Enhancing the social skills of an unpopular girl: A social learning intervention

The use of a social learning approach to reduce the unpopularity of an 11-year-old girl, Rene, at a summer camp was studied. Two social skill deficiencies were suggested to be the cause of Rene's unpopularity by her bunk house counselors: her lack of contact with bunkhouse members during free choice times, and her negative, interfering conversational style. A multiple baseline design was used by the counselors to successively implement reinforcement contingencies on each class of social skill. Substantial improvements in performance were noted concurrent with the application of each contingency. These outcomes were maintained after reinforcement contingencies were withdrawn. Sociometric ratings of Rene's popularity by her bunkhouse mates improved after intervention. These outcomes are discussed from a social learning perspective.     

On boredom and social identity: a pragmatic meaning-regulation approach

People who feel bored experience that their current situation is meaningless and are motivated to reestablish a sense of meaningfulness. Building on the literature that conceptualizes social identification as source of meaningfulness, the authors tested the hypothesis that boredom increases the valuation of ingroups and devaluation of outgroups. Indeed, state boredom increased the liking of an ingroup name (Study 1), it increased hypothetical jail sentences given to an outgroup offender (Study 2 and Study 3), especially in comparison to an ingroup offender (Study 3), it increased positive evaluations of participants' ingroups, especially when ingroups were not the most favored ones to begin with (Study 4), and it increased the appreciation of an ingroup symbol, mediated by people's need to engage in meaningful behavior (Study 5). Several measures ruled out that these results could be explained by other affective states. These novel findings are discussed with respect to boredom, social identity, and existential psychology research.     

A pragmatic defense of Millianism

A new kind of defense of the Millian theory of names is given, which explains intuitive counter-examples as depending on pragmatic effects of the relevant sentences, by direct application of Grice’s and Sperber and Wilson’s Relevance Theory and uncontroversial assumptions. I begin by arguing that synonyms are always intersubstitutable, despite Mates’ considerations, and then apply the method to names. Then, a fairly large sample of cases concerning names are dealt with in related ways. It is argued that the method, as applied to the various cases, satisfies the criterion of success: that for every sentence in context, it is a counter-example to Millianism to the extent that it has pragmatic effects (matching speakers’ intuitions).     

Promoting social competence and preventing childhood aggression: A framework for applying social information processing theory in intervention research

Advances in social information processing (SIP) theory have contributed to the understanding of the ways in which cognitive operations lead to aggressive behavior in childhood. Despite these advances, applying SIP theory to the design of interventions to promote social competence and prevent aggressive behavior remains in a formative stage. Few programs have explicitly applied the SIP theory. Moreover, among the relatively few programs that have used SIP as a theoretical basis, the applications of the SIP theory vary widely. This article provides a general framework for applying the SIP theory to school-based interventions. We review key elements of the SIP model and distinguish SIP from the more general social problem-solving perspective. We discuss several methodological issues in conducting the SIP intervention research.     

A mixed-methods process evaluation of a goal management intervention for patients with polyarthritis

Process evaluations of newly developed interventions are necessary to identify effective and less effective intervention components. First aim of this study was to identify key components of a psychosocial goal management intervention from the perspective of participants, and second aim was to evaluate the intervention’s fidelity. A mixed-methods approach was applied to 24 interviews with participants post-intervention and 16 audio recordings of random training sessions. Participants experienced three key components: (1) the content, in which specific exercises helped to raise awareness and (intention to) change goal management behaviour, (2) person-focused approach, specifically, the nurse as trainer and personal fit of the approach, and (3) social mechanisms, including facilitating group processes and interpersonal processes. Adherence to the protocol by the trainers was high, while differences were found in the degree to which they were able to apply the intended collaborative approach and psychological communication skills. The applied design provided valuable insights into the processes that took place. Both the effects experienced by participants in relationship to the content, approach and social mechanisms as well as the strengths and weaknesses found with regard to fidelity provide insights that can inform the development and implementation of person-focused interventions.     

A pragmatic study of child dysfluency

The purpose of this paper was to investigate the conversational breakdowns, repairs, and resolution strategies in a conversation between a young dysfluent female child and her mother. Analysis of the conversation revealed five types of breakdowns, four repair types, and two resolution strategies. The majority of dysfluent moments occured in one particular type of breakdown, where the child elaborated on a comment, thereby departing from the parent's tightly formatted agenda that pervaded the interaction. This may have been an attempt of the child to gain control over the situation. This pragmatic analysis demonstrates a potentially useful way of defining the nature of interaction in which stuttering may occur. Therapeutic implications based on this type of pragmatic analysis are given.     

Student volunteer social support and infant intervention: A case study

The emphases in infant mental health have been in the three areas of supporting the mother-infant dyad through education, psychotherapy to help parents resolve emotional conflicts that interfere with the parent-infant interaction, and support during the acute crisis that follows an abnormal birth. The case described herein involves a child with a genetic defect born to competent parents, a chronic stressful situation that does not fit these categories. It became apparent in the first few months after the birth that both the child and parents were in need of some help in coping with the situation. An intervention was designed to help provide both the necessary stimulation for the baby and the needed emotional support for the family, while it acknowledged their skill and competencies as parents. This was done through the help of college student volunteers, who assisted the mother in the home. Developmental data recorded at birth, 7 months, 12 months, and 39 months indicate that the child is severely multiply handicapped. Interview data with the parents at those times document their personal and family difficulties, the eventual resolution as a family in dealing with this problem, and the importance of the volunteer help during that process.     

Family crisis intervention in social services

This article advocates the use of family therapy in crisis intervention. It relies upon the literature on crisis intervention, on family therapy literature, and on ten years experience of working in a social services area office, in which social workers are often required to respond alone to many different kinds of crises. Two typical referrals demanding crisis intervention and the responses to them are described.     

The effect of social network intervention for women with rheumatoid arthritis

A partially-controlled intervention study was performed. Female patients with rheumatoid arthritis (RA) were allocated to three groups: the network intervention group (n = 104), the attention control group (n = 85), and the no-treatment control group (n = 75). The network intervention consisted of an assessment session and a network meeting. Patients were assessed at baseline and approximately 10 and 18 months after the intervention. The network intervention group reported an increase in network size. Daily emotional support increased for the intervention patients compared with patients in the attention control group. The degree of social dysfunction was reduced for patients in the intervention group compared to patients in the no-treatment control group. Furthermore, for single patients, the intervention significantly increased the social network size and improved both social functioning, and perceived overall health, compared to both control groups. The results suggest that the social needs of single patients should be given special attention in clinical settings.     

A review of online social networking profiles by adolescents: implications for future research and intervention

This study explored content posted and interactions taking place on adolescent online social networking profiles. Although "blogging" continues to soar in popularity, with over half of teenagers online participating in some form, little research has comprehensively explored blog communication within the context of adolescent development. Content was qualitatively coded from 100 randomly selected profiles authored by adolescents between the ages of 16 and 18. Rich thematic elements were identified including family and social issues, risk behaviors, disclosure of personally identifiable information, and frequent peer interaction. Results indicate adolescent blogs frequently contain appropriate images, positive comments about parents and peers, athletics, a variety of risk behaviors, and sexual and profane language. In addition, school type was examined (public versus private, religious) as a potential factor in understanding the differences in content posted by adolescents; however, no significant differences were found. Implications for parental monitoring and intervention are discussed as well as direction for future research. Adolescents' online profiles contain a wealth of intimate, candid, and publicly available information on a wide range of social issues pertinent to adolescence that contribute to the understanding of adolescent development and well-being.     

Model building in developmental psychopathology: a pragmatic approach to understanding and intervention

Proposes model building as a pragmatic and integrative approach to developmental psychopathology. The model-building process is iterative within a program of research, cycling through the following phases of research: theory, field observation, construct definition, measurement development, construct analysis, model testing, experimental field trials, and model revision. Research on the development of and interventions for antisocial behavior is discussed as a tool for reflecting on the model-building process. The ecological framework is offered as a science-based heuristic that integrates various levels of analysis and theoretical perspectives.     

A pragmatic description of early language development

Language acquisition involves more than learning the abstract structures of linguistic competence. The child also has to learn how to use linguistic structures appropriately. In this paper, the speech act is proposed as the unit of analysis for studying the pragmatics of early child language. The results of a study of children's uses of single-word utterances are reported, and the data are analyzed in terms of “primitive speech acts.”     

A pragmatic account of a presuppositional effect

Two different theoretical accounts of a presuppositional effect in sentence interpretation were considered. One is a semantic account based on componential analysis. The other is a pragmatic account based on relevance theory which does not call for lexical decomposition. The two theoretical points of view were tested against each other by making use of a well-known riddle, studied by Noordman (1979), whose standard form is: “You are my son, but I am not your father. Who am I?” In the first experiment, a manipulation based on the replacement of a lexical unit with a paraphrastic expression that did not contain the critical semantic component failed to enhance performance, whereas in the second experiment, a manipulation of contextual information leaving the lexical unit unaltered was successful in modifying performance. Both results conform to the predictions of relevance theory, but are at variance with the predictions of the componential theory.     

Some problems with social cognition models: a pragmatic and conceptual analysis.

Empirical articles published between 1997 and 2001 from 4 health psychology journals that tested or applied 1 or more social cognition models (theory of reasoned action, theory of planned behavior, health belief model, and protection motivation theory; N = 47) were scrutinized for their pragmatic and conceptual basis. In terms of their pragmatic basis, these 4 models were useful for guiding research. The analysis of their conceptual basis was less positive. First, these models do not enable the generation of hypotheses because their constructs are unspecific; they therefore cannot be tested. Second, they focus on analytic truths rather than synthetic ones, and the conclusions resulting from their application are often true by definition rather than by observation. Finally, they may create and change both cognitions and behavior rather than describe them.