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Biomedical subjects

R G Slaby

Publications and source records attributed to R G Slaby.

7 recordsLinked to original sources
PubMed1994

Prevention of peer and community violence: the pediatrician's role.

Pediatric practitioners can play a pivotal preventative role in helping their young patients to lower their risk of becoming involved in peer and community violence by developing a sound program and implementing specific preventative treatments. The recommendations presented here are derived from the integration of two sources: (1) research evidence on children's involvement with peer violence as aggressors, victims, bystanders who support violence, nonviolent problem-solvers, gender-role-related participants, or witnesses to community violence; and (2) the practical experience of developing a pediatric violence prevention program in a neighborhood health center over the last 12 years. To develop a sound violence prevention program, it is recommended that pediatricians (1) define violence as a major health problem that can be prevented, (2) develop a thorough knowledge of both the factors underlying violence and the misleading popular myths regarding violence, (3) adopt a clear strategy by which to organize and focus these findings in the service of creating behavioral change, and (4) build collaborative partnerships with community leaders and violence prevention researchers to enhance the value of their clinical interventions. To implement specific treatments to reduce children's risk of involvement with violence, it is recommended that pediatricians (1) take a thorough history of children's involvement with violence as an aggressor, a victim, a bystander, a nonviolent problem-solver, a participant in gender-role-related violence, and a witness to violence in the community; (2) educate children and their parents about the ways of reducing their risks by helping them to develop habits of thought and behavior patterns that lead to effective and nonviolent problem solving; (3) provide follow-up support for the changes children and their parents make to help prevent violence; and (4) engage in community outreach activities designed to change community norms about violence.(ABSTRACT TRUNCATED AT 250 WORDS)

Adolescent↗
PubMed1989

Evaluative factors in social problem solving by aggressive boys.

Components of social problem solving (problem definition, generation and prioritization of solutions, and generation and evaluation of consequences) were assessed in high aggressive and low aggressive boys from grades 2-3 and 5-6. When compared with their low aggressive peers, high aggressive boys at both grade levels were more likely to (1) define social problems based on the perception that others were hostilely-motivated adversaries, (2) generate few consequences for exhibiting aggression, (3) choose a "second-best" solution that was rated as ineffective, and (4) evaluate their own affective reactions to self-generated consequences of aggression as "wouldn't care" or as not "unhappy." In addition, within the group of aggressive boys, problem definition was found to be significantly related to both number of solutions generated and effectiveness of solutions that subjects chose as best and second-best. These findings are discussed in terms of early patterns of cognitive mediation that differentiate high aggressive children from their low aggressive peers.

Affect↗
PubMed1979

Infant visual and vocal responses to television.

To provide a first assessment of television influences on infants in the naturalistic setting of the home, visual and vocal behaviors of 72 infants 6 months of age were recorded during 4 days of exposure to various components of broadcast television programs: sound only, picture only, sound plus picture, or a control stimulus of unpatterned sound plus picture. Infants looked longer at the television set during the sound-plus-picture condition than during the picture-only condition, and they looked longer during both of these patterned picture conditions than during both of the other conditions that lacked a patterned picture. Also, infants vocalized more during the picture-only condition than during the sound-only condition. These findings demonstrate that infants attend to the naturalistic presentation of television stimulation and that they respond differentially to the visual and auditory components of television. The results are discussed in terms of the question of the long-term influence on infants' social responsiveness of substantial levels of exposure to the noncontingent, quasi-social stimulation provided by television.

Acoustic Stimulation↗
PubMed1975

Development of gender constancy and selective attention to same-sex models.

4 developmental levels of gender constancy were identified in 55 preschool-age children on the basis of a reproducible Guttman scale of answers to sets of questions pertaining to gender identity, gender stability over time, and gender consistency across situations. Children's developmental level of gender constancy was predictive of the amount and the proportion of time they attended to an adult male and an adult female film model. As boys developed gender constancy, their relative preference for watching the male model increased significantly; as girls developed gender constancy, their relative preference for watching the female model increased, though not significantly. At the more advanced levels of gender constancy, boys watched the male model more than did girls. It was suggested that same-sex social learning may develop as a function of children's cognitive understanding of gender as an identifiable, stable and consistent human attribute.

Age Factors↗