We're People First: The Social and Emotional Lives of Individuals with Mental Retardation. Elaine E. Castles

1997 ◽  
Vol 71 (4) ◽  
pp. 674-676
Author(s):  
Ruth Osuch
Keyword(s):  
Mental Retardation ◽  
Social And Emotional ◽  
The Social ◽  
People First ◽  
Individuals With Mental Retardation

scholarly journals GAMBARAN KEPEDULIAN ORANG TUA PADA ANAK PENYANDANG RETARDASI MENTAL

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Lailatul Badriyah ◽  
Nia Putri Pebrianti ◽  
Wulandari Wulandari
Keyword(s):  
Mental Retardation ◽  
School Curriculum ◽  
Qualitative Approach ◽  
Parental Role ◽  
Interview Method ◽  
The Social ◽  
Role Of Parents ◽  
Individuals With Mental Retardation

ABSTRACTThis study aims to provide a specific and in-depth overview of the conditions or obstacles experienced by individuals with mental retardation as well as forms of caring and the role of parents in the development of children's intelligence. This research was conducted at the end of March to April 2020 using a qualitative approach with the type of case study and the subjects in this study were 2 people. The instrument used to obtain data was the interview method, filling out the Checklist for Problems (DCM), and direct observation. The results of this study explain that subjects who bear mental retardation have the highest problems in the social field and school curriculum adjustments, and the role and care of parents who are devoted to the maximum can help clients to overcome these obstacles and live their daily lives.Keywords: parental role, mental retardation ABSTRAKPenelitian ini bertujuan untuk memberikan gambaran secara spesifik dan mendalam mengenai kondisi atau hambatan-hambatan yang dialami individu penyandang retardasi mental serta bentuk kepedulian dan peran orang tua pada pengembangan intelegensi anak. Penelitian ini dilaksanakan akhir Maret hingga April 2020 dengan menggunakan pendekatan kualitatif dengan tipe penelitian studi kasus (cause study) dan subjek pada penelitian ini berjumlah 2 orang. Instrumen yang digunakan untuk memperoleh data adalah metode wawancara, pengisian Daftar Cek Masalah (DCM), serta pengamatan langsung. Hasil pada penelitian ini menjelaskan bahwa subjek yang menyandang retardasi mental memiliki permasalahan tertinggi pada bidang sosial dan penyesuaian kurikulum sekolah, dan peran serta kepedulian orang tua yang dicurahkan secara maksimal mampu membantu subjek untuk mengatasi hambatan tersebut serta menjalani kehidupan sehari-harinya.Kata kunci: peran orang tua, retardasi mental

A Survey of Nondisabled Employees' Attitudes toward Supported Employees with Mental Retardation

1989 ◽  
Vol 14 (2) ◽  
pp. 137-146 ◽  
Author(s):  
Michael S. Shafer ◽  
Martha Larus Rice ◽  
Helen M. D. Metzler ◽  
Michael Haring
Keyword(s):  
Mental Retardation ◽  
Task Performance ◽  
Supported Employment ◽  
Work Hours ◽  
The Social ◽  
Vocational Competence ◽  
Individuals With Mental Retardation

A survey was administered to 212 co-workers of supported employees with mental retardation. The purpose of the survey was to assess the perceptions and experiences of nondisabled employees with co-workers with mental retardation. Results suggest that contact in the workplace does not significantly affect the attitudes of nondisabled employees regarding the social and vocational competence of individuals with mental retardation. Results also indicate that the attitudes of nondisabled employees are not significantly affected by the level of mental retardation experienced by their supported employment co-workers. The results also suggest that the majority of contact between nondisabled employees and supported employees concentrated on task performance; very little contact between employees was reported during breaks at work and after work hours. These results are discussed in light of their implications for supported employment providers.

Beyond the Social Determinants of Health

2020 ◽  
Vol 3 ◽  
pp. 1-11
Author(s):  
Laura Hall ◽  
Urpi Pine ◽  
Tanya Shute
Keyword(s):  
Labour Force ◽  
Methodological Approach ◽  
Active Role ◽  
Indigenous Women ◽  
Economic Activities ◽  
The Earth ◽  
The Social ◽  
Weather Changes ◽  
People First

Abstract This paper will reflect on key findings from a Summer 2017 initiative entitled The Role of Culture and Land-Based Healing in Addressing and Ending Violence against Indigenous Women and Two-Spirited People. The Indigenist and decolonizing methodological approach of this work ensured that all research was grounded in experiential and reciprocal ways of learning. Two major findings guide the next phase of this research, complicating the premise that traditional economic activities are healing for Indigenous women and Two-Spirit people. First, the complexities of the mainstream labour force were raised numerous times. Traditional economies are pressured in ongoing ways through exploitative labour practices. Secondly, participants emphasized the importance of attending to the responsibility of nurturing, enriching, and sustaining the wellbeing of soil, water, and original seeds in the process of creating renewal gardens as a healing endeavour. In other words, we have an active role to play in healing the environment and not merely using the environment to heal ourselves. Gardening as research and embodied knowledge was stressed by extreme weather changes including hail in June, 2018, which meant that participants spent as much time talking about the healing of the earth and her systems as the healing of Indigenous women in a context of ongoing colonialism.

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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