Home About us Contact
|
Home About us Contact | ||
|
|
||
Social Difficulties (social + difficulty)
Selected AbstractsThe sources and manifestations of stress amongst school-aged dyslexics, compared with sibling controlsDYSLEXIA, Issue 4 2008Neil Alexander-Passe Abstract All school children experience stress at some point in their school careers. This study investigates whether dyslexic children, by way of their educational and social difficulties, experience higher levels of stress at school. The School Situation Survey was used to investigate both the sources and manifestations of stress amongst dyslexic children and non-dyslexic sibling controls. Samples were broken down by gender, age and the size of families. Results suggest significant differences between the groups, with dyslexics in academic years 3,5 experiencing the highest stress levels, specifically in interactions with teachers, worries over academic examinations (SATs) and performance testing, causing emotional (fear, shyness and loneliness) and physiological (nausea, tremors or rapid heart beat) manifestations. Results also suggest that dyslexics in larger families (3,4 sibling families) experience greater stress in interactions with their peers, than those in smaller families (two sibling families),possibly from unfair sibling comparison. Copyright © 2007 John Wiley & Sons, Ltd. [source] The Quality of Life of Family Caregivers of Adults with Intellectual Disabilities in TaiwanJOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES, Issue 3 2007Yueh-Ching Chou Background, Taiwanese family carers of people with intellectual disabilities not only suffer from long-term stress but also need to cope with social difficulties. The aim of this study is to evaluate the quality of life (QOL) among family carers of people with intellectual disabilities. Materials and methods, A census interview survey was conducted in Hsin-Chu City in Taiwan and included the primary family caregivers of 792 adults with intellectual disability who were living with their families. The survey packet contained the WHOQOL-BREF Taiwan-version scale with four core domains and the activities of daily life/instrumental activities of daily life (ADL/IADL) scales. Results, The mean score for ,physical' was highest and that for ,environment' was lowest. The strongest predictors of caregivers QOL were the caregiver's health status, their family income and the level of severity of the intellectual disability of the adult. Conclusions, The results of the study support the need to expand services and individualize support to families of adults with intellectual disability living in family homes. [source] Research review: Goals, intentions and mental states: challenges for theories of autismTHE JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY AND ALLIED DISCIPLINES, Issue 8 2009Antonia F. de C. Hamilton The ability to understand the goals and intentions behind other people's actions is central to many social interactions. Given the profound social difficulties seen in autism, we might expect goal understanding to be impaired in these individuals. Two influential theories, the ,broken mirror' theory and the mentalising theory, can both predict this result. However, a review of the current data provides little empirical support for goal understanding difficulties; several studies demonstrate normal performance by autistic children on tasks requiring the understanding of goals or intentions. I suggest that this conclusion forces us to reject the basic broken mirror theory and to re-evaluate the breadth of the mentalising theory. More subtle theories which distinguish between different types of mirroring and different types of mentalising may be able to account for the present data, and further research is required to test and refine these theories. [source] Psychosocial outcomes at 15 years of children with a preschool history of speech-language impairmentTHE JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY AND ALLIED DISCIPLINES, Issue 8 2006Margaret J. Snowling Background:, Evidence suggests there is a heightened risk of psychiatric disorder in children with speech-language impairments. However, not all forms of language impairment are strongly associated with psychosocial difficulty, and some psychiatric disorders (e.g., attention deficit/hyperactivity disorder (ADHD)) are more prevalent than others in language-impaired populations. The present study assessed the psychosocial adjustment in adolescence of young people with history of speech-language impairment, and investigated specific relationships between language deficits and psychiatric disorders. Methods:, Seventy-one young people (aged 15,16 years) with a preschool history of speech-language impairment were assessed using a psychiatric interview (K-SADS) supplemented by questionnaires probing social encounters and parental reports of behaviour and attention. Their psycho-social adjustment was compared with that of a cross-sectional control group of age-matched controls. Results:, Overall the rate of psychiatric disorder was low in the clinical sample and children whose language delay had resolved by 5.5 years had a good outcome. For those whose language difficulties persisted through the school years, there was a raised incidence of attention and social difficulties. These difficulties were partially independent and associated with different language profiles. The group with attention problems showed a profile of specific expressive language difficulties; the group with social difficulties had receptive and expressive language difficulties; and the group with both attention and social difficulties was of low IQ with global language difficulties. Conclusions:, Amongst children with speech-language delays at 5.5 years, those with more severe and persistent language difficulties and low nonverbal IQ are at higher risk of psychiatric morbidity in adolescence. [source] Thomas Pynchon: Gravity's Rainbow.ORBIS LITERARUM, Issue 3 2009The Ideas of the Opposite Thomas Pynchon's highly complex novel deals with the personal and social difficulty of accepting a new worldview. Set at the end of World War II and in its aftermath, the protagonists find themselves at the crossroads between Newtonian mechanics, epitomized by the V2 rockets, and the foreshadowed atom bomb, which is based on the theory of relativity and quantum mechanics. The style of Gravity's Rainbow resembles the scene of a subatomic world: it is presented as an ever-changing kaleidoscope of characters, places, events and interactions, which are constantly redetermined in relation to each other in an unpredictable manner. Pynchon manages to create a unifying theme by making all the twists in the plot comprehensible as manifestations of the underlying attempt to reconstruct selfhood. In addition, he refers recurrently to the motif of light, both as a physical entity at the center of modern physics and as a literary symbol of classical stability. In the end, his main protagonist himself turns into a mysterious source of light. [source] | ||||||||||