Learning Disabilities and Social Environments: Kibbutz versus City Comparisons of Loneliness and Social Competence

1995 ◽  
Vol 18 (3) ◽  
pp. 519-536 ◽  
Author(s):  
Malka Margalit ◽  
Ilana Ben-Dov
Keyword(s):  
Learning Disabilities ◽  
Social Skills ◽  
Social Competence ◽  
Environmental Conditions ◽  
Peer Acceptance ◽  
Social Systems ◽  
Social Contexts ◽  
Social Environments ◽  
Sources Of Information ◽  
Regular School

In order to explore aspects of loneliness and social competence of learning disabled students in relation to specific environmental contexts, this study focused on children in two different social systems: a kibbutz and a city. The aim of the study was to investigate the social skills and loneliness patterns among 122 students with learning disabilities (LD) in self-contained special classes within regular school systems (66 kibbutz students; 56 city students) and among 120 nondisabled (nonLD) students within these same environmental conditions (69 kibbutz students; 51 city students). A four-way MANCOVA (LD/nonLD X kibbutz/city X male/female X lower/higher grades, with age as covariate) was performed for self-reported loneliness and empathy, peer-rated sociometric measures, teacher-rated social skills, and classroom adjustment as the dependent measures. LD youngsters were found to be less socially competent and more lonely than their nonLD peers in all social competence areas, and as assessed by three sources of information. When compared with LD city students, LD kibbutz students were evaluated by their teachers as demonstrating fewer maladaptive externalising behaviours, and by their peers as having more friends. Social contexts did not differentiate between the two LD groups' feeling of loneliness or rates of peer acceptance, and it can be concluded that students with LD were found to experience loneliness regardless of gender or environmental conditions.

Social Competence as a Multifaceted Construct: How do Students with Learning Disabilities Fare?

1994 ◽  
Vol 17 (4) ◽  
pp. 253-266 ◽  
Author(s):  
Sharon Vaughn ◽  
Diane Haager
Keyword(s):  
Learning Disabilities ◽  
Social Skills ◽  
Social Competence ◽  
Behavior Problems ◽  
Peer Acceptance ◽  
Students With Learning Disabilities ◽  
Prospective Longitudinal Study ◽  
The Social ◽  
Students With Ld ◽  
Prospective Longitudinal

This article summarizes and extends the findings from a prospective, longitudinal study that examined the social competence of students with learning disabilities (LD) from kindergarten through fifth grade. Four components that represent a model of social competence were measured: peer relations, social cognition, behavior problems, and social skills. Findings revealed that over time youngsters with LD demonstrated the same trends on all aspects of social competence as nonLD students. Students with LD did not differ significantly from low-achieving (LA) nonLD students on any of the measures of social competence; however, they were significantly different from average/high-achieving (AHA) nonLD students on social skills and behavior problems, but not peer acceptance or self-concept. The discussion addresses the social competence of students with LD from a developmental perspective as well as how they contrast with other achievement groups (LA and AHA). Issues and suggestions for future directions for research on the social-emotional development of youngsters with LD are presented.

scholarly journals Testing a developmental cascade model of emotional and social competence and early peer acceptance

2010 ◽  
Vol 22 (4) ◽  
pp. 737-748 ◽  
Author(s):  
Alysia Y. Blandon ◽  
Susan D. Calkins ◽  
Kevin J. Grimm ◽  
Susan P. Keane ◽  
Marion O'Brien
Keyword(s):  
Emotion Regulation ◽  
Social Skills ◽  
Social Competence ◽  
Behavior Problems ◽  
Externalizing Behavior ◽  
Peer Acceptance ◽  
Community Sample ◽  
Externalizing Behavior Problems ◽  
Cascade Model ◽  
Equation Modeling

AbstractA developmental cascade model of early emotional and social competence predicting later peer acceptance was examined in a community sample of 440 children across the ages of 2 to 7. Children's externalizing behavior, emotion regulation, social skills within the classroom and peer acceptance were examined utilizing a multitrait–multimethod approach. A series of longitudinal cross-lag models that controlled for shared rater variance were fit using structural equation modeling. Results indicated there was considerable stability in children's externalizing behavior problems and classroom social skills over time. Contrary to expectations, there were no reciprocal influences between externalizing behavior problems and emotion regulation, although higher levels of emotion regulation were associated with decreases in subsequent levels of externalizing behaviors. Finally, children's early social skills also predicted later peer acceptance. Results underscore the complex associations among emotional and social functioning across early childhood.

Understanding Loneliness among Students with Learning Disabilities

1991 ◽  
Vol 8 (4) ◽  
pp. 167-173 ◽  
Author(s):  
Malka Margalit
Keyword(s):  
Learning Disabilities ◽  
Social Skills ◽  
Subjective Experience ◽  
Social Acceptance ◽  
Peer Acceptance ◽  
External Validation ◽  
Disruptive Behaviour ◽  
Students With Learning Disabilities ◽  
Internal Validation ◽  
The Impact

The aim of this study was to investigate the feelings of loneliness among students with learning disabilities (LD) and to identify subgroups according to their loneliness characteristics. The sample consisted of 76 students from seven self-contained classes for LD students within regular schools in all parts of Israel. The instruments included self-reported loneliness and social skills scales, teacher ratings of behaviour disorders, and peer ratings of social acceptance. The following factors predicted the students' feelings of loneliness: peer acceptance, social skills, and computer activities, explaining 32% of the variance. Using cluster analysis for the loneliness and behaviour disorder factors, four subgroups of students were identified. They differed along their levels of loneliness, presence of disruptive behaviour (internal validation) and social skills (external validation). The results emphasised the need to consider loneliness levels and manifestations of disruptive behaviour in attempts to conceptualise these students' difficulties and to plan individualised intervention programs. Further research, focusing on the impact of the intervention on the subjective experience of loneliness, may advance our understanding of the students' needs.

Diatoms in bottom sediments of thermokarst lakes of the Pechora Delta

2019 ◽  
pp. 285-290
Author(s):  
Elvira A. Zinnatova, Larisa A. Frolova ◽  
Larisa A. Frolova
Keyword(s):  
Bottom Sediments ◽  
Environmental Conditions ◽  
Sources Of Information ◽  
Thermokarst Lakes ◽  
Thermokarst Lake ◽  
Fouling Organisms ◽  
Diatom Complexes

The Northern lakes are good objects for paleoclimatic reconstructions. One of the sources of information about changes in the ecosystems of lakes are diatoms. The study of diatom complexes revealed 133 taxa belonging to 49 genera, 24 families, 13 orders and 3 classes in the bottom sediments of the thermokarst lake of the Pechora Delta. Dominated by the Holarctic representatives of benthic and fouling organisms giving preference to the alkaline environmental conditions.

¿Quién soy yo? Reflexiones teórico sistémicas acerca de la indentidad individual

2017 ◽  
Vol 1 (1) ◽  
pp. 15-31
Author(s):  
Francisco Xavier Morales
Keyword(s):  
Identity Construction ◽  
Social Systems ◽  
Social Contexts ◽  
Individual Identity ◽  
Contemporary Society ◽  
Self Identity ◽  
Moral Communication ◽  
Identity Based ◽  
Definition Of ◽  
The Individual

The problem of identity is an issue of contemporary society that is not only expressed in daily life concerns but also in discourses of politics and social movements. Nevertheless, the I and the needs of self-fulfillment usually are taken for granted. This paper offers thoughts regarding individual identity based on Niklas Luhmann’s systems theory. From this perspective, identity is not observed as a thing or as a subject, but rather as a “selfillusion” of a system of consciousness, which differentiates itself from the world, event after event, in a contingent way. As concerns the definition  of contents of self-identity, the structures of social systems define who is a person, how he or she should act, and how much esteem he or she should receive. These structures are adopted by consciousness as its own identity structures; however, some social contexts are more relevant for self-identity construction than others. Moral communication increases the probability that structure appropriation takes place, since the emotional element of identity is linked to the esteem/misesteem received by the individual from the interactions in which he or she participates.

Personality and Social Contexts as Sources of Change and Continuity Across the Life Span

2018 ◽  
pp. 750-776
Author(s):  
Abigail J. Stewart ◽  
Kay Deaux
Keyword(s):  
Social Psychology ◽  
Life Span ◽  
Social Movement ◽  
Social Environment ◽  
Social Systems ◽  
Social Contexts ◽  
Life Stages ◽  
The People ◽  
The Social ◽  
Movement Participation

This chapter provides a framework designed to address how individual persons respond to changes and continuities in social systems and historical circumstances at different life stages and in different generations. We include a focus on systematic differences among the people who experience these changes in the social environment—differences both in the particular situations they find themselves in and in their personalities. Using examples from research on divorce, immigration, social movement participation, and experiences of catastrophic events, we make a case for an integrated personality and social psychology that extends the analysis across time and works within socially and historically important contexts.

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