A girl without stranger danger

2021 ◽  
pp. 143-148
Author(s):  
Lauren N. Deaver
Keyword(s):  
Early Childhood ◽  
Social Behavior ◽  
Characteristic Feature ◽  
Social Engagement ◽  
Rare Disorder ◽  
Psychiatric Evaluation ◽  
Attachment Figure ◽  
Number Of Children ◽  
Disinhibited Social Engagement Disorder ◽  
Stranger Danger

Disinhibited social engagement disorder (DSED) is a rare disorder of childhood affecting a small number of children who experience extreme neglect or abuse in early childhood such as institutional rearing. The characteristic feature of DSED is disinhibited, socially indiscriminate social behavior that begins prior to the age of five years. Children with DSED exhibit reduced reticence in approaching unfamiliar adults, overly familiar behavior, lack of checking back with their caregiver after venturing away, and willingness to leave with an unfamiliar adult. The assessment includes a psychiatric evaluation and observation of how the child interacts with their caregiver and unfamiliar adults. There are no medication treatments for DSED; however, psychiatric comorbidities may benefit from psychopharmacology. The cornerstone of treatment for DSED is providing the child with an emotionally available attachment figure. It may be necessary to limit the child’s exposure to strangers for several months to reduce socially indiscriminate behaviors.

scholarly journals Disinhibited Social Engagement Disorder in Early Childhood Predicts Reduced Competence in Early Adolescence

2019 ◽  
Vol 47 (10) ◽  
pp. 1735-1745
Author(s):  
Katherine L. Guyon-Harris ◽  
Kathryn L. Humphreys ◽  
Devi Miron ◽  
Mary Margaret Gleason ◽  
Charles A. Nelson ◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Adolescence ◽  
Social Engagement ◽  
Disinhibited Social Engagement Disorder

scholarly journals Course of Disinhibited Social Engagement Disorder From Early Childhood to Early Adolescence

2018 ◽  
Vol 57 (5) ◽  
pp. 329-335.e2 ◽  
Author(s):  
Katherine L. Guyon-Harris ◽  
Kathryn L. Humphreys ◽  
Nathan A. Fox ◽  
Charles A. Nelson ◽  
Charles H. Zeanah
Keyword(s):  
Early Childhood ◽  
Early Adolescence ◽  
Social Engagement ◽  
Disinhibited Social Engagement Disorder

scholarly journals Rewarding and punishing children of different social behavior

2007 ◽  
Vol 39 (2) ◽  
pp. 367-382
Author(s):  
Natasa Lalic-Vucetic ◽  
Vera Spasenovic
Keyword(s):  
Social Behavior ◽  
Positive Attitude ◽  
Deviant Behavior ◽  
Socially Responsible ◽  
Number Of Children ◽  
School Rules ◽  
The Subject ◽  
Basic Characteristics ◽  
Reward And Punishment

This paper discusses the actions of rewarding and punishing children of different social behavior. The application of rewarding and punishing demands knowing and fulfilling several conditions which enable their efficiency: the nature of reward and punishment, the way in which pupils receive them, the context in which rewarding and punishing takes place and the characteristics of the subject (age, gender, cognitive capacities, social behavior). It is familiar that teachers prefer pupils who are cooperative, socially responsible, prone to conforming to school rules, kind, friendly and polite, while teacher?s work can often be aggravated on the part of the pupils who are aggressive, asocial, socially irresponsible, disruptive or prone to deviant behavior. In order to accomplish the outcomes which want to be achieved by these procedures, in applying reward and punishment, it is necessary to figure out carefully the criteria of rewarding and punishing and adhere to them consistently, paying attention to the characteristics of social behavior of the pupils. A special chapter is devoted to the consideration of unjust reward and punishment as one of the phenomena present in the experience of a large number of children. The analyzed problems assume adequate preparation of teachers, that is, the knowledge about basic characteristics of upbringing procedures applied in working with pupils, and which will have as a result a more successful social behavior, a more positive attitude towards school and studying.

Overview of Trauma- and Stressor-Related Disorders

2017 ◽  
Author(s):  
Donald W. Black
Keyword(s):  
Posttraumatic Stress Disorder ◽  
Posttraumatic Stress ◽  
Social Engagement ◽  
Stress Disorder ◽  
Acute Stress ◽  
Reactive Attachment Disorder ◽  
Adjustment Disorders ◽  
Attachment Disorder ◽  
Disinhibited Social Engagement Disorder ◽  
Reactive Attachment

The chapter “Trauma- and Stressor-Related Disorders” is new to DSM-5 and includes two disorders that begin in childhood (reactive attachment disorder, disinhibited social engagement disorder), posttraumatic stress disorder (PTSD), acute stress disorder, and adjustment disorders. In each condition, the individual has been exposed to a traumatic or stressful event or, in the case of the childhood conditions, early social neglect. The disorders are briefly reviewed, and interested readers are referred to reviews on PTSD and adjustment disorders.  This review contains 5 tables, and 28 references. Key words: acute stress disorder, adjustment disorder, disinhibited social engagement disorder, posttraumatic stress disorder (PTSD), reactive attachment disorder, stressors, trauma 

Which biopsychosocial view of mental illness?

2020 ◽  
pp. 82-96
Author(s):  
Walter Sinnott-Armstrong ◽  
Jesse S. Summers
Keyword(s):  
Mental Illness ◽  
Social Engagement ◽  
Psychological Symptoms ◽  
Mental Illnesses ◽  
Post Traumatic Stress ◽  
Obsessive Compulsive ◽  
Compulsive Disorder ◽  
Disinhibited Social Engagement Disorder ◽  
Post Traumatic ◽  
Almost All

Biopsychosocial theories of mental illness claim that biological, psychological, and social factors are all central to every mental illness. This general approach cannot be assessed or employed properly without specifying the precise relation between mental illnesses and these three levels of understanding. This chapter distinguishes disjunctive, causal, explanatory, therapeutic (or treatment), and constitutive (or definitional) versions of biopsychosocial theories. However, all of these claims are uncontroversial and not distinctive of the biopsychosocial approach, except the constitutive claim. That constitutive claim is inaccurate, because almost all mental illnesses are and should be defined by their psychological symptoms instead of their biological or social causes. These lessons are applied to case studies of post-traumatic stress disorder, disinhibited social engagement disorder, obsessive–compulsive disorder, and scrupulosity.

A Longitudinal Study: Some Preliminary Results of Association of Prenatal Maternal Stress and Fetal Movements, Temperament Factors in Early Childhood and Behavior at Age 2 Years

2004 ◽  
Vol 95 (3) ◽  
pp. 767-770 ◽  
Author(s):  
Helmut Niederhofer
Keyword(s):  
Early Childhood ◽  
Longitudinal Study ◽  
Social Behavior ◽  
Maternal Stress ◽  
Self Report ◽  
Prenatal Maternal Stress ◽  
Preliminary Results ◽  
Confounding Variables ◽  
Fetal Movements ◽  
And Behavior

Niederhofer (1994) found that maternal stress during pregnancy was significantly associated with development of personality in early childhood. This study examined the correlation between maternal stress (self-report) during pregnancy for 22 women, its ultrasound objectification by observation of intrauterine fetal movements, child's temperament in early childhood, and child's Independence and social behavior at the age of 2 years while controlling for possible confounding variables. Only intrauterine fetal movements (head/arm/leg) were not associated with stress during pregnancy, temperament, or independence.

scholarly journals Permainan Tradisional Edukatif “Mpaá Ncimi” Sebagai Metode Untuk Meningkatkan Kemampuan Motorik Dan Perilaku Sosial Anak

2020 ◽  
Vol 4 (01) ◽  
Keyword(s):  
Early Childhood ◽  
Social Behavior ◽  
Motor Skills ◽  
Motor Development ◽  
Educational Games ◽  
Qualitative Approach ◽  
Learning Method ◽  
Gross Motor Skills ◽  
The City ◽  
Traditional Game

In stimulating a child's motor development, both fine and gross motor skills can use games. Games in learning for children can also foster pleasure, happiness and develop social behavior. Research on the "Educational Traditional Game" Mpaá Ncimi "as a Method for Improving Motor Skills and Social Behavior for Children in An-Nur Kindergarten PGRI Bima City" aims to: (1) Grow and appreciate again traditional games in general, especially in the City of Bima ; (2) Creating a learning method for teachers; (3) Developing motor skills and social behavior in early childhood. This research uses a descriptive qualitative approach. Data collection techniques used are, observation, interview and documentation. The conclusion of this study is that traditional educational games that are applied can provide stimulus or stimulation for motor skills and social behavior of children.

Sign in / Sign up

Export Citation Format

Share Document