Social Acceptance of Mentally Retarded Children in Regular Schools in Relation to Years Mainstreamed

1989 ◽  
Vol 64 (2) ◽  
pp. 375-380 ◽  
Author(s):  
Neil Brewer ◽  
Joanne M. Smith
Keyword(s):  
Social Status ◽  
Social Acceptance ◽  
Extended Period ◽  
Mentally Retarded ◽  
Social Rejection ◽  
The Social ◽  
Extended Contact ◽  
Mentally Retarded Children

This study examined whether the social status of mainstreamed retarded children among their nonretarded peers improved as a consequence of extended contact. A sociometric questionnaire was administered to the nonretarded classmates of two groups of retarded children mainstreamed for an average of 1.7 yr. and 4 yr., respectively. Social acceptance of retarded children was low relative to their nonretarded peers. However, in contrast with previous research, retarded children did not receive higher social rejection ratings. Acceptance and rejection measures did not indicate any improvement in social status of the retarded children as a result of an extended period of mainstreaming.

Maintaining Social Acceptance Gains Made by Mentally Retarded Children

1970 ◽  
Vol 36 (9) ◽  
pp. 679-680 ◽  
Author(s):  
Chauncy N. Rucker ◽  
Filomena M. Vincenzo
Keyword(s):  
Social Acceptance ◽  
Mentally Retarded ◽  
Mentally Retarded Children

Parental Social Cognition of Children's Social Status

1988 ◽  
Vol 62 (2) ◽  
pp. 356-358
Author(s):  
Murray Krantz ◽  
Carla Wade
Keyword(s):  
Social Cognition ◽  
Social Status ◽  
Social Acceptance ◽  
Social Rejection ◽  
Children's Achievement ◽  
The Relationship

The purpose of the study was to describe the relationship between mothers' knowledge of their children's friendship preferences and their children's achievement of social status. Sociometric nominations for 52 girls and 50 boys in Grades 2 and 3 were used to determine children's social status and 57 mothers were interviewed for their “sociometric awareness” of their children's social status among peers. Both children's and maternal sociometric awareness were correlated positively with social acceptance and negatively with social rejection by peers. Mothers of “rejected” children were less aware of the positive friendship preferences of their children than mothers of children of more favored status.

scholarly journals Social Experiences of Children With Disabilities in Inclusive Portuguese Preschool Settings

2016 ◽  
Vol 39 (1) ◽  
pp. 33-50 ◽  
Author(s):  
Milene Ferreira ◽  
Cecília Aguiar ◽  
Nadine Correia ◽  
Margarida Fialho ◽  
Júlia Serpa Pimentel
Keyword(s):  
Children With Disabilities ◽  
Social Acceptance ◽  
Social Rejection ◽  
Social Experiences ◽  
Preschool Classrooms ◽  
Increased Risk ◽  
Inclusive Preschool ◽  
The Social ◽  
Social Network Centrality ◽  
Peer Nominations

Based on peer sociometric reports, we examined how number of friendships, social acceptance, and characteristics of social networks vary as a function of disability profile. We also investigated teachers’ awareness of the sociometric status of young children with disabilities. Participants were 86 children with disabilities (63 boys) enrolled in inclusive preschool classrooms of the Metropolitan Area of Lisbon, Portugal ( Mage = 67.33 months, SD = 10.54). Findings suggest that children with severe or sociobehavioral disabilities may be at increased risk of social rejection and isolation, having fewer friends and lower social network centrality than children with mild disabilities. Low agreement between teachers’ classifications of the social status of children with disabilities and classifications based on peer nominations raises concerns about their awareness of processes of social rejection and neglect. Findings highlight the need for interventions to support positive social experiences at the dyadic and group levels in Portuguese inclusive preschool classrooms.

Correlates of social status among mainstreamed mentally retarded children.

1978 ◽  
Vol 70 (3) ◽  
pp. 396-405 ◽  
Author(s):  
Jay Gottlieb ◽  
Melvyn I. Semmel ◽  
Donald J. Veldman
Keyword(s):  
Social Status ◽  
Mentally Retarded ◽  
Mentally Retarded Children

Emotional and Cognitive Consequences of Social Rejection: An Entry Door to Major Depression

2019 ◽  
pp. 211-224 ◽  
Author(s):  
Philippe Fossati ◽  
Sophie Hinfray ◽  
Anna Fall ◽  
Cédric Lemogne ◽  
Jean-Yves Rotge
Keyword(s):  
Major Depression ◽  
Social Exclusion ◽  
Social Acceptance ◽  
Social Rejection ◽  
Anterior Cingulate ◽  
Social Signals ◽  
The Social ◽  
Interpersonal Difficulties ◽  
Homeostatic System

Interpersonal factors are strong predictors of the onset and course of major depression. However, the biological and neural bases of interpersonal difficulties in major depression are unknown. In this chapter we describe a general homeostatic system that monitors the social acceptance of individuals. We show that this system is activated in response to actual or putative threats to social acceptance and signals of social rejection. Our model describes a cascade of cognitive, emotional, and behavioural consequences of social exclusion. The model emphasizes the role of specific regions—the subgenual anterior cingulate, the insula, and the default mode network—in the detection and regulation of social signals. Hence we propose that major depressive disorder is tightly linked to the processing of social exclusion and may represent a specific impairment in the homeostatic system that monitors social acceptance.

scholarly journals Comparative Pessimism or Optimism: Depressed Mood, Risk-Taking, Social Utility and Desirability

2015 ◽  
Vol 18 ◽  
Author(s):  
Isabelle Milhabet ◽  
Emmanuelle Le Barbenchon ◽  
Laurent Cambon ◽  
Guylaine Molina
Keyword(s):  
Social Desirability ◽  
Risk Taking ◽  
Social Acceptance ◽  
Social Rejection ◽  
Two Dimensions ◽  
Social Utility ◽  
Comparative Optimism ◽  
The Social ◽  
The Future ◽  
Risk Takers

AbstractComparative optimism can be defined as a self-serving, asymmetric judgment of the future. It is often thought to be beneficial and socially accepted, whereas comparative pessimism is correlated with depression and socially rejected. Our goal was to examine the social acceptance of comparative optimism and the social rejection of comparative pessimism in two dimensions of social judgment, social desirability and social utility, considering the attributions of dysphoria and risk-taking potential (studies 2 and 3) on outlooks on the future. In three experiments, the participants assessed either one (study 1) or several (studies 2 and 3) fictional targets in two dimensions, social utility and social desirability. Targets exhibiting comparatively optimistic or pessimistic outlooks on the future were presented as non-depressed, depressed, or neither (control condition) (study 1); non-depressed or depressed (study 2); and non-depressed or in control condition (study 3). Two significant results were obtained: (1) social rejection of comparative pessimism in the social desirability dimension, which can be explained by its depressive feature; and (2) comparative optimism was socially accepted on the social utility dimension, which can be explained by the perception that comparatively optimistic individuals are potential risk-takers.

scholarly journals The Contribution of Self-Involvement and Social Rejection to Social Change Perception

2017 ◽  
Vol 33 (1) ◽  
pp. 1-10
Author(s):  
Juneman Abraham ◽  
Bagus Takwin
Keyword(s):  
Social Cognition ◽  
Social Acceptance ◽  
Social World ◽  
Social Rejection ◽  
Social Changes ◽  
Social Worlds ◽  
Colonial Mentality ◽  
Blockchain Technology ◽  
Change Perception ◽  
The Social

Eibach, Libby, and Gilovich’s (2003) experimental research suggested that people with less self-change awareness will perceive that their social worlds change more than do those who are more aware that they themselves are changing. This present review, based on two other studies, serves as a further research recommendation to expand their thesis. Social cognition experiments conducted by Cloutier and Macrae (2008) as well as by Hess and Pickett (2010) using the social memory paradigm indicated that if a person experiences: (1) personal disengagement (self-univolvement, i.e. his/her experience is chosen by others); and (2) social rejection, then he/she will be less aware of him/herself, and will remember more (or is more aware of) information regarding other people (others > self). Reversely, a person with: (1) self-involvement (i.e. selects his/her own experience); and (2) social acceptance experience, will be more aware of him/herself than of others (self > others) and will perceive the social world to change less. Based on those findings, the authors hypothesize that self-involvement and social rejection–as variables that influence the awareness of self (changes)–influence one’s perception of social changes. Some applications related to colonial mentality, as well as Bitcoin and blockchain technology, are presented as illustrations to elaborate the conjecture.

scholarly journals Pola Asuh Orang Tua dalam Mengembangkan Interaksi Sosial Anak Tunagrahita Sedang di SLB N 02 Padang

2019 ◽  
Vol 4 (2) ◽  
pp. 165-174
Author(s):  
Anggi Loren Temo ◽  
Marlina Marlina
Keyword(s):  
Social Interactions ◽  
Retarded Child ◽  
Mentally Retarded ◽  
Authoritative Parenting ◽  
Local Society ◽  
Good Communication ◽  
The Social ◽  
Mentally Retarded Children

This research discusses about parenting parents in developing social interactions of moderate mentally retarded children in SLB N 02 Padang, where there is a moderate mentally retarded child has a good social interactions ability. This research goals to describe the form of parenting parents that able to develop their children’s social interctions that has a level of intelligence below the average so that the child has difficulty in interacting socially towards the social environtment so that later it can be used as motivation to every parent in giving the righ form of parenting parent for their children this research using qualitative desciptive, the subjects of this research are parent of children, his brother, local society, and teacher. So that all data can be collected by researcher using observation, interviews, and documentation. The result of researchis the parent have authoritative parenting type, wherethe parents have openness and create a good communication to their child so that make the child’s interactions social become good and able to get along with teh environtment.

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