Sense of coherence mediates the effect of trauma on the social and emotional functioning of Palestinian health providers.

2014 ◽  
Vol 84 (5) ◽  
pp. 597-606 ◽  
Author(s):  
Guido Veronese ◽  
Alessandro Pepe
Keyword(s):  
Sense Of Coherence ◽  
Emotional Functioning ◽  
Health Providers ◽  
Social And Emotional ◽  
The Social

Assessment of Pragmatic Abilities in Deaf and Hard-of-Hearing Learners in Relation to Social Skills

2018 ◽  
Author(s):  
Anat Zaidman-Zait ◽  
Tova Most
Keyword(s):  
Social Adjustment ◽  
Hard Of Hearing ◽  
Emotional Functioning ◽  
Peer Acceptance ◽  
Pragmatic Competence ◽  
Social Emotional ◽  
Social And Emotional ◽  
Self Confidence ◽  
The Social ◽  
Social Use

Pragmatic behaviors are related to the social use of language in an appropriate and effective way. As a result of their hearing loss, many deaf and hard-of-hearing (DHH) learners who use spoken language have pragmatic difficulties in everyday interactions. Assessing pragmatic competence is the most challenging aspect of language ability to assess and there are few efficient, valid, and reliable sound tools for this purpose in DHH learners. The successful use of pragmatic skills is particularly important to DHH children’s social and emotional functioning in the educational system, including their self-confidence, motivation, social adjustment, peer acceptance, and popularity. This chapter discusses the assessment of pragmatic abilities in DHH learners and argues that pragmatic abilities are fundamental to DHH learners’ social-emotional functioning. A case example will be provided and implications for educational assessment and intervention will be discussed.

It Is More Than Language

2020 ◽  
pp. 79-98
Author(s):  
Dianne Toe ◽  
Louise Paatsch ◽  
Amy Szarkowski
Keyword(s):  
Specific Area ◽  
Cooperative Interaction ◽  
Social And Emotional Development ◽  
Children And Young People ◽  
Social And Emotional ◽  
The Social ◽  
Pragmatic Skills ◽  
Social Use ◽  
The Impact ◽  
Shed Light

Deaf and hard-of-hearing (DHH) children who use spoken language face unique challenges when communicating with others who have typical hearing, particularly their peers. In such contexts, the social use of language has been recognized as an area of vulnerability among individuals in this population and has become a focus for research and intervention. The development of pragmatic skills intersects with many aspects of child development, including emotional intelligence and executive function, as well as social and emotional development. While all these areas are important, they are beyond the scope of this chapter, which highlights the impact of pragmatics on the specific area of cognition. Cognitive pragmatics is broadly defined as the study of the mental processes involved in the understanding of meaning in the context of a cooperative interaction. This chapter explores how DHH children and young people construe meaning in the context of conversations and expository interactions with their peers. The chapter aims to examine the role played by the cognitive processes of making inferences and comprehending implicature, within the overall display of pragmatic skills. Further, the authors use this lens in the analysis of interactions between DHH children and their peers in order to shed light on the development of pragmatic skills in children who are DHH.

Investigating the Psychometric Properties of the Social-Emotional Learning Scale

2021 ◽  
pp. 153450842098452
Author(s):  
Christopher L. Thomas ◽  
Staci M. Zolkoski ◽  
Sarah M. Sass
Keyword(s):  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Emotional Information ◽  
Confirmatory Factor Analyses ◽  
Educational Support ◽  
Social And Emotional ◽  
The Social ◽  
Confirmatory Factor ◽  
Learning Programs

Educators and educational support staff are becoming increasingly aware of the importance of systematic efforts to support students’ social and emotional growth. Logically, the success of social-emotional learning programs depends upon the ability of educators to assess student’s ability to process and utilize social-emotional information and use data to guide programmatic revisions. Therefore, the purpose of the current examination was to provide evidence of the structural validity of the Social-Emotional Learning Scale (SELS), a freely available measure of social-emotional learning, within Grades 6 to 12. Students ( N = 289, 48% female, 43.35% male, 61% Caucasian) completed the SELS and the Strengths and Difficulties Questionnaire. Confirmatory factor analyses of the SELS failed to support a multidimensional factor structure identified in prior investigations. The results of an exploratory factor analysis suggest a reduced 16-item version of the SELS captures a unidimensional social-emotional construct. Furthermore, our results provide evidence of the internal consistency and concurrent validity of the reduced-length version of the instrument. Our discussion highlights the implications of the findings to social and emotional learning educational efforts and promoting evidence-based practice.

What should be the focus of emotion regulation in children? A nonlinear dynamic mathematical model of children's peer interaction in groups

1997 ◽  
Vol 9 (2) ◽  
pp. 421-452 ◽  
Author(s):  
JOHN MORDECHAI GOTTMAN ◽  
MICHAEL J. GURALNICK ◽  
BEVERLY WILSON ◽  
CATHERINE C. SWANSON ◽  
JAMES D. MURRAY
Keyword(s):  
Social Interactions ◽  
Estimation Procedure ◽  
Free Play ◽  
Family Characteristics ◽  
Negative Interaction ◽  
Social And Emotional ◽  
Modeling Process ◽  
The Social ◽  
Preschool Boys ◽  
Play Group

This paper questions the assumption that children's social and emotional competence be placed within the developing child, rather than in the interaction of the child with the range of peer social ecologies in which the children might function. This paper presents a new nonstatistical mathematical approach to modeling children's peer social interaction in small groups using nonlinear difference equations in which both an uninfluenced and an influenced regulatory set point of positive minus negative interaction can be separately estimated. Using this model and the estimation procedure, it is possible to estimate what a focal child and the group initially brings to the group interaction and also how these regulatory set points are influenced by the interaction to determine two influenced regulatory set points. Six-person mainstreamed and specialized groups were established involving three types of unacquainted preschool boys: children with and without developmental delays and a language disordered but intellectually normally functioning group, using a methodology that ensured appropriate matching of child and family characteristics. For each 2-week play group, the social interactions of each child were observed during a designated free play period. Handicapped children were observed in either a specialized or mainstreamed setting. The application made of this modeling process in this paper is generating theory to attempt to understand influence processes. Parameters are introduced that reflect uninfluenced target child and group set points, emotional inertia, and influence functions.

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