Interpersonal relationship

About: Interpersonal relationship is a research topic. Over the lifetime, 22392 publications have been published within this topic receiving 937957 citations. The topic is also known as: interpersonal status & relationship.

Increasing Social Engagement in Young Children with Autism Spectrum Disorders Using Video Self-Modeling.

Abstract: . An emerging body of research demonstrates the effectiveness of video self-modeling (VSM) in addressing social, communication, and behavioral functioning of children with autism spectrum disorders. The primary purpose of this study was to examine the benefits of a VSM intervention in increasing the social engagement of young children with autism spectrum disorders. The study expands previous research on VSM by measuring social interactions with same-aged peers in a natural setting rather than with adults in a controlled clinical setting. Intervention and maintenance effects were measured in addition to the social validity of the VSM procedure. The results of the VSM intervention are provided, and implications for practice and future research are discussed. ********** Autism is a complex neurological disorder that leads to significant impairment in three broad areas of functioning: social interactions; communication; and restricted, repetitive behavior (American Psychiatric Association, 2000). The significant deficits in functioning can be taxing for school psychologists and other school personnel, who often are presented with limited time, resources, and training. Compounding matters, the number of students identified with autism and its related disorders (i.e., Asperger Syndrome and pervasive developmental disorder--not otherwise specified [PDD-NOS]) in educational settings has been steadily increasing over the last decade (Shattuck, 2006). The complexity of autism spectrum disorder (ASD), combined with the apparent increase in students receiving services for ASD, has intensified the need for school psychologists and other school personnel to develop and deliver quality, evidenced-based early intervention programming for young children with ASD. The purpose of the present study was to examine the effects of a video self-modeling intervention on the social engagement of preschool aged children with ASD. The Need for Early Social Programming The importance of early intervention services for young children with ASD has been well documented in the literature (National Research Council, 2001). Reviews of early intervention research for young children with ASD have demonstrated that substantial gains in social, communication, and behavioral functioning can be achieved through early intervention services (National Research Council, 2001). The National Research Council recommended that young children with ASD be given ample opportunities to interact with typically developing peers in natural environments to foster the development of social skills. Social skills are pivotal components to successful social, emotional, communication, and cognitive development. Social skills deficits are a fundamental feature of ASD and are well documented in the literature (Rogers, 2000). Individuals with ASD exhibit significant deficits in the ability to initiate and maintain effective social interactions, often leading to social withdrawal (Hauck, Fein, Waterhouse, & Feinstein, 1995). Though social skills deficits are a central feature of ASD, few young children receive adequate social skills programming (Hume, Bellini, & Pratt, 2005). Hume et al. found that fewer than 16% of young children with ASD receive social programming as part of their early intervention services. According to Rubin and Burgess (2001), the development of social-cognitive skills is heavily dependent upon peer interactions. The high degree of social withdrawal experienced by many young children with ASD may preclude them from developing effective social skills, such as initiating and reciprocating interactions, and having the ability to take another person's perspective. Perhaps most detrimental to children with ASD, severe deficits in social functioning can significantly affect social interactions and interfere with the ability to establish lasting and meaningful friendships, leading to rejection and isolation, which, in turn, may contribute to the emergence of anxiety and depression (Bellini, 2004; Tantam, 2000). …

Social atomism, holism, and trust

Abstract: The metatheoretical difference between social atomism and social holism is clarified by analysis of the generic necessity of trust. A theoretical approach to trust can be traced from Durkheim, Simmel, Parsons, and the recent work of Luhmann and Barber. Trust functions as a deep assumption underwriting social order and is not reducible to individual characteristics. Changes in trust alter social relationships. The study of power, exchange, family, and politics illustrates how trust constitutes social reality as emergent and holistic. This helps us understand the formation of interpersonal relationships, the difference between economic and social exchange, and the discrepancy between attitudes toward society and toward particular institutional actors.