Quality over quantity: A transactional model of social withdrawal and friendship development in late adolescence

Speech-language pathologists can play a critical role in providing education and intervention to prevent social withdrawal, prevent premature disability, and maximize cognitive functioning in persons with MCI. The purpose of this article is to describe positive, solution-focused educational program that speech-language pathologists can implement with family care partners to improve relationships and provide quality care for someone living with MCI.

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Case Studies in Dementia-Related Anxiety

GeroPsych ◽

10.1024/1662-9647/a000243 ◽

2020 ◽

pp. 1-6

Author(s):

Molly Maxfield ◽

Jennifer R. Roberts ◽

JoAnna Dieker

Keyword(s):

Alzheimer’S Disease ◽

Alzheimer's Disease ◽

Social Withdrawal ◽

Cognitive Status ◽

Generalized Anxiety ◽

Neurocognitive Disorder ◽

High Genetic Risk ◽

Disease Case ◽

Negative Perceptions

Abstract. Two clients seeking neuropsychological assessment reported anxiety about their cognitive status. We review the cases to increase our understanding of factors contributing to dementia-related anxiety. Case 1 met the criteria for mild neurocognitive disorder; the client’s memory was impaired, and she had a high genetic risk for Alzheimer’s disease. The client reported anxiety about negative perceptions of quality of life among individuals diagnosed with Alzheimer’s disease. Case 2 did not meet the criteria for a neurocognitive disorder. Anxiety about this client’s cognitive status appeared attributable to generalized anxiety disorder, given his anxiety about diverse topics. Both clients reported embarrassment about forgetfulness and social withdrawal. Dementia-related anxiety is believed to be relatively common, to exist on a continuum, to have unique social implications, and to stem from various sources, necessitating differing interventions.

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The Reliability and Validity of a Modified Revised Class Play Examined in Dutch Elementary-School Children

European Journal of Psychological Assessment ◽

10.1027/1015-5759/a000301 ◽

2017 ◽

Vol 33 (6) ◽

pp. 475-485 ◽

Cited By ~ 1

Author(s):

A. Elisabeth Aleva ◽

Frits A. Goossens ◽

Peter H. Dekker ◽

Odilia M. Laceulle

Keyword(s):

Elementary School Children ◽

Social Withdrawal ◽

Peer Group ◽

Reliability And Validity ◽

Behavioral Difficulties ◽

Self Perceptions ◽

Different Types ◽

Dutch Sample ◽

Anxious Behavior ◽

Class Play

Abstract. Social withdrawal in children is a risk factor for maladjustment. The Revised Class Play (RCP; Masten, Morison, & Pelligrini, 1985 ) has often been used to identify children’s behavioral difficulties with peers. However, in previous studies the sensitive-isolated scale of the RCP appeared to measure a mixture of different types of withdrawal, including withdrawal from peers and exclusion by peers. In the present study the original RCP was modified to more clearly distinguish withdrawal from the peer group from behavior associated with exclusion by peers. Two studies in Dutch samples of 8–13-year-old children were conducted to examine the reliability and validity of this modified Revised Class Play. Both studies revealed three scales: Sociability-Leadership, Aggressive-Disruptive, and a third factor labeled Anxious-Withdrawn. Anxious-Withdrawn primarily reflected social reticence. Stability of the scales after two years was high. High scores on the Anxious-Withdrawn scale were best predicted by teacher ratings of timid and anxious behavior and by negative self-perceptions of social competence. The results support the reliability and validity of the modified RCP in a Dutch sample.

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