they consistently do not speak in situations where there is an expectation to speak, such as at school, but speak in other settings where they feel more comfortable, such as at home. The purpose of this study was to investigate the relationship between parents’ and teachers’ perceptions of children with SM on behavioral rating scales and language measures. Forty-two children (22 boys and 20 girls, ranging from 2.4 to 13.8 years, with a mean age of 7.1 years) took part in this study. Parents and teachers completed the Behavior Assessment System for Children (BASC-3) measuring internalizing behaviors, externalizing behaviors, adaptive skills, and behavioral symptoms. Frequency of speaking and language abilities were also measured. Parents and teachers both identified withdrawal as the most prominent feature of SM but parents saw children as significantly more withdrawn than did their teachers. Both rated children similarly at-risk on scales of functional communication and social skills. Higher adaptive skills (including functional communication and social skills) were positively correlated with vocabulary, narrative language, and auditory serial memory according to teachers. Parent and teacher rating scales provide valuable information for diagnosis and progress monitoring. Children with SM can benefit from mental health practitioners who can identify and enhance their emotional well-being.
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Shafqat, Sayed Ibtasam, and Imran Riaz Malik. "ROLE OF REGRET AVERSION AND LOSS AVERSION EMOTIONAL BIASES IN DETERMINING INDIVIDUAL INVESTORS’ TRADING FREQUENCY: MODERATING EFFECTS OF RISK PERCEPTION." Humanities & Social Sciences Reviews 9, no. 3 (June 29, 2021): 1373–86. http://dx.doi.org/10.18510/hssr.2021.93137.
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Purpose: This study aims to investigate the moderating effect of risk perception on the relationship among emotional biases (i.e., regret aversion and loss aversion) and the trading frequency of individual investors in the context of the Pakistan Stock Exchange (PSX).
Approach / Methodology: This study is conducted under the philosophical assumptions of the positivist paradigm and the approach is deductive. The convenience sampling technique is used for sample selection of registered individual investors on the database of PSX. This led the study towards designing a cross-sectional study. Furthermore, 384 questionnaires are used for the collection of primary data from a population of 0.22 million registered PSX individual investors. The direction and degree of relationship among variables of concern are analyzed by the multiple linear regression techniques. The structural Equation Modelling (SEM) technique is used for authentication of moderation results.
Findings: The results depict that regret aversion and loss aversion have statistically significant and negative impacts on individual investors’ trading frequency. Whereas, risk perception has an insignificant & positive impact on individual investors’ trading frequency. Moreover, risk perception is found to moderate the relationship between these two emotional behavioral biases.
Originality/Value: This current study is a pioneer in developing links between individual investors’ trading frequency, loss aversion, regret aversion, and risk perception. The article also contributes to the literature of behavioral finance, specifically while understanding the role of emotional biases in investment strategies. So, this article engenders the reader's thoughtfulness to find plausible explanations in minimizing the impact of emotional biases in trading frequency and decision-making of individual investors.
Implications: This study implies that emotional biases and risk perception cause and moderate the magnitude of the trading frequency of individual investors. The regulatory bodies such as the Securities and Exchange Commission of Pakistan (SECP) and PSX can launch training programs for individual investors to train them in coping up with such emotional biases and risk perception. This might result in the enhancement of the market capitalization of the stock market.
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Adriaense, J. E. C., V. Šlipogor, S. Hintze, L. Marshall, C. Lamm, and T. Bugnyar. "Watching others in a positive state does not induce optimism bias in common marmosets (Callithrix jacchus), but leads to behaviour indicative of competition." Animal Cognition 24, no. 5 (March 16, 2021): 1039–56. http://dx.doi.org/10.1007/s10071-021-01497-1.
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AbstractEmotional contagion is suggested to facilitate group life by enhancing synchronized responses to the environment. Cooperative breeders are an example of a social system that requires such intricate coordination between individuals. Therefore, we studied emotional contagion in common marmosets by means of a judgement bias test. Demonstrators were exposed to an emotion manipulation (i.e., positive, negative, control), and observers perceived only the demonstrator’s behaviour. We predicted that the positive or negative states of the demonstrator would induce matching states in the observer, indicating emotional contagion. All subjects’ emotional states were assessed through behaviour and cognition, the latter by means of a judgement bias test. Behavioural results showed a successful emotion manipulation of demonstrators, with manipulation-congruent expressions (i.e., positive calls in the positive condition, and negative calls and pilo-erect tail in the negative condition). Observers showed no manipulation-congruent expressions, but showed more scratching and arousal after the positive manipulation. Concerning the judgement bias test, we predicted that subjects in a positive state should increase their response to ambiguous cues (i.e., optimism bias), and subjects in a negative state should decrease their response (i.e., pessimism bias). This prediction was not supported as neither demonstrators nor observers showed such bias in either manipulation. Yet, demonstrators showed an increased response to the near-positive cue, and additional analyses showed unexpected responses to the reference cues, as well as a researcher identity effect. We discuss all results combined, including recently raised validation concerns of the judgement bias test, and inherent challenges to empirically studying emotional contagion.
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Liu, Zeyu, Huijun Geng, Hao Chen, Meng Zhu, and Tingshao Zhu. "Exploring the Mechanisms of Influence on COVID-19 Preventive Behaviors in China’s Social Media Users." International Journal of Environmental Research and Public Health 17, no. 23 (November 25, 2020): 8766. http://dx.doi.org/10.3390/ijerph17238766.
Full textAbstract:
The outbreak of Coronavirus Disease 2019 (COVID-19) posed a powerful threat to human life. The preventive behaviors of individuals (e.g., home quarantine, disinfection, and wearing masks) play a key role in preserving and controlling the disease. In this case, as a motivational psychological system oriented toward avoiding infection, the behavioral immune system (BIS) may be activated and link to preventive behaviors. This study investigated the mechanisms through which emotional and cognitive processes resulted by BIS have promoted preventive behaviors in relation to COVID-19. We collected data on 22,005 active Sina Weibo users from 31 December 2019 to 8 February 2020 to measure their emotions (including disgust, happiness, and fear), cultural values (individualism and collectivism), moral concern (including purity vice, fairness vice, and authority virtue), and behavioral intentions (including isolation intention, protection intention, and aid intention) using Text Mind software and related dictionaries. Multiple regression and mediation analyses were performed to explore the relationships among variables. The results showed seven complete mediation paths (such as disgust–purity vice–protection intention). Each of these paths describes the effects of cognitive processes caused by BIS on preventive behaviors. We inferred that there may be path mechanisms such as disgust–cognitive processes–preventive behaviors. Using these results, policy makers can take appropriate measures to intervene in preventive behaviors (e.g., by posting disgusting images on social media to evoke disgust). The results can be used to explain differences in preventive behaviors among populations even in the face of similar thread levels. Furthermore, our research provides empirical evidence for the hypothesis of pathogen prevalence.
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Bonanno, Rebecca, and Kristina Veselak. "A Matter of Trust." Advances in Social Work 19, no. 2 (April 2, 2020): 397–415. http://dx.doi.org/10.18060/22970.
Full textAbstract:
Mental health problems among children and adolescents are widespread. Parents seeking information about child mental health problems and treatments face numerous barriers, including fear of stigmatization and uncertainty about where to seek help. In this qualitative study, seven parents whose children had experienced a mental health, behavioral, or emotional problem were interviewed about their attitudes and beliefs about child mental health information sources. Analysis revealed that the concept of trust was an overarching theme in parents’ pursuit and evaluation of information. Related themes included a preference for information from other parents with experience parenting a child with a mental health problem; seeking information from knowledgeable professionals with whom the parents had personal relationships; concerns about confidentiality and protection of privacy; and involvement of school personnel when seeking mental health information and help. Findings support the need for improved mental health literacy among parents and suggest that social workers should play a more active role in educating families and service providers about child mental health.
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López Ramírez, Manuela. "“Childhood Cuts Festered and Never Scabbed Over”: Child Abuse in Toni Morrison’s God Help the Child." Revista Alicantina de Estudios Ingleses, no. 29 (November 15, 2016): 145. http://dx.doi.org/10.14198/raei.2016.29.08.
Full textAbstract:
Toni Morrison revisits one of the main thematic concerns, child abuse and trauma, of her premier novel, The Bluest Eye, in her latest book God Help the Child. She has actually dealt profusely with all sorts of child maltreatment in her oeuvre. In her recent narrative, Morrison weaves a tangled web of childhood trauma stories, in which all of the characters have suffered some kind of abuse: neglect, witnessing domestic violence, emotional and psychological abuse, molestation, sexual abuse, etc. She shows how the child’s exposure to traumatic experiences has dramatic far-reaching effects into adulthood, such as psychological, emotional, behavioral and social problems. Morrison explores the curse of the past, the legacy of slavery and its aftermath, and its hold on the present, through the phenomenon of colorism. Racism and intra-racial discrimination based on the skin color result in childhood trauma. Children may adopt coping strategies to resist maltreatment or they may internalize oppression and accept self-loathing. Violence generates violence, a vicious cycle which will eventually make the victims future victimizers. Nonetheless, God Help the Child is not only about childhood abuse and trauma, but it is also about transformation and healing. Morrison describes the characters’ restorative journeys towards redemption.