Browsing by Subject "Interpersonal relations in children"
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Item The effect of mothers responsiveness to children's social smiles on children's engagement behavior(2005) Cheng, Nina; Dix, Theodore H.; Tharinger, DeborahAlthough it is known that mother’s general responsiveness to children’s emotion predicts the long-term outcomes in children, the processes underlying the effect of mothers’ responsiveness are poorly understood. This study examined the effect of mother’s moment-to-moment responsiveness and unresponsiveness to children’s smiles on children’s interest in engaging their mothers during ongoing interaction. In 20-minute videotaped mother-child interaction, children’s smiles, mothers’ responsiveness, and children’s engagement were coded. Children’s smiles were identified by using Izard’s AFFEX facial coding system. Mothers’ responses to these smiles were coded as responsive or unresponsive. Children’s reactions in turn were coded as engaging or not engaging. It was found that children engaged mothers more when mothers were responsive than unresponsive to children’s smiles. Furthermore, the effect of mothers’ responsiveness to children’s smile was found in the first 5-second interval but not in the 2nd, 3rd, or 4th 5-second intervals. Finally, the latency to children’s first engagement was shorter when mothers were responsive than unresponsive. These findings may elucidate one potential explanatory process underlying the effects of mothers’ responsiveness to children’s emotion on children’s development.Item Friendship and conflict among preschool children(2001-08) Kim, Wheetai; Frost, Joe L.Item Social perception in children with Attention Deficit / Hyperactivity Disorder: a Rorschach study(2006) Kutz, Alexandra Simone; Semrud-Clikeman, MargaretAttention-Deficit / Hyperactivity Disorder (ADHD) has been long associated with ineffective or inappropriate social interactions and the debate regarding the role of perception in successfully navigating interpersonal interactions is growing. Despite the growing literature in the field of social competence in children with ADHD, few studies have directly examined the role of perception in social interactions regarding children with ADHD. Preliminary evidence suggests that perceptual deficits contribute to the social dysfunction in ADHD/Primarily Inattentive Type (ADHD/PI) whereas production deficits contribute to social dysfunction in ADHD/Combined Type (ADHD/C) (Kaufman, Wilson, Lyle, Semrud-Clikeman, & Young, 2000; Whalen & Henker, 1985; Wheeler & Carlson, 1994). Therefore, the current study was designed to explore the nature of their visual perceptual processes using the Rorschach Inkblot Test to determine the quality of their misinterpretations. It was hypothesized that children with ADHD/PI would demonstrate a restricted stimulus field (Pure F%), visual distortion (X-%), and less interest in others (PureH) compared to ADHD/C and control children. It was also hypothesized that children with both ADHD/PI and ADHD/C would demonstrate more interpersonal difficulties (CDI) compared to control children. Fifty-three participants between 8 and 14 years were recruited from a larger study investigating social competence in children with ADHD. Statistical analyses did not reveal statistical significant differences between the groups. However, clinical analyses indicated that children with both subtypes of ADHD experience difficulties effectively navigating their social interactions (CDI) at a clinically meaningful level despite an appropriate interest in others and their social world (Pure H). Clinical findings suggested that, although the underlying mechanism may differ across the subtypes, stimulus field restriction (Pure F%) coupled with stimulus distortion (X-%) contribute to difficulties successfully navigating the complex social world for children with both subtypes of ADHD. Although the current data does not identify differences in visual perceptual processing in children with ADHD/PI and ADHD/C, it is hoped that the study results have provided useful information as to where to intervene in order to help children with both subtypes of ADHD develop more effective social processing skills.