Supporting Affective Development of Children With Disabilities Through Moral Dilemmas

2019 ◽  
pp. 253-275
Author(s):  
Britt Tatman Ferguson
Keyword(s):  
Character Education ◽  
Moral Dilemmas ◽  
Children And Youth ◽  
Social Emotional ◽  
Youth With Disabilities ◽  
Daily Lives ◽  
Affective Development ◽  
The Social ◽  
Positive Social Interaction ◽  
Affective Domains

Children and youth with disabilities are challenged in many ways, including in the social and affective domains. The author provides a relatively simple and easily constructed intervention, involving a combination of concepts from social-emotional learning, values clarification, cooperative learning, bibliotherapeutic interventions, and character education to address areas of need within the social and affective domains for very young children with or without disabilities. Stories created by teachers and presented during reading readiness, addressing authentic dilemmas that children may face in their daily lives, can promote positive social interaction, facilitate identification and clarification of values, and cultivate social-emotional and character development. A lesson template and sample lesson are provided, as well as suggestions for adapting to meet the needs of individual children.

Social and Affective Development of Children: A Programmatic Perspective

1983 ◽  
Vol 49 (4) ◽  
pp. 339-346 ◽  
Author(s):  
Maurice J. Elias ◽  
Charles A. Maher
Keyword(s):  
Public Schools ◽  
Social Cognitive ◽  
Public Law ◽  
Instructional Program ◽  
Affective Development ◽  
Instructional Format ◽  
Cognitive Problem ◽  
The Social ◽  
State Of Affairs ◽  
Affective Domains

The development of handicapped and nonhandicapped children in the social and affective domains is considered as a potentially important, yet presently neglected aspect of Public Law 94–142. Given this current perceived state of affairs, the social-cognitive problem-solving approach is presented as a necessary and viable means for ensuring social and affective development of all children in public schools. Within this context, the utilization of a television-based instructional format to facilitate children's social and affective development is described, and application of that approach is illustrated by an actual example of a television-based instructional program.

scholarly journals Harming Kin to Save Strangers: Further Evidence for Abnormally Utilitarian Moral Judgments after Ventromedial Prefrontal Damage

2011 ◽  
Vol 23 (9) ◽  
pp. 2186-2196 ◽  
Author(s):  
Bradley C. Thomas ◽  
Katie E. Croft ◽  
Daniel Tranel
Keyword(s):  
Prefrontal Cortex ◽  
Moral Dilemmas ◽  
The Self ◽  
Moral Judgments ◽  
Dual Process ◽  
Social Emotional ◽  
The Social ◽  
High Conflict ◽  
Harm To Others

The ventromedial PFC (vmPFC) has been implicated as a critical neural substrate mediating the influence of emotion on moral reasoning. It has been shown that the vmPFC is especially important for making moral judgments about “high-conflict” moral dilemmas involving direct personal actions, that is, scenarios that pit compelling utilitarian considerations of aggregate welfare against the highly emotionally aversive act of directly causing harm to others [Koenigs, M., Young, L., Adolphs, R., Tranel, D., Cushman, F., Hauser, M., et al. Damage to the prefrontal cortex increases utilitarian moral judgments. Nature, 446, 908–911, 2007]. The current study was designed to elucidate further the role of the vmPFC in high-conflict moral judgments, including those that involve indirect personal actions, such as indirectly causing harm to one's kin to save a group of strangers. We found that patients with vmPFC lesions were more likely than brain-damaged and healthy comparison participants to endorse utilitarian outcomes on high-conflict dilemmas regardless of whether the dilemmas (1) entailed direct versus indirect personal harms and (2) were presented from the Self versus Other perspective. In addition, all groups were more likely to endorse utilitarian outcomes in the Other perspective as compared with the Self perspective. These results provide important extensions of previous work, and the findings align with the proposal that the vmPFC is critical for reasoning about moral dilemmas in which anticipating the social-emotional consequences of an action (e.g., guilt or remorse) is crucial for normal moral judgments [Greene, J. D. Why are VMPFC patients more utilitarian?: A dual-process theory of moral judgment explains. Trends in Cognitive Sciences, 11, 322–323, 2007; Koenigs, M., Young, L., Adolphs, R., Tranel, D., Cushman, F., Hauser, M., et al. Damage to the prefrontal cortex increases utilitarian moral judgments. Nature, 446, 908–911, 2007].

scholarly journals Child Development Leading to the Pursuit of Virtues and the Avoidance of Vices

2020 ◽  
pp. 22-29
Author(s):  
Gerald Katzman
Keyword(s):  
Character Education ◽  
Early Literacy ◽  
Problem Behaviors ◽  
Violent Conflict ◽  
Authoritative Parenting ◽  
Human Relations ◽  
Social Emotional ◽  
The Social ◽  
Adverse Child Experiences ◽  
Professional Resources

Optimizing the social, emotional, moral and cognitive development of children will support prosocial behavior and peaceful societies. To accomplish these goals, efforts need to start from birth with authoritative parenting to achieve secure attuned attachment between caregiver and child. Such parenting should eliminate the toxic stress associated with the authoritarian approach and the lack of direction seen with permissive or uninvolved parenting. Early literacy is the key to building character using the vehicles of modeled behaviors, reading stories with a moral and that teach a lesson and Human Relations Programs for Children. Benevolent mindfulness characterized by emotional empathy, compassion and helping behaviors will result from proper parenting and successful character education. The resultant ability to think in a complex fashion where virtues are pursued and vices avoided should facilitate resistance to false narratives and non-violent conflict resolution. Avoiding Adverse Child Experiences has been shown to minimize depression, violence perpetration and other problem behaviors and disorders. When there are educational and professional resources in play to support the development of children in communities, a responsible, caring citizenry can be anticipated.

scholarly journals How are Children Coping with the COVID-19 Pandemic? A Developing Country Perspective

2020 ◽  
Vol 5 (4) ◽  
pp. 862-863
Author(s):  
Kadiann Hewitt-Thompson ◽  
Donnette Wright
Keyword(s):  
Developing Country ◽  
Long Term Effects ◽  
Social Emotional ◽  
Daily Lives ◽  
The Social ◽  
Role Of Parents ◽  
Outcomes For Children ◽  
The Impact

This paper sought to discuss how children in developing countries are coping with the social, emotional and financial impact of the COVID-19 pandemic on their daily lives. Additionally, the evidence presented will increase awareness that children also experience varying impact of COVID-19 and provide guidance about coping mechanisms that may change the course of the impact and limit long term effects of the pandemic on them. It also explored the psychosocial influence of social determinants of children living in a developing country, the impact on their academic continuity and the role of parents in supporting children. Finally, the paper proposes pragmatic recommendations for achieving optimal social outcomes for children who experience pandemics.

Social-Emotional Development of Students with Learning Disabilities

1994 ◽  
Vol 17 (4) ◽  
pp. 323-341 ◽  
Author(s):  
William N. Bender ◽  
Maureen E. Wall
Keyword(s):  
Learning Disabilities ◽  
Emotional Development ◽  
Behavioral Development ◽  
Intervention Research ◽  
Children And Youth ◽  
Social Emotional Development ◽  
Students With Learning Disabilities ◽  
Social Emotional ◽  
Youth With Disabilities ◽  
Development Of Students

This article presents a model of development for children and youth with disabilities. The model incorporates 14 variables in three domains that have not been fully delineated by the field, including emotional, social, and behavioral development. In general, much more research, particularly intervention research, is needed in each of the 14 areas. Also, the data from several of the areas indicate that development may be more seriously hampered with increasing age.

scholarly journals Boosting emotional intelligence in the post-Covid. Flexible approaches in teaching social and emotional skills

2021 ◽  
Vol 21 (3) ◽  
pp. 41-58
Author(s):  
Alessia Signorelli ◽  
Annalisa Morganti ◽  
Stefano Pascoletti
Keyword(s):  
Emotional Intelligence ◽  
Teaching And Learning ◽  
Emotional Wellbeing ◽  
Social Emotional ◽  
Daily Lives ◽  
Social And Emotional ◽  
Social And Emotional Skills ◽  
The Social ◽  
Depth Analysis ◽  
Social And Emotional Wellbeing

The Covid pandemic has opened new challenges for education, especially for the social and emotional wellbeing of children and adolescents who had to face unprecedented and upsetting changes in their daily lives. The paper explores the possibilities offered by the social-emotional intelligence framework in helping children and youths develop the good emotional literacy needed for facing such a challenging time and growing as wholesome adults. This is done through an in-depth analysis of the concept of replication and generalization and by proposing a perspective working model for embedding social and emotional learning in daily teaching and learning activities.   Promuovere l’intelligenza emotiva nel post-Covid. Approcci flessibili per insegnare le competenze sociali e emotive.   La pandemia di Covid ha introdotto nuove sfide nel mondo dell’educazione, in modo particolare per quanto riguarda il benessere sociale e emotivo di bambini e adolescenti che hanno dovuto affrontare cambiamenti sconvolgenti senza precedenti nel loro vivere quotidiano. L’articolo esplora le possibilità offerte dal costrutto di educazione socio-emotiva a supporto dello sviluppo in bambini e ragazzi di un’alfabetizzazione emotiva solida, necessaria per affrontare un periodo così sfidante e per la loro crescita futura. Tutto questo è fatto attraverso un’analisi approfondita dei concetti di replicabilità e generalizzazione e attraverso la proposta di un nuovo modello di lavoro per integrare l’educazione socio-emotiva all’interno delle azioni didattiche quotidiane

Individual differences, social attention, and the history of the social motivation hypotheses of autism

2019 ◽  
Vol 42 ◽  
Author(s):  
Peter C. Mundy
Keyword(s):  
Individual Differences ◽  
Early Development ◽  
Emotional Development ◽  
Social Motivation ◽  
Social Attention ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Precise Understanding ◽  
The Social ◽  
History Of

Abstract The stereotype of people with autism as unresponsive or uninterested in other people was prominent in the 1980s. However, this view of autism has steadily given way to recognition of important individual differences in the social-emotional development of affected people and a more precise understanding of the possible role social motivation has in their early development.

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