Dissertations / Theses on the topic 'Social functioning in preschool children'
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Calhoun, James. "Facilitating Social Emotional Skills in Preschool Children." ScholarWorks @ UVM, 2009. http://scholarworks.uvm.edu/graddis/39.
Full textDaniel, Tracy L. "The Relationship Between Nutrient Intake and Social Emotional Functioning in Preschool Children." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2401.
Full textTeague, Rosemary Judith Patricia, and n/a. "Social Functioning in Preschool Children: Can Social Information Processing and Self-Regulation Skills Explain Sex Differences and Play a Role in Preventing Ongoing Problems?" Griffith University. School of Psychology, 2006. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20061106.132840.
Full textTeague, Rosemary Judith Patricia. "Social Functioning in Preschool Children: Can Social Information Processing and Self-Regulation Skills Explain Sex Differences and Play a Role in Preventing Ongoing Problems?" Thesis, Griffith University, 2006. http://hdl.handle.net/10072/366369.
Full textThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Psychology
Full Text
Fritz, Kristy M. M. A. "Assessment of cognitive functioning, language, behavior and social skills in preschoolers with velocardiofacial syndrome." Xavier University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1385389518.
Full textWojciechowski, Jennifer M. Wasik Barbara Hanna. "Exposure to community violence and preschool children's behavioral and social functioning the mediating role of parental depression and children's social cognition /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,1937.
Full textTitle from electronic title page (viewed Dec. 11, 2008). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the School of Education School Psychology." Discipline: Education; Department/School: Education.
Ram, Anshumala. "Effects of Head Start participation on cognitive and social functioning of children in the United States." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2000.
Full textSnyder, Marielle Christine. "Emotion-Related Regulation Strategy Use in Preschool-Age Children Who Stutter." Kent State University Honors College / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1556511064766463.
Full textWimpory, Dawn. "Social engagement in preschool children with autism." Thesis, Bangor University, 1995. https://research.bangor.ac.uk/portal/en/theses/social-engagement-in-preschool-children-with-autism(4be20cc2-280e-43ba-afe1-ff06ac4c7807).html.
Full textEversole, Amy. "Social Skills Training with High-Functioning Autistic Adolescents." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc501083/.
Full textNijakowski, S. Rachel Marie. "The relationship among cognitive functioning, adaptive behavior, and language acquisition for a referred preschool population." Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/722241.
Full textDepartment of Educational Psychology
Ceresa, Shannon Michele. "Can preschool children learn abduction prevention skills?" Scholarly Commons, 1994. https://scholarlycommons.pacific.edu/uop_etds/2765.
Full textHartner, Teresa. "Computer use in preschool : effects on social interactions /." Full text available online, 2005. http://www.lib.rowan.edu/find/theses.
Full textTaylor, Shelly Ann, and n/a. "Social functioning of children and adolescents with ADHD : communication functioning and social problem solving as possible underlying mechanisms." University of Otago. Department of Psychology, 2009. http://adt.otago.ac.nz./public/adt-NZDU20090819.110407.
Full textVu, Jennifer Anh-Thu. "Representations of relationships children have with mothers, teachers, and friends, and their relation to social competence." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1872211291&sid=2&Fmt=2&clientId=1564&RQT=309&VName=PQD.
Full textGriffin, R. "Early social understanding in preschool children with autism." Thesis, University of Cambridge, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.599706.
Full textDodge, Cynthia Lynne. "Increasing social interaction in socially isolated preschool children." Scholarly Commons, 1987. https://scholarlycommons.pacific.edu/uop_etds/502.
Full textArmstrong-Betts, Alison Elizabeth. "Perceptions of Executive Functioning in Young Children Following Traumatic Brain Injury." University of Dayton / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1314062861.
Full textSchorr, Efrat Altshul. "Social and emotional functioning of children with cochlear implants." College Park, Md. : University of Maryland, 2005. http://hdl.handle.net/1903/2408.
Full textThesis research directed by: Human Development. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
Gillooly, Amanda. "Atypicalities of social functioning in children with Williams syndrome." Thesis, University of Strathclyde, 2018. http://digitool.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=29559.
Full textDantas, Maria Luiza. "Social Construction of Gender in Preschool Children: A Descriptive Study of Preschool Girls." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392042958.
Full textTan, Enda. "Infants’ performance on sociomoral evaluation tasks predicts parent report of preschool social functioning." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/54293.
Full textArts, Faculty of
Psychology, Department of
Graduate
Downes, M. "The development and assessment of executive functioning in preschool children with and without sickle cell anaemia." Thesis, University College London (University of London), 2016. http://discovery.ucl.ac.uk/1502335/.
Full textAle, Chelsea M. "Social anxiety and facial affect recognition in preschool children." Morgantown, W. Va. : [West Virginia University Libraries], 2008. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5731.
Full textTitle from document title page. Document formatted into pages; contains vii, 33 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 18-23).
Daniel, João Rodrigo. "Affiliative structures and social development in preschool children groups." Doctoral thesis, ISPA - Instituto Universitário, 2010. http://hdl.handle.net/10400.12/1111.
Full textO grupo de pares é um dos principais contextos de desenvolvimento da criança durante a idade pré-escolar. Contudo, a maioria dos estudos sobre o desenvolvimento social da criança focam-se na procura de características individuais negligenciando os constrangimentos relacionais inerentes à ecologia do grupo de pares. A abordagem da etologia social, por contraponto, enfatiza a existência de diferentes nichos sociais que influenciam/constrangem o comportamento dos indivíduos, sugerindo que as diferenças individuais devem ser compreendidas à luz das relações diádicas e dos papéis sociais ocupados no interior do grupo de pares. Os trabalhos empíricos aqui apresentados são uma tentativa para estabelecer uma ligação entre estas duas tradições de estudo das relações afiliativas em crianças de idade préescolar. Partindo de uma amostra de 247 crianças Portuguesas, provenientes de 19 salas de aula diferentes, algumas das quais observadas em dois ou três anos consecutivos, foram analisados num primeiro estudo os padrões colectivos de proximidade social. Através da análise hierárquica de clusters da semelhança dos perfis de associação diádicos, em cada uma das salas, foram identificados três tipos de subgrupos afiliativos: (a) subgrupos em que as crianças para além de apresentarem perfis de associação semelhantes partilham, ainda, uma elevada proximidade mútua; (b) subgrupos de crianças com perfis de associação semelhantes, mas que tendem a não passar muito tempo juntas (baixa proximidade mútua); e (c) crianças não agrupadas. Diferenças significativas no viés intra-grupo para medidas comportamentais e sociométricas indicam que os subgrupos identificados não são meros artefactos estatísticos e que os diferentes tipos de subgrupos (elevada proximidade mútua vs. baixa proximidade mútua) são funcionalmente distintos. No segundo estudo, e recorrendo a desenvolvimentos recentes no campo da análise de redes sociais, analisaram-se os processos estruturais que estarão, potencialmente, na origem e desenvolvimento das estruturas afiliativas dos grupos de pares em crianças de idade préescolar. Os resultados deste estudo mostram que as relações afiliativas, nas 19 salas de aula, são altamente recíprocas, estabelecidas preferencialmente entre crianças do mesmo sexo e com a tendência para a criação de tríades transitivas. Estes resultados ajudam a compreender a existência dos subgrupos afiliativos identificados no primeiro estudo. No último estudo investigou-se a relação entre os níveis individuais de competência social e o tipo de subgrupo a que as crianças pertencem. A competência social foi avaliada tendo por base sete indicadores diferentes agrupados em três famílias distintas – motivação social e envolvimento, perfis de atributos comportamentais e psicológicos e aceitação de pares. As crianças pertencentes aos subgrupos mais coesos (elevada proximidade mútua) foram as que apresentaram níveis mais altos de competência social, enquanto as crianças não agrupadas eram geralmente menos competentes que os seus pares. Estes resultados sugerem que a pertença a um subgrupo mais coeso, entre outros factores, pode contribuir para um desenvolvimento social mais ajustado. Em suma, os trabalhos empíricos apresentados adoptam uma abordagem multi-método na tentativa de melhor compreender as estruturas afiliativas dos grupos de pares de crianças em idade pré-escolar, e o modo como estas estruturas se relacionam com o desenvolvimento da competência social. ---------- ABSTRACT ---------- The peer group is one of the main contexts for the development of preschool children. Nevertheless, most studies on child social development focus on individual characteristics neglecting the relational constraints inherent to peer group ecology. On the other hand, the social ethology approach emphasizes the existence of different social niches that influence/constrain individual behavior, stating that individual differences should be understood in the light of dyadic relationships and the social roles occupied within the peer group. The empirical works here presented are an attempt to establish a bridge between both traditions in the study of preschool children affiliative relationships. With a sample of 247 Portuguese children from 19 different classrooms, some of which were observed in two or three consecutive years, the collective patterns of social proximity were analyzed in the first study. Through the hierarchical cluster analysis of dyadic association similarity profiles, in each classroom, three types of affiliative subgroups were identified: (a) subgroups in which children besides having similar association profiles also share high mutual proximity; (b) children’ subgroups with similar association profiles but that do not tend to spend a lot of time together (low mutual proximity); and (c) ungrouped children. Significant differences found for in-group bias of behavioral and sociometric measures indicate that the identified subgroups are not mere statistical artifacts and that the different types of subgroups (high mutual proximity vs. low mutual proximity) are functional distinct. In the second study, recent developments in the field of social network analysis were used to investigate potential structural processes in the origin and development of affiliative structures in preschool peer groups. The results of this study show that the affiliative relations in the 19 classrooms were highly reciprocal, sex segregated and with a tendency to create transitive triads. These results help to explain the existence of the affiliative subgroups identified in the first study. In the last study the relation between individual levels of social competence and the type of affiliative subgroup to which children belong was assessed. Social competence was evaluated using seven different indicators, grouped into three distinct families – social motivation and engagement, profiles of behavioral and psychological attributes and peer acceptance. Children belonging to more cohesive subgroups (high mutual proximity) were the ones who presented higher levels of social competence, while ungrouped children were generally least competent than their peers. These results suggest that belonging to a more cohesive subgroup, among other factors, can contribute to a better social development. In sum, the empirical works here presented adopt a multi-method approach in an attempt to better understand the affiliative structures of preschool peer groups, and the way these structures relate to social competence development.
Oswald, Donald P. "Social information processing in aggressive and withdrawn preschool children." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54397.
Full textPh. D.
Saby, Joni N. "Exploring Social Influences on Executive Function in Preschool Children." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/245027.
Full textPh.D.
The development of executive function in young children is currently a central topic in developmental science. Despite great interest in this area, empirical research examining the influence of social interaction on children's executive functioning is still scarce. The present study aims to fill this gap by addressing how aspects of current and preceding social interactions affect preschool children's executive function performance. In the first phase of the experiment four- and five-year-old children completed an activity either individually or in collaboration with an experimenter. Following this manipulation, children completed a series of executive function tasks. The first task was a motor contagion task in which children moved a stylus on a graphics tablet while viewing a background video of another person producing congruent or incongruent movements. Children also completed a go/no-go task, a two-choice spatial compatibility task (i.e., a Simon task), and two joint go/no-go tasks in which they essentially shared a Simon task with an experimenter. The main finding from the motor contagion task was that children who collaborated with an experimenter in the first part of the study were more susceptible to interference from observing incongruent movements produced by their partner from the collaborative activity compared to observing the same movements produced by an experimenter who merely observed the collaboration. In addition, for children in both conditions, the results of the go/no-go and Simon tasks indicated the presence of a joint Simon effect. Specifically, a significant spatial compatibility effect was observed in the Simon task and the first time children completed the joint go/no-go task with an experimenter. Importantly, there was no spatial compatibility effect when children completed an individual go/no-go task. No differences were found for the joint Simon effect related to the social manipulation. The findings are discussed in relation to their implications for our understanding of social influences on children's developing executive abilities.
Temple University--Theses
Jiang, Yiqun. "Conflicts in Social Interaction Among Chinese and American Preschool Children in an American Preschool /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487931993469937.
Full textGumley, Dianne. "Behaviour and social functioning in children with developmental coordination disorder." Thesis, City University London, 2005. http://openaccess.city.ac.uk/8470/.
Full textTadic, Valerija. "Development of social functioning in children with congenital visual impairment." Thesis, Goldsmiths College (University of London), 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.514388.
Full textKim, Wheetai. "Friendship and conflict among preschool children." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3034554.
Full textDell, Laura. "Nature Preschool through the Eyes of Children." University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin153546562106319.
Full textMcCormack, Sarah (Sarah Smith). "Academic Achievement Among Language-Impaired Children as a Function of Intensive Preschool Language Intervention." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc504542/.
Full textTarazi, Reem A. "Neuropsychological functioning in preschool-aged children with sickle cell disease : the role of illness-related and psychosocial factors /." Click for resource, 2004. http://dspace.library.drexel.edu/handle/1860/289.
Full textSavage, Lorna J. "Exploring young children's social interactions in technology-rich preschool environments." Thesis, University of Stirling, 2011. http://hdl.handle.net/1893/3653.
Full textParker, G. "Neuropsychological functioning and social communication in children excluded from primary school." Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/1445778/.
Full textStagg, Steven. "Social orienting in children with high-functioning autism and Asperger syndrome." Thesis, Goldsmiths College (University of London), 2011. http://eprints.gold.ac.uk/5920/.
Full textJohn, Karen. "Adaptive social functioning of children and adolescents : a cross-national study." Thesis, King's College London (University of London), 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267516.
Full textFreeman, Laura. "The Neuropsychology of Social Functioning in Children with Autism Spectrum Disorder." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/336721.
Full textPh.D.
Autism spectrum disorder (ASD) is a developmental disorder characterized by impairments in social interaction, social communication, and repetitive or stereotyped interests (APA, 2013). The hallmark deficits present in children with ASD are difficulties in social interaction and reciprocation (Troyb, Knoch, & Barton, 2011). Social deficits in children with ASD include difficulty creating social relationships, initiating social interactions, emotional reciprocity, sharing enjoyment, perspective taking, and inferring interests of others (Bellini, Peters, Benner, & Hopf, 2007; Troyb, Knoch, & Barton, 2011). Research has indicated that children with ASD have fewer reciprocal friendships as compared to their typically developing peers overall (Rotheram-Fuller, Kasari, Chamberlain, & Locke, 2010) and are mostly peripheral or isolated from their classroom social networks as opposed to their typical peers (Kasari, Rotheram-Fuller, Locke, & Gulsrud, 2012). While numerous interventions have been proposed to remediate these social difficulties, and there has been a plethora of research with regard to the efficacy and effectiveness of social interventions, few studies have investigated the underlying neuropsychological components associated with these difficulties. The executive function theory posits that the deficits present in ASD are a reflection of an impairment of higher order cognitive skills, such as those needed to plan and generate goal directed behavior. This theory suggests that deficits in higher order skills, such as working memory, planning, inhibition, set-shifting, and monitoring underlie the various deficits seen in the everyday functioning of people with ASD (Minshew, Webb, Williams, & Dawson, 2006). Executive deficits have been widely noted, albeit inconsistently, throughout the literature (Hill, 2004; Joseph & Tager-Flusberg, 2004; Pennington & Ozonoff, 1996); however, there is a paucity of research investigating the relationship between executive functions and social skills in children with ASD. The research thus far has been quite inconsistent with some studies failing to find any relationship between executive and social skills (Ozonoff et al., 2004; Landa & Goldberg, 2005) and others finding that some measures of executive functioning are related to social and/or adaptive skills (Gilotty, Kenworthy, Sirian, Black, & Wagner, 2002; Kenworthy, Black, Harrison, Della Rosa, & Wallace, 2009). The current study sought to investigate the relationship between executive deficits and social skills among a group of children with ASD. A total of 23 children with ASD who were included in the regular education classroom, age 5 to 12 years old, were administered a battery of performance-based neuropsychological tests to measure shifting, inhibition, and working memory skills. The Behavior Rating of Inventory of Executive Function (BRIEF) teacher report questionnaire was used to measure the student's executive functions in everyday settings. Social skills were measured with a playground observation and a Friendship Survey that was administered to children with ASD and their peers to capture their social connectedness in the classroom. Results indicated that children with ASD demonstrated impaired performance on performance-based measures of shifting, inhibition, and inhibition-switching. Performance-based measures of working memory skills were in the average range for the children's age. Children demonstrated impairments on several BRIEF clinical scales including Shift, Initiate, Working Memory, and Monitor. The only performance-based measures that were significantly related to social functioning were inhibition and inhibition-switching. Children with better inhibition skills nominated more peers as friends; however, children with better inhibition-switching skills spent more time in solitary play on the playground. Overall, ratings-based measures of executive functioning were more related to social skills. A number of metacognitive skills including initiation, working memory, and planning and organization were significantly related to a greater proportion of playground time spent jointly engaged as well as fewer rejections by their peers. No relationships were found between executive functions and measures of overall social connectedness in the classroom. This indicates that executive skills (as measured by teacher-report) are extremely important with regard to peer interaction on the playground and well as peer acceptance. As a result, social interventions may need to directly target these skills in an effort to increase social engagement and acceptance. This study, however, failed to find a relationship between executive skills and overall social connectedness in the classroom. Given that as the child ages he/she will spend increasingly less time in the playground environment, it is essential that future research investigate the underlying skills necessary to make and maintain friendships.
Temple University--Theses
Fernyhough, Charles. "Social and private speech as determinants of early cognitive functioning." Thesis, University of Cambridge, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.337962.
Full textShepherd, Elizabeth J. "Intervening to Promote Social Skill Usage in Head Start Preschoolers: A Single-Group Design Evaluation of Effectiveness." Fogler Library, University of Maine, 2008. http://www.library.umaine.edu/theses/pdf/ShepherdEJ2008.pdf.
Full textPoon, Pui-lok, and 潘培樂. "The association between socioeconomic status and dental caries in preschool children: a systematic review." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B46941873.
Full textQuamma, Julie Perkins. "Executive function and social problem-solving in maltreated and non-maltreated preschool children /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/9191.
Full textHartweg, Janine. "Identification and assessment of intentional physical injuries to hospitalised preschool children." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51793.
Full textENGLISH ABSTRACT: This research investigates the indicators, different role players and the assessment process of intentional physical injuries to children who are hospitalized. The basic premise for this research is the importance of professionals working with children in acquiring skills and knowledge on handling physically abused children. Physical abuse affects and requires the involvement of the entire family of the physically abused child. It is therefore necessary to consider the physically abused child as a part of the larger family system, and not assessed or treated in isolation. The purpose of this research is to broaden the theoretical knowledge of professionals working with children, and specifically social workers, in identifying and assessing physically abused children. This research report includes an investigation of risk factors, consequences and the adjustment process of physically abused children. Knowledge of these indicators of physical abuse will increase the awareness and the ability of the social worker or other professional to identify the injury as intentional. The assessment process by the multi-professional team in the hospital is also examined, focusing on the central role of the social worker in managing cases of physically abused children. The phases of the assessment process, the role of each team member, the various techniques applied as well as factors influencing assessment are described. The empirical research involved the use of both qualitative and quantitative methods in order to explore the theoretical part of the research. This section can be divided into three phases. The first phase included setting up a profile, over a period of four months, of physically abused children under the age of five, who were admitted to the hospital and their families (N = 24). Of this sample, the characteristics and circumstances of four parents/perpetrators (n = 4) were investigated in the form of interviews, which formed part of the second phase of the empirical research. The third phase included conducting a survey with the social workers (n = 5) that assessed physically abused children in the hospital. This was done III the form of questionnaires, which included closed and open-ended questions. The findings and responses of the respondents were analyzed and compared with the findings from previous studies undertaken by various authors. The findings of this research can be used as guidelines for professionals in general who work with children, and more specifically social workers in a hospital that assess children presenting with intentional physical injuries.
AFRIKAANSE OPSOMMING: Hierdie navorsing ondersoek die aanduidende faktore, die rolspelers en die asseseringsproses van fisies mishandelde kinders wat gehospitaliseer word. Die uitgangspunt is die noodsaaklikheid van professionele persone wat met kinders werk, en veral maatskaplike werkers, om kennis en vaardighede te hê, ten einde kinders wat fisies mishandel is te kan hanteer. Omdat die hele gesin van die mishandelde kind geaffekteer word en betrokke is, is dit belangrik om die fisies mishandelde kind nie in isolasie, maar as deel van die familie sisteem te kan benader. Die navorsingsondersoek het ten doel om die teoretiese kennis basis van professionele persone wat met kinders werk, en spesifiek maatskaplike werkers, oor die identifisering en assesering van fisies mishandelde kinders uit te brei. Ten einde maatskaplike werkers se kennis van die probleem onders aandag uit te bou, vervat die navorsingsverslag 'n bespreking van die risiko faktore, gevolge en aanpassingsproses van die fisies mishandelde kind. Kennis van hierdie aanduiders sal die bewusdheid asook die vermoë van professionele persone om die fisiese mishandeling te identifiseer, verhoog. Die asseseringsproses deur die multiprofessionele span in die hospitaal word ook ondersoek, met fokus op die sentrale rol van die maatskaplike werker in die hantering van fisies mishandelde kinders. Die fases van die asseseringsproses, die rol van elke spanlid, verskeie tegnieke en faktore wat assesering beïnvloed, word bespreek. Die teoretiese doel van die verslag word uitgebrei in die empiriese ondersoek, deur 'n bespreking van die bevindinge wat deur veskeie metodes verkry is. Kwalitatiewe asook kwantitatiewe metodes is benut tydens die drie fases van die empiriese ondersoek. Die eerste fase was die opstel van 'n profiel wat oor 'n tydperk van vier maande geneem is, van fisies mishandelde kinders wat toegelaat is in die hospitaal en hul gesinne (N = 24). Vanuit hierdie streekproef, is die eienskappe en omstandighede van vier ouers/oortreders (n = 4) ondersoek deur middel van onderhoude, wat die tweede fase van die ondersoek bevat. Die derde fase was om 'n opname te doen met die maatskaplike werkers (n = 5) wat die fisies mishandelde kinders in die hospitaal asseseer. Die bevindinge en response van die respondente is geanaliseer en vergelyk met die bevindinge van vorige studies wat deur verskeie outeurs onderneem is. Die bevindinge van hierdie navorsing kan as 'n riglyn gebruik word deur professionele persone wat oor die algemeen met kinders werk, en meer spesifiek maatskaplike werkers wat fisies mishandelde kinders in 'n hospitaal asseseer.
Hosokawa, Rikuya. "Marital Relationship, Parenting Practices, and Social Skills Development in Preschool Children." Kyoto University, 2017. http://hdl.handle.net/2433/225974.
Full textSha, Di. "Parental education background, social support, and preschool-aged children with obesity." Thesis, Stockholms universitet, Centrum för forskning om ojämlikhet i hälsa (CHESS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-143174.
Full textMorris, Christopher H. "Assessing Mental Health of Native American Children: Relationship of Acculturation with Social, Emotional, and Behavioral Functioning." DigitalCommons@USU, 1998. https://digitalcommons.usu.edu/etd/6133.
Full textKleisinger, Carmel Louise. "A comparison of social perceptual development in antisocial and normally functioning children." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0022/MQ30492.pdf.
Full textPerry-Parrish, Carisa. "Gender-Atypical Emotion Regulation in Children: Relations to Social and Psychological Functioning." Fogler Library, University of Maine, 2007. http://www.library.umaine.edu/theses/pdf/Perry-ParrishC2007.pdf.
Full textHaslop, Maisy. "Processing speed, social functioning and resilience in children treated for brain tumours." Thesis, University of London, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.583268.
Full text