The social play, social skills and parent-child relationships of children with ADHD 12 months following a RCT of a play-based intervention

2017 ◽  
Vol 64 (6) ◽  
pp. 457-465 ◽  
Author(s):  
Gabrielle Barnes ◽  
Sarah Wilkes-Gillan ◽  
Anita Bundy ◽  
Reinie Cordier
Keyword(s):  
Social Skills ◽  
Social Play ◽  
Children With Adhd ◽  
The Social ◽  
Parent Child Relationships ◽  
Parent Child

Transformations in Adolescents' Perceptions of Parents

1989 ◽  
Vol 12 (1) ◽  
pp. 71-84 ◽  
Author(s):  
Jacqueline Smollar ◽  
James Youniss
Keyword(s):  
Social Context ◽  
Psychological Support ◽  
Separate Entity ◽  
Self Identity ◽  
The Social ◽  
Parent Child Relationships ◽  
Parent Child

In this article, the connections between adolescents' perceptions of their relationships with parents and the concept of individuation are explored. Individuation is discussed with respect to its relevance for understanding the transformations that occur in parent-child relationships as the child moves through adolescence toward adulthood. It is proposed that individuation is a necessary process in the transition from childhood to adulthood since it allows the child to develop a self-identity that is separate from that of parents while at the same time to remain connected to parents as important sources of advice and psychological support. Some data are provided suggesting that the separation and connectedness that characterise the process of individuation are the product of a transformation in adolescents' perceptions of parents in which parents, who are seen in childhood as "allknowing" and "all powerful" beings are first de-idealised and then come to be appreciated as persons themselves. Finally, the value of the concept of individuation for understanding adolescence is proposed to lie in its focus on the child in the context of relationship with others rather than as a separate entity. This focus is seen as providing a basis for attending to the social context in the study of adolescence.

Parents’ perspectives on the appropriateness of a parent-delivered intervention for improving the social play skills of children with ADHD

2015 ◽  
Vol 78 (10) ◽  
pp. 644-652 ◽  
Author(s):  
Sarah Wilkes-Gillan ◽  
Anita Bundy ◽  
Reinie Cordier ◽  
Michelle Lincoln ◽  
Nicola Hancock
Keyword(s):  
Social Play ◽  
Play Skills ◽  
Children With Adhd ◽  
The Social

Squawk to Them like Roosters

2021 ◽  
pp. 57-88
Author(s):  
Mira Balberg ◽  
Haim Weiss
Keyword(s):  
Old Age ◽  
Social Order ◽  
Power Relations ◽  
Public And Private ◽  
Elderly Parents ◽  
The Social ◽  
Gender Hierarchies ◽  
Behavioral Norm ◽  
Parent Child Relationships ◽  
Parent Child

Chapter 2 examines aging in the context of parent-child relationships. This chapter closely examines one lengthy Talmudic unit (BT Qiddushin 30b–32a) whose overt topic is the duty to respect one’s parents and in which appears a series of stories that are all concerned with the reversal of power relations between generations and with the breaking of taboos that this reversal threatens to entail. The chapter traces several key motifs in the unit, such as the effect of aging on gender hierarchies, the theological dimension of relations with aged parents, and the reorganization of public and private spaces when old age is involved. It argues that each story propagates a behavioral norm and subverts it at the very same time, thereby divulging the rabbis’ uncertainty and consternation when it comes to the difficulties inherent to elderly parents’ gradual exit from the social order.

Attachment Competences in Children With ADHD During the Social-Skills Training and Attachment (SOSTRA) Randomized Clinical Trial

2014 ◽  
Vol 19 (10) ◽  
pp. 865-871 ◽  
Author(s):  
Ole Jakob Storebø ◽  
Maria Skoog ◽  
Pernille Darling Rasmussen ◽  
Per Winkel ◽  
Christian Gluud ◽  
...  
Keyword(s):  
Clinical Trial ◽  
Social Skills ◽  
Randomized Clinical Trial ◽  
Social Skills Training ◽  
Skills Training ◽  
Children With Adhd ◽  
The Social

Social Skills Deficits in a Virtual Environment Among Spanish Children With ADHD

2015 ◽  
Vol 22 (8) ◽  
pp. 776-786
Author(s):  
Rosa García-Castellar ◽  
Pilar Jara-Jiménez ◽  
Desirée Sánchez-Chiva ◽  
Amori Y. Mikami
Keyword(s):  
Social Skills ◽  
Cultural Influence ◽  
Chat Room ◽  
Statistical Control ◽  
Children With Adhd ◽  
The Social ◽  
Comprehension Skills ◽  
Social Skills Deficits ◽  
Reading Comprehension Skills ◽  
Objective Research

Objective: Research assessing the social skills of children with ADHD has predominantly relied upon North American samples. In addition, most existing work has been conducted using methodology that fails to use a controlled peer stimulus; such methods may be more vulnerable to cultural influence. Method: We examined the social skills of 52 Spanish children (ages 8-12) with and without ADHD using a controlled Chat Room Task, which simulates a virtual social environment where peers’ responses are held constant, so that participants’ social skills may be assessed. Results: After statistical control of typing and reading comprehension skills, Spanish children with ADHD gave fewer prosocial comments and had greater difficulty remembering central details from the conversation between the peers, relative to comparison children. Conclusion: The virtual Chat Room Task may be useful to assess social skills deficits using a controlled paradigm, resulting in the identification of common social deficiencies cross-culturally.

A Cooperative Learning Classroom Intervention for Increasing Peer’s Acceptance of Children With ADHD

2016 ◽  
Vol 23 (3) ◽  
pp. 282-292 ◽  
Author(s):  
Agnese Capodieci ◽  
Thomas Rivetti ◽  
Cesare Cornoldi
Keyword(s):  
Social Skills ◽  
Cooperative Learning ◽  
Social Preferences ◽  
Cooperative Behavior ◽  
Adhd Symptoms ◽  
Classroom Intervention ◽  
Children With Adhd ◽  
The Social ◽  
Trained Teachers ◽  
Standard Practices

Objective: The hypothesis behind this study was that trained teachers using cooperative learning procedures with children in their classroom (aged from 6 to 10 years) can influence the social skills of children with ADHD symptoms and their acceptance by their peers. Method: The study involved 30 children with ADHD symptoms attending 12 different classes, where cooperative learning was adopted in some, and standard practices in others. ADHD children’s symptoms, social skills, and cooperative behavior were assessed by means of a teacher’s questionnaire, and the social preferences of the children in their class were collected. Results: Changes emerged in teachers’ assessments of the children’s cooperative behavior in the experimental classes. Improvements in the sociometric status of children with ADHD symptoms were only seen in the cooperative learning classes. Conclusion: These results show the importance of well-structured intervention in classes that include children with ADHD symptoms. Implications of these findings for future intervention are discussed.

“All the Best Cowboys Have Daddy Issues”

2020 ◽  
pp. 85-101
Author(s):  
Melissa Ames
Keyword(s):  
21St Century ◽  
War On Terror ◽  
Social Commentary ◽  
Father Figures ◽  
The Social ◽  
Authority Figures ◽  
Parent Child Relationships ◽  
The Way ◽  
Parent Child

Moving from discussion of larger programmatic patters to analysis of specific televisions shows and subgenres, Chapter Four focuses on the social commentary present in ABC's Lost (2004-2010). This essay looks specifically at the way this program reflects the changing status of fathers and authority figures in the 21st century. Given that over sixty episodes were devoted to damaged or deceased dads, this chapter analyzes the ways in which the Lost's parent-child relationships comment on shifting conceptions of masculinity and, on a more metaphoric level, the eroding faith in governmental father figures in the era of the (endless) war on terror.

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