Social & Emotional Adjustment & Learning Disabilities Lecture 6 PDF

Social & Emotional Adjustment and Learning Disabilities Intrapersonal and Interpersonal Perspectives Lecture 6 https://www.youtube.com/watch?v=1sfM-xx 7tHI  researchers have recognized these children’s and adolescents’ diverse difficulties in the soc...

Social & Emotional Adjustment and Learning Disabilities Intrapersonal and Interpersonal Perspectives Lecture 6 https://www.youtube.com/watch?v=1sfM-xx 7tHI  researchers have recognized these children’s and adolescents’ diverse difficulties in the social and emotional domains (e.g., Al-Yagon, 2010; Estell et al., 2008; Murray & Greenberg, 2001; Sharabi & Margalit, 2011). One major approach toward conceptualizing these youngsters’ individual differences in social adjustment has been the study of social cognition (Crick & Dodge, 1994; Dodge, 1986; Ladd & Mize, 1983).  There is wide agreement that children and adolescents with LD are at risk for experiencing more social, emotional, and behavioral difficulties than their non-LD peers (e.g., Al-Yagon, 2010; Dyson, 2003; Estell et al., 2008; Lackaye & Margalit, 2006; Weiner & Schneider, 2002). These difficulties emerge in both interpersonal and intrapersonal domains.  Many LD studies identified various interpersonal difficulties with peers, as well as with significant adults, such as parents and teachers. Higher levels of difficulties in peer relationships, poorer social skills, higher peer rejection, and lower peer acceptance (Al-Yagon, 2007; Estell et al., 2008). Less likely to report secure attachment with mothers and fathers (Al-Yagon, 2007, 2011; Al-Yagon &Mikulincer, 2004a, 2004b; Murray & Greenberg, 2001) or to appraise teachers as a secure base (Al-Yagon & Mikulincer, 2004b; Murray & Greenberg, 2001, 2006). greater vulnerability for externalizing behaviors such as antisocial and aggressive behaviors (e.g., Capozzi et al., 2008; McNamara, Vervaeke, & Willoughby, 2008).  In the intrapersonal domain, research studies revealed that children and adolescents with LD evidence : higher levels of loneliness, depression, anxiety, and withdrawn behaviors, and a lower sense of coherence [a coping capacity to deal with everyday life stressors] (Al-Yagon, 2010; Estell et al., 2008; Margalit, 2010; Margalit & Al-Yagon, 2002; Pavri & Monda-Amaya, 2000; Weiner & Schneider, 2002). social frustrations and emotional distress (Raskind, Margalit, & Higgins, 2006). lower self-concept, more somatic complaints, and higher levels of stress (Capozzi et al., 2008; Chapman, 1988; Feurer & Andrews, 2009). Low future hopes for achieving preferred goals (Margalit, 2010). THE PROCESSING OF SOCIAL INFORMATION social-cognitive aspects comprise the mechanisms leading to social behaviors, which in turn serve as the foundation for social adjustment. “social cognition” refers to the implicit mental processes that contribute to social perceptions and behaviors, independent of conscious awareness. Studies have underscored the possible role of numerous aspects of social cognition that may contribute to children’s social adjustment, such as encoding cues, interpreting cues, and generating potential responses (e.g., Huesmann, 1988; Rubin & Krasnor, 1986). However, most studies that have focused on social-cognitive functioning have utilized the SIP model developed by Crick and Dodge (1994). Social Information Processing Model This model provides details on how children process and interpret social cues in different situations and arrive at a behavioural or emotional decision regarding these cues. Each child approaches a particular social situation or task with a set of biologically determined capabilities and a database of memories of past experiences. SIP Model The reformulated SIP model presented by Crick and Dodge in 1994 comprises six mental steps: Encoding of external and internal social cues. Interpretation and mental representation processes. Clarification of goals. Response access or constriction. Response decision. Behavioural enactment SOCIAL-COGNITIVE SKILLS The study of social cognition offers important insight into individual differences in social adjustment (Crick & Dodge, 1994; Gifford-Smith & Rabiner, 2004; Ladd & Mize, 1983). Therefore, studies focusing on children and adolescents with LD have investigated the possible role of different aspects of social cognition in explaining socioemotional difficulties. Three major aspects of social cognition were examined by studies that focused on the possible role of only one or two components of the social-cognitive process in children and adolescents with LD. These aspects are: social perception and interpretation, social problem-solving, and role-taking abilities. Social and Emotional Perception and Interpretation socioemotional maladjustment lower accuracy in comprehending nonverbal cues nonverbal emotion expressions(anger, embarrassment, fear, frustration, joy, and love.) https://www.youtube.com/watch?v=sjV6m4XZjVo Problem-Solving Skills Identifying a social problem, Generating alternative solutions Hypothetical social situations, and Offering the relevant means to accomplish desirable social outcomes Qualitative and quantitative deficiencies regarding peer conflict situations Role-Taking Ability (the ability to understand others’ feelings and thoughts)