It Is More Than Language

2020 ◽  
pp. 79-98
Author(s):  
Dianne Toe ◽  
Louise Paatsch ◽  
Amy Szarkowski
Keyword(s):  
Specific Area ◽  
Cooperative Interaction ◽  
Social And Emotional Development ◽  
Children And Young People ◽  
Social And Emotional ◽  
The Social ◽  
Pragmatic Skills ◽  
Social Use ◽  
The Impact ◽  
Shed Light

Deaf and hard-of-hearing (DHH) children who use spoken language face unique challenges when communicating with others who have typical hearing, particularly their peers. In such contexts, the social use of language has been recognized as an area of vulnerability among individuals in this population and has become a focus for research and intervention. The development of pragmatic skills intersects with many aspects of child development, including emotional intelligence and executive function, as well as social and emotional development. While all these areas are important, they are beyond the scope of this chapter, which highlights the impact of pragmatics on the specific area of cognition. Cognitive pragmatics is broadly defined as the study of the mental processes involved in the understanding of meaning in the context of a cooperative interaction. This chapter explores how DHH children and young people construe meaning in the context of conversations and expository interactions with their peers. The chapter aims to examine the role played by the cognitive processes of making inferences and comprehending implicature, within the overall display of pragmatic skills. Further, the authors use this lens in the analysis of interactions between DHH children and their peers in order to shed light on the development of pragmatic skills in children who are DHH.

Parents’ use of mobile computing devices, caregiving and the social and emotional development of children: a systematic review of the evidence

2018 ◽  
Vol 27 (2) ◽  
pp. 132-143 ◽  
Author(s):  
Nicola Beamish ◽  
Jane Fisher ◽  
Heather Rowe
Keyword(s):  
Mobile Devices ◽  
Mobile Device ◽  
Emotional Development ◽  
Reporting Quality ◽  
Social And Emotional Development ◽  
Social And Emotional ◽  
The Social ◽  
Device Use ◽  
The Impact ◽  
Child Development Knowledge

Objectives: Mobile device use is a rapidly growing, socially acceptable interactional habit. The impact of mobile device use on social interactions, including between parents and young children, is uncertain. The aim was to describe, synthesise and evaluate the evidence about parents’ mobile device use, caregiving and children’s social and emotional development. Methods: Seven medical and social sciences databases were searched using keywords and subject headings. Screening for eligibility used PRISMA guidelines and scientific and reporting quality were assessed with standardised checklists. Results: Eight studies met the inclusion criteria (four surveys, three qualitative and one mixed-method investigation). This small group of studies is of diverse quality, but there is evidence of associations between parents’ mobile device use, attention to caregiving and changes in child behaviour. Use of mobile devices during parenting activities may be infrequent and brief, but it can be a potent distraction that reduces caregiver responsiveness to children. Conclusions: An emerging body of research suggests mobile devices are associated with altered attention and responsivity to children by their caregivers and may change caregiver/child interactions. The evidence precludes questions about causality or discussion of impacts on child development. Knowledge gaps have been identified and they require future targeted research.

scholarly journals Is Psychological Value a Missing Building Block in Societal Sustainability?

2018 ◽  
Vol 10 (12) ◽  
pp. 4550 ◽  
Author(s):  
João Carvalho ◽  
Célio Sousa
Keyword(s):  
Value Creation ◽  
Ecological Value ◽  
Bottom Line ◽  
Organizational Survival ◽  
Psychological Dimension ◽  
Novel Approach ◽  
The Social ◽  
Social Product ◽  
The Impact ◽  
Shed Light

Value creation is a constitutive and defining aspect in organizational ventures. This is unsurprising, as it is required for organizational survival and sustainability. Approaches based on the creation of economic, social and ecological value draw attention to the multiple and multiplicative nature of value creation. While academia still acknowledges the conceptual value of such approaches, a framework that add a psychological dimension to the established Elkington’s triple-bottom line model seems particularly refreshing and inspiring. Relying on the concepts of psychological value and sustainability, this paper presents the outcomes of an exploratory empirical study involving managers and users/customers of four organizations in the social sector in Portugal. This study discusses how managers and users/customers of these organizations make sense of and value psychological value. The outcomes of the interviews with both managers and users/customers shed light into the unexplored, hazy and neglected analytical links that may exist between psychological value and broader perspectives on sustainability. We conclude that this novel approach enhances our understanding about the impact that a social product can have in societal sustainability.

Teaching reading through Direct Instruction: A role for educational psychologists?

2020 ◽  
Vol 37 (2) ◽  
pp. 133-139 ◽  
Author(s):  
Kerry Hempenstall
Keyword(s):  
Direct Instruction ◽  
Literacy Instruction ◽  
Mental Health Problems ◽  
Active Role ◽  
Social And Emotional Development ◽  
Social And Emotional ◽  
Educational Psychologists ◽  
General Classroom ◽  
Assessment And Treatment ◽  
The Impact

AbstractEducational psychologists can play a number of roles within education settings. They are often called upon to assist with the assessment and treatment of disability issues, student behaviour and mental health problems, parent and teacher liaison, and counselling, to name a few. Less frequently pursued is an active role in establishing and evaluating both general classroom and remedial literacy instruction. A lack of success in the literacy domain can have far-reaching effects on students’ educational and social and emotional development. Further, it has been noted in national and international reports that the accumulated evidence for effective literacy instruction has not had the impact on policy that it deserves. Educational psychologists are well placed to assist schools to develop an evidence-based perspective that can provide a marked improvement in the literacy development of students. One such model with a long research history is Direct Instruction. This article will describe the model, and consider how it might be profitably employed in schools.

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