Sentences with phrase «early social isolation»

More sustained early social isolation of young degus altered the serotonergic and dopaminergic cortical innervation in the orbital prefrontal cortex possibly reflecting different functioning of these monoamine transmitter systems in result of parental deprivation [133].

Not exact matches

How Early Social Deprivation Impairs Long - Term Cognitive Function A growing body of research shows that children who suffer severe neglect and social isolation have cognitive and social impairments as aSocial Deprivation Impairs Long - Term Cognitive Function A growing body of research shows that children who suffer severe neglect and social isolation have cognitive and social impairments as asocial isolation have cognitive and social impairments as asocial impairments as adults.

A study shows, for the first time, how these functional impairments arise: Social isolation during early life prevents the cells that make up the brain's white matter from maturing and producing the right amount of myelin, the fatty «insulation» on nerve fibers that helps them transmit long - distance messages within the brain.

This time of learning how to parent is crucial not only to the success of breastfeeding but also to the mother - infant relationship, but the early weeks and months are often a time of relative social isolation.

Psychologist Harry Harlow conducted a number of controversial experiments on social isolation in rhesus monkeys which demonstrated the devastating effects of disrupting early attachments.

Harry Harlow's infamous studies on maternal deprivation and social isolation during the 1950s and 1960s also explored early bonds.

This study suggests that it is in the earlier, later than the later, years of primary school that placement with chronological peers is more likely to result in the gifted child experiencing loneliness or social isolation.

Puppies and dogs are social animals and leaving your puppy in isolation early in their life is unkind.

Bright Futures, the AAP health promotion initiative, provides resources for pediatricians to detect both ACEs and adverse developmental outcomes.36 Programs like Reach Out and Read, in which pediatricians distribute books and model reading, simultaneously promote emergent literacy and parent — child relationships through shared reading.37, 38 However, ACEs can not be addressed in isolation and require collaborative efforts with partners in the education, home visitation, and other social service sectors in synergistic efforts to strengthen families.29 In this way, programs like Help Me Grow39 that create streamlined access to early childhood services for at - risk children can play a critical role in building an integrated system that connects families to needed resources to enhance the development of vulnerable children.

However, there is also at least some evidence to suggest that socially - withdrawn, anxious and depressive children can also particularly benefit from positive peer relationships.29, 32,33,34 For example, Laursen and colleagues35 reported that having at least one close friend attenuated links between social isolation and the development of internalizing problems in early childhood.

Such experiences may also contribute to the development of early maladaptive schemas like defectiveness / shame, social isolation / alienation, subjugation, self - sacrifice, approval - seeking and emotional inhibition (Calvete, 2014).

As described earlier, poorer vision has been found to be linked to more functional limitations, feelings of social isolation, and depressive symptomatology.

«Overwhelmingly, the biggest issue for care leavers was one of isolation and loneliness; and the difficulty of navigating their way through their late teens and early twenties without a strong and stable social network to support them».

That is, the finding that clique isolation predicted an increase in depressive symptoms indicates that viewing peer relations from a group perspective contributes significantly to the existing knowledge about problematic peer experiences as social risk factors for depression in early adolescence.

In addition, the finding that loneliness but not perceived social acceptance mediated the link between clique isolation and depressive symptoms provides insight into underlying cognitive - emotional constructs, which may be helpful in preventing depressive symptoms in early adolescence.

Adolescent girls diagnosed with a disruptive behaviour disorder (DBD) show negative outcomes in adulthood, such as early pregnancy, social isolation, personality disorders, unemployment, psychiatric co-morbidity and substance abuse [2, 3].

In sum, the first objective of the present study was to investigate whether clique isolation is a social risk factor for an escalation in depressive symptoms in early adolescence.

The objectives of the present study were (a) to investigate whether clique isolation from age 11 to 13 years is a social risk factor for subsequent depressive symptoms in early adolescence; (b) to test the potential role of loneliness and perceived social acceptance as cognitive and emotional constructs underlying the link between clique isolation and depressive symptoms; and (c) to explore possible sex differences in the association between clique isolation and depressive symptoms.

In line with earlier findings about the association between problematic peer relations and depression in childhood and adolescence (Ladd and Troop - Gordon 2003; La Greca and Moore Harrison 2005; Pedersen et al. 2007), we did not find sex differences in the association between clique isolation and subsequent depressive symptoms and also not in the mediating role of loneliness and social self perception.

Indeed, adolescents are more likely to experience loneliness in early adolescence as opposed to late adolescence (Ladd and Ettekal 2013), which may accentuate the experience of social isolation (Laursen and Hartl 2013).

Previous research in the field has reported correlations between social isolation in early to middle childhood and a range of poor outcomes, including internalising and externalising behaviours e.g. (Bukowski & Adams 2005).