Setting the Stage: Early Child and Family Characteristics as Predictors of Later Loneliness in Children With Developmental Disabilities

Howell, Angela; Hauser‐Cram, Penny; Kersh, Joanne

doi:10.1352/0895-8017(2007)112[18:stseca]2.0.co;2

Cited by 29 publications

(18 citation statements)

References 47 publications

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“…A review reported that 10%-15% of the children and adolescents felt very lonely 7 . It was shown that various factors such as the quality of the social relations were significantly correlated with development of loneliness experience in children and adolescents 8,9 .…”

Section: Introductionmentioning

confidence: 99%

Relationship between perceived parenting style with anxiety levels and loneliness in visually impaired children and adolescents

Hamurcu¹,

Kara²,

Cöngöloğlu³

et al. 2016

Arch. Clin. Psychiatry (São Paulo)

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Background: Visual impairment is a risk factor for psychiatric disorders in the affected children and adolescents, but there are only a limited number of studies concerning the mental health characteristics of visually impaired children and adolescents. Objective: The aim of this study was to determine levels of loneliness and anxiety in visually impaired children and adolescents, to analyze parenting style perceived by visually impaired children and adolescents, to compare those with typically controls. Methods: The study included 40 children and adolescents with visually impairment and 34 control group without visual impairment. Sociodemographic data form, the UCLA loneliness scale, and the State-Trait Anxiety Inventory for Children were used in both groups. The parenting Style Scale was used to determine perceived parental attitudes. Results: This study found more loneliness and trait anxiety levels in visually impaired children and adolescents compared to the control group. Authoritative parenting style was the most frequent type of parental attitude in the visually impaired group. In visual impairment group, loneliness level was higher in subgroups of authoritative and permissive-indulgent parenting style. However, level of trait anxiety was higher in authoritative parenting style subgroup compared to the control group. Discussion: The results of this study showed higher loneliness and anxiety levels in visually impaired children and adolescents. Further studies are needed to determine psychopathological risks in this population.

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Section: Introductionmentioning

confidence: 99%

Relationship between perceived parenting style with anxiety levels and loneliness in visually impaired children and adolescents

Hamurcu¹,

Kara²,

Cöngöloğlu³

et al. 2016

Arch. Clin. Psychiatry (São Paulo)

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“…A number of studies have demonstrated that students with disabilities, such as mild intellectual disabilities, learning disabilities, and autism in inclusive settings reported more loneliness and less satisfaction in peer relationships compared to their typically developing peers (Heiman & Margalit, 1998;Jobe & White, 2007;Pavri & Luftig, 2001;Pavri & Monda-Amaya, 2000;Valas, 1999;Williams & Asher, 1992). However, a limited number of studies have examined the relationships between loneliness and self-concept (Fujiki, Brinton, & Todd, 1996), loneliness and social skills (Zeedyk, Cohen, Eisenhower, & Blacher, 2015), and loneliness and problem behaviors (Howell, Hauser-Cram, & Kersh, 2007). Moreover, only a few studies in Turkey have investigated the academic achievements and social and behavioral characteristics of SEN students in inclusive classrooms (Girli, 2013;Kanay & Girli, 2008;Sucuoglu & Ozokcu, 2005), and no studies have focused on the relationship of loneliness with self-concept, social skills, or problem behaviors of children with special needs except one study examined the relationship between the loneliness and social status of SEN students (Bakkaloglu, 2010).…”

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confidence: 99%

Comparison of the Self-Concepts, Social Skills, Problem Behaviors, and Loneliness Levels of Students with Special Needs in Inclusive Classrooms

Kucukera

Tekinarslan²

2015

EDUC SCI-THEOR PRACT

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Research areas: early childhood special education, family education, family counseling in special education, social acceptance, socio-emotional, and behavioral functioning of children with special needs. Email: skucuker@pau.edu.tr b Assoc. Prof. Ilknur Cifci Tekinarslan (PhD), Department of Special Education, Faculty of Education, Abant Izzet Baysal University, Golkoy, Bolu 14280 Turkey Email: ilknur_cifci@hotmail.com Abstract This study examines whether the self-concepts, social skills, problem behaviors, and loneliness levels of students with special educational needs (SEN) in inclusive elementary classrooms differ from those of students without special educational needs (non-SEN). This study also aimed to identify the roles of self-concept, social skills, and problem behaviors in predicting the loneliness levels of SEN students. The study group comprised 272 students (4 th and 5 th graders) attending inclusive elementary classrooms. A total of 140 were SEN and 132 were non-SEN students. The Social Skills and the Problem Behaviors Scales of the Social Skills Rating System-Teacher Form (SSRS-TF), the Children's Loneliness Scale (CLS), and the Piers-Harris Children's Self-Concept Scale (PHCSCS) were used as data collection tools. The findings showed that the self-concepts, social skills, problem behaviors, and loneliness levels of the SEN students were significantly different than those of the non-SEN students. It was also found that self-concept and social skills were significant predictors of the loneliness levels of SEN students. The findings were discussed regarding the related literature and the inclusive practices in Turkey.

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“…In general, studies indicate that young children with Down syndrome have comparatively small peer social networks as well as less well developed linkages with peers across settings, exhibit a general absence of reciprocal friendships, and report high levels of loneliness (Byrne, Cunningham, & Sloper, 1988; Carr, 1995; Freeman & Kasari, 2002; Guralnick, 2002; Guralnick, Connor, & Johnson, 2009; Howell, Hauser-Cram, & Kersh, 2007; Sloper, Turner, Knussen, & Cunningham, 1990). …”

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confidence: 99%

Peer-Related Social Competence of Young Children With Down Syndrome

Guralnick

Connor

Johnson

2011

American Journal on Intellectual and Developmental Disabilities

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The peer-related social competence of children with Down syndrome was examined in an observational study. Dyadic interactions with peers of children with Down syndrome were compared to the dyadic interactions of matched groups of typically developing children and with playmates differing in both familiarity and social skills. Results suggested that both risk and protective factors influenced the peer interactions of children with Down syndrome. Recommendations were made for applying contemporary models of peer-related social competence to etiologic subgroups to better understand the mechanisms involved and to provide direction for the design of intervention programs.

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Setting the Stage: Early Child and Family Characteristics as Predictors of Later Loneliness in Children With Developmental Disabilities

Cited by 29 publications

References 47 publications

Relationship between perceived parenting style with anxiety levels and loneliness in visually impaired children and adolescents

Relationship between perceived parenting style with anxiety levels and loneliness in visually impaired children and adolescents

Comparison of the Self-Concepts, Social Skills, Problem Behaviors, and Loneliness Levels of Students with Special Needs in Inclusive Classrooms

Peer-Related Social Competence of Young Children With Down Syndrome

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