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Results for “Social Control, Informal”

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At least 271 records · Page 15Linked to original sources
PubMed1995

Traditional and evaluative aspects of flexibility in gender roles, social conventions, moral rules, and physical laws.

Traditional and evaluative aspects of flexibility regarding transgressions across several domains (masculine and feminine gender roles, moral rules, social etiquette, and physical law) were assessed in 24 4-year-olds, 40 8-year-olds, and 46 college undergraduates. Traditional and evaluative aspects of flexibility yielded distinctly different patterns of response. Data indicated an age-related increase in flexibility on traditional measures (i.e., traditional rule flexibility, cultural relativity) for transgressions in all domains, except physical laws. In contrast, subjects in all age groups were consistently negative in their evaluations of transgressions in moral rules, etiquette, and masculine gender roles. Female subjects viewed masculine gender role transgressions with greater flexibility and less negativity than did male subjects. Results demonstrate the multidimensional character of flexibility development in different social and physical domains. Results suggest that masculine and feminine gender roles and social etiquette may not fall within a common domain of social convention.

Adolescent↗
PubMedDate not supplied

Parent-child interaction and attention regulation in children born prematurely.

ISSUES AND PURPOSE: The goal of this pilot study was to understand attention behaviors in extremely low-birth-weight (ELBW) children within the context of parent-child interactions and their relation to the child's independent performance. DESIGN AND METHODS: Parent-child and child-alone puzzle matching tasks, demographics, and IQ were measured in a sample of 15 4-year-olds who weighed <1000 g at birth and were free from major disability. RESULTS: A self-regulated and efficient strategy during the parent-child puzzle was related to using an efficient strategy when working alone. Attention regulation during the parent-child puzzle was related to accuracy in the child-alone task. Parents appeared to be regulating attention appropriately. PRACTICE IMPLICATIONS: Understanding the mechanisms of attention regulation in ELBW children could lead to specific interventions to support parents in strengthening their children's self-regulatory functioning.

Adult↗
PubMed1996

Adolescent gender differences in alcohol problem behaviors and the social contexts of drinking.

This study of more than 1,300 high school students examined gender differences in the social context of drinking associated with four alcohol problem behaviors (high intensity drinking, binge drinking, driving while intoxicated, and riding with an alcohol impaired driver). A series of analyses treated five social contexts of drinking (Social Facilitation, School Defiance, Stress Control, Peer Acceptance, and Parental Approval) as dependent variables and revealed significant multivariate interaction effects between gender and all four alcohol problem behaviors. Male problem drinkers were more likely to drink in all social contexts than female problem drinkers or non-problem drinkers of both genders. Females were no more likely to drink in the context of Stress Control than males, a finding inconsistent with some previous research. The social contexts of Social Facilitation, School Defiance, and Stress Control were the best discriminators of problem versus non-problem drinkers of both genders (although the order of importance varied by gender and specific problem behavior). Implications for designing targeted interventions are discussed.

Adolescent↗
PubMed1993

Prisoners of progress or hostages to fortune?

The new reproductive technologies, especially in vitro fertilization (IVF), have extended the possibilities of assisted reproduction to the benefit of the childless couples. At the same time these technologies and their added techniques, however, have fragmented reproduction and exposed the human egg to intervention yet unknown.... These possibilities have legal as well as ethical implications. The challenge is to obtain all the advantages of the reproduction revolution and avoid the disadvantages: to avoid becoming prisoners of progress, but to control the development and guide it in the directions we want. One of the problems is trying to foresee unwarranted consequences. Another is to agree upon which consequences are unwarranted and how they are best avoided or minimized. Although the questions that arise with respect to law, medicine and bioethics are similar all over the world, there are differences of a philosophical, economic, social, political, religious and even geographical nature which are not easily bridged. It is apparent, though, that core approaches are desirable. This article is an attempt to explore the ways in which these determinants have been manipulated in two European [Great Britain, Denmark] legal systems. We are interested in the ways in which those legal systems have been customized to provide temporary answers and marshalling points for regulating reproduction and we seek to make some observations on the ways in which laws, customs and values have been manipulated to produce pictures of the family and the way in which we want -- literally and figuratively -- to conceive of it in the 21st century.

Advisory Committees↗
PubMed1975

Mental health mystification and social control.

The field of mental health suffers from an abundance of technical jargon. The major social issues that touch upon mental health are debated in these technical terms, but persons most affected by the issues are left out of the debate. Hence, professionals have come to serve as an exclusionary buffer between human anguish and social policy.

Humans↗
PubMed1995

Conventional wisdom is a poor predictor of the relationship between discipline policy, student misbehaviour and teacher stress.

Will an effective discipline policy improve student misbehaviour and result in a reduction of teacher stress? It is commonly believed that student misbehaviour is a major cause of teacher stress, and that the degree of student misbehaviour is reflected in student suspension rates. Moreover, it is believed that student misbehaviour can be reduced by improving a school's discipline policy through the collaborative efforts of whole school communities. As a result of growing concern about student misbehaviour and teacher stress, a Whole School Approach to Discipline and Student Welfare programme was implemented throughout the Australian state of Victoria. This paper reports on the evaluation studies that were conducted to assess the effectiveness of the programme and examine the assumptions which underpinned its implementation. Data were obtained from 4,072 primary and secondary school teachers. Although longitudinal analyses suggested that the programme was effective in reducing teacher stress, there was no mean change in student misbehaviour. Structural equation analyses showed that there was little relationship between a school's discipline policy and the perceived level of student misbehaviour. It was also found that student suspension rates were not related to student misbehaviour, but could be predicted on the basis of a school's discipline policy and the self-esteem of teachers. Two and three wave causal analyses also demonstrated the problems associated with using cross-sectional research to support major policy decisions. Overall, these studies showed that there is little point in trying to reduce teacher stress by reducing student misbehaviour. Rather, it is more appropriate to develop a supportive organisational climate that enables teachers to cope with the student misbehaviour that confronts them.

Adolescent↗