The mother-child relationship in bronchial asthma.

The responses to the Blacky Test and an objective test of attitudes re child rearing—Parental Attitude Research Instrument (PARI), Schaefer & Bell (1955)—of mothers of children with asthma (A), were compared to those of children with rheumatic fever (RF), and a group being seen in out-patient clinic dealing with minor cuts and bruises (healthy controls, H). No differences were found on the PARI, and significance was found on only 2 cards of the Blacky. From these 2 cards, it was concluded that A mothers, as compared to the others, had a greater intensity of edipal conflict and were more inclined to be characterized as oral erotic. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relations between social contingency in mother-child interaction and 2-year-olds' social competence.

This study examined relations between social contingency in mother–child interaction and low income 9-yr-olds' social competence using a cross-sectional design (n?=?42). Measures of social contingency included time spent in joint attention and dyadic turn-taking behaviors following maternal bids. Measures of child social competence included emotional self-regulation during a delay-of-gratification task and empathic responsiveness toward an experimenter feigning injury. Social contingency was related to children's use of self-regulatory strategies, but not to empathic responsiveness. Child negative emotionality and gender contributed to explanations of children's self-regulatory strategy use. More emotionally negative children spent less time using self-distraction; girls used less self-distraction and more comfort-seeking during delay than did boys. However, time spent in joint attention made an additional independent contribution over and above child factors. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The relationship between maternal problem-solving style and adolescent social adjustment.

Examined the relationship between social functioning in adolescents and their mothers' conflict-handling style, categorized according to 5 conflict-handling styles identified by M. A. Rahim (see record 1983-27060-001). 89 adolescents (aged 11–17 yrs) and their mothers participated. Mothers completed a measure assessing their style of handling conflict, mothers and fathers completed measures of the adolescents' social functioning, and behavioral observations of the mothers and adolescents were conducted. Results indicate that mothers who scored high on the integrating style (a style using exchange of information and examination of differences to come to a mutually acceptable, often creative, solution) measure had adolescents who were better socially adjusted according to mother, father, and behavioral observation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Mothers' social coaching, mother-child relationship style, and children's peer competence: is the medium the message?

Contributions of mothers' social coaching and responsive style to preschoolers' peer competence were evaluated in 2 studies. In Study 1, 43 mother-child dyads participated in 3 laboratory tasks; videotapes were coded for responsive interaction style in play, advice regarding videotaped peer dilemmas (coaching), and nonsocial teaching in a puzzle task. Coaching and style were largely independent and were correlated with measures of social competence. In Study 2 (n = 62), coaching and style uniquely predicted teacher ratings, but only style predicted peer acceptance. To investigate whether coaching mediated the effects of style and/or whether style moderated the effects of coaching, the samples were combined. No evidence was found for mediation, but coaching was a more powerful predictor of lower levels of boys' aggression when the mother-child relationship was less responsive. Discussion focuses on models of socialization that stress the interplay of general style and specific socialization practices in promoting social competence.     

Further thoughts on social construction in families.

Comments on a study by S. S. Feldman et al (see record 1990-04366-001) concerning the extent of family members' (FMRs) agreement in perceptions of family cohesion and power. Comments explore the implications of dealing with the same dependent measure from different FMRs and of using a nonverbal measure rather than interviews for assessment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The relations of maternal social support and family structure with maternal responsiveness and child outcomes among African American families.

The social support networks and family structure of 62 low-income African American mothers were related to proximal and distal measures of the mother's parenting style and to the children's social and cognitive development. Women with larger support networks tended to be more responsive in interactions with their infants and to provide more stimulating home environments than mothers with smaller social networks. Activity level was the only infant outcome significantly related to social support. Family structure was not associated with either maternal or child outcomes in these analyses. These results support a systems model of parenting behavior and child development by indicating that maternal caregiving may be positively influenced by supportive social networks. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Assessment of basic social skills.

Proposes a conceptual framework for defining and assessing basic social skills derived from the attempts of social personality psychologists to measure individual differences in nonverbal communication skills. Preliminary testing resulted in the development of a 105-item, pencil-and-paper measure of 7 basic dimensions of social skills, the Social Skills Inventory (SSI). In a series of validation studies using 149 undergraduate students, the SSI demonstrated convergent and discriminant validity in relation to other measures of nonverbal social skill and traditional personality scales (e.g., the Sixteen Personality Factor Questionnaire [16PF], the Marlowe-Crowne Social Desirability Scale). Scores on the SSI also predicted some social group memberships, typical social behaviors, and the depth of social networks. Evidence suggests that the SSI could prove to be a valuable tool for research in personality and social psychology and for work in applied settings. (57 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effect of social skills training groups and social skills bibliotherapy with psychiatric patients.

The effectiveness of a systematic social skills group training program was compared to both a bibliotherapy program group and a typical hospital treatment control group (10 18–56 yr old patients per group). Assessment instruments included self-report (Rathus Assertiveness Schedule), observational, and in vivo measures. Results on the observational measure show that the skills training group improved significantly more than the control group, and this difference was maintained at follow-up. The skills group also showed superior improvement on the self-report measure. Results fail to demonstrate the efficacy of bibliotherapy. Findings concerning generalization of social skills group treatment effectiveness were encouraging in that 2 of 3 measures employed to test for generalization showed significant effects. (3 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Contextual considerations in social skills instruction.

Comments on the review of social-skills training programs by G. J. DuPaul and T. L. Eckert (see record 1995-07692-001). It is suggested that a contextual analysis of social behavior has implications for teaching social skills: that students may learn social skills best in the company of people with whom they would typically establish relationships. A need is seen for further development that considers a broader perspective on influential environment and contextual variables related to social-skills acquisition. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Research on families and social policy in Canada.

Discusses the development of the Family/Socialization of Children Strategic Grants program in Canada for the purpose of generating factual knowledge for government decision makers about the incidence of family problems and the effects of certain policies such as paid leave for mothers or fathers and infant daycare. It is suggested that the Council could set up a study commission on the family to generate knowledge that could be incorporated in social policy decisions. (2 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Observed sibling interaction: links with the marital and the mother-child relationship

The study examines whether the link between the marital relationship and sibling interaction is direct or mediated by the mother-child relationship. Seventy-three same-sex siblings pairs aged 3 years 6 months to 8 years 6 months were observed during free play. Mothers completed questionnaires assessing marital functioning and their relationship with their 2 children. Results indicated that older siblings' negative behavior is linked with negative dimensions of the marital and the mother-child relationship, whereas younger siblings' negative behavior is linked with the mother-child and the differential mother-child relationship. Siblings; positive behavior, although linked with spacing, is not linked with positive dimensions of family interaction. Most important, the linkage between negative marital relations and older siblings; negative behavior was found to be mediated by maternal power assertion, thereby supporting the indirect model of negative family interaction.     

Pretesting effects in the evaluation of social skills training.

Evaluated the effects of pretesting in conjunction with a group social skills training program, using a wide variety of outcome measures. Half of the 46 undergraduate Ss were self-referred, while the other half were volunteers from an introductory psychology class. A Solomon 4-groups design was used to evaluate the effects of pretesting, the skills training program, and their interaction. Strong evidence of pretesting effects was found for measures associated with a behavioral forced interaction task. Implications of the results for selection of outcome measures are discussed. (4 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Teaching interpersonal relationship skills on campus: A pyramid approach.

Compared interpersonal communication skills training groups led by undergraduate paraprofessional leaders using an interpersonal-process-recall videotape-feedback model with groups using a limited structure encounter group model and no treatment control groups. 16 leaders were used in each type of training group. Interpersonal communication skills were measured in a posttest design with the Personal Orientation Inventory, Affective Sensitivity Scale, and 2 measures of peer relationships (e.g., Wisconsin Relationship Orientation Survey). Participants in the videotape feedback groups (n = 8 in each group) scored significantly higher than did the encounter or control groups. Further applications of the training model for use by paraprofessionals are considered. (23 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

SOCIAL: An integrative framework for the development of social skills.

Despite significant advances in the field of social neuroscience, much remains to be understood regarding the development and maintenance of social skills across the life span. Few comprehensive models exist that integrate multidisciplinary perspectives and explain the multitude of factors that influence the emergence and expression of social skills. Here, a developmental biopsychosocial model (SOCIAL) is offered that incorporates the biological underpinnings and socio-cognitive skills that underlie social function (attention/executive function, communication, socio-emotional skills), as well as the internal and external (environmental) factors that mediate these skills. The components of the model are discussed in the context of the social brain network and are supported by evidence from 3 conditions known to affect social functioning (autism spectrum disorders, schizophrenia, and traumatic brain injury). This integrative model is intended to provide a theoretical structure for understanding the origins of social dysfunction and the factors that influence the emergence of social skills through childhood and adolescence in both healthy and clinical populations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Methods of skill selection in social skills training: A review.

32 social skills training studies utilizing a social learning or social-cognitive approach and published between 1980 and 1984 were reviewed with respect to methods used to select skills targeted for training. Operational definitions of social skills selection methods were used to classify studies on 2 dimensions—type of social validity and degree of individualization. A gap between recommended methods for selecting skills for inclusion in social skills training programs and actual research practices was found. Of the 32 studies reviewed, 18 reported no prior empirical evidence that the targeted skills were socially valid and 20 did not report an attempt to verify that trainees were deficient in the targeted skills prior to treatment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Behavioral training of social skills in shy males.

31 college males who had reported themselves unable to interact with women in specific social situations were asked to record every interaction for 1 wk. Following this, a series of behavioral tests was given. When compared to a group of confident Ss, shy Ss interacted with fewer women, in fewer situations, and for less time outside of the laboratory. In laboratory test situations shy Ss rated themselves and were rated by Os as being more anxious. Pulse rate was monitored during the behavioral testing. Confident Ss had significantly less pulse rate change during the test situations. After pretesting, shy Ss were randomly assigned to either an assessment control group or an analogue treatment group, with treatment consisting of 3 sessions of behavior rehearsal, modeling, and coaching. On posttesting, Ss who had received treatment showed less physiological responsivity to the testing stimuli, reported less anxiety, and were rated as being more skillful in the test situations. Behavioral diaries revealed that following treatment Ss who received training changed more than control Ss on several measures of frequency and duration of interactions with women. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Personal goals and social support in close relationships: Effects on relationship mood and marital satisfaction.

Two studies examined the importance of social support as related to the pursuit of personal goals in accounting for individuals' satisfaction with close relationships. In Study 1, students' estimations of how much support they received from partners for goals within and outside their relationships predicted individual differences in both enactment of personal goals and relationship mood 4 weeks later. Study 2 found that differences in receiving and giving goal support within marriage accounted for concurrent differences in the marital satisfaction of spouses. Wives' and husbands' satisfaction was differentially related to spousal support of relationship goals and individual goals outside marriage. Results are discussed in terms of a need for further analysis of the role personal goals play in the development of close relationships. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Children communicating in cinematic codes: Effects on cognitive skills.

Assigned 87 5th-graders in 2 schools in Israel to 4 55-hr filmmaking courses on 8-mm cameras to examine the influence of active expression through cinematic codes on improving 8 mental skills. The 1st program in filmmaking included photography only; the 2nd, scenario design and photography; the 3rd, photography and editing; the 4th combined all 3 activities. A separate group of 22 Ss from the same classes who were engaged in an arts recreation program served as a control group. Background data were obtained for each S, and mastery levels of 8 mental skills were tested prior to the experiment as well as after the completion of the courses. Multivariate stepwise regression analyses revealed that filmmaking had a significant effect on the cultivation of the 8 mental skills, which included spatial aptitudes as well as logical inferences. The editing activity within the filmmaking process was more significant than other activities to the cultivation of 4 specific skills associated with logical inferences. (31 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social skills and the stress-protective role of social support.

Conducted cross-sectional analyses of data collected from 609 15–27 yr old incoming college freshmen to determine (a) whether the perceived availability of social support protects persons from stress-induced depressive affect; (b) whether social competence, social anxiety, and self-disclosure are responsible for the stress-protective effect of perceived social support; and (c) whether these social skill measures discriminate among persons for whom support will help, hinder, or be ineffective in the face of stress. Prospective analyses based on the original testing (beginning of school year) and 11- and 22-wk follow-ups of a randomly selected subsample (130 and 93 Ss in 1st and 2nd follow-ups, respectively) were used to determine how the same social skill factors influence the development and maintenance of support perceptions and of friendships. Evidence is provided for a stress-buffering role of the perceived availability of social support. The stress-buffering effect is unaffected by controls for the possible stress-protective influences of social anxiety, social competence, and self-disclosure. Although these social skill factors do not discriminate among persons for whom support will help, hinder, or be ineffective, they are prospectively predictive of the development of both social support and friendship formation. These prospective relations between social skills and the development of perceived availability of social support are only partly mediated by number of friends. (38 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Training psychiatric nursing staff in social approval skills.

18 psychiatric nursing staff members (mean age 32 yrs) participated in an experimental training study to test the effectiveness of a brief microtraining instructional format against a traditional discussion training format. Results indicate that both microtraining and discussion treatments produced improved in-vivo performance of verbal and nonverbal social-approval skills, but microtraining treatment resulted in significantly greater in-vivo use of both verbal and nonverbal social-approval skills at posttreatment and a 5-wk follow-up. No differences in skill comprehension were evident across the 2 training treatments. (French abstract) (21 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)