Pretend play and parents\u27 view of social competence: the construct validity of the Child-Initiated Pretend Play Assessment.

Background and Aims: Play is the primary means through which children develop skills and socially interact with other children. The aim of this study was to investigate the relationship between pretend play and social competence in 4&ndash;5-year-old typically developing children, thereby adding further knowledge to the construct validity of the Child-Initiated Pretend Play Assessment (ChIPPA). Procedure: The pretend play ability of 35 preschool children aged 4&ndash;5 years was assessed using the ChIPPA. Parent/guardians of the children were interviewed regarding their child\u27s social competence using the Vineland Social&ndash;Emotional Early Childhood Scales (Vineland SEEC Scales). Main Findings: No significant correlations were found between the children\u27s play scores and their Vineland SEEC Scales scores. A significant and negative relationship was found between cooperation and sharing and elaborate play scores, suggesting that children who scored poorly on the play assessment were rated as cooperative by parents. Principal Conclusions: Parent report of social competence cannot be inferred from play scores. Reasons for the negative and significant finding are put forward and clinical implications of the findings are discussed. Additional investigations are necessary to further explore the construct validity of inferring social competence using the ChIPPA. <br /

Model of social competence in an early childhood environment

Maintaining relationships and interacting socially are essential aspects of children's occupational performance. A Model of Social Competence in an Early Childhood environment has been formulated to guide the assessment of and intervention for young children with issues in social skills. This article aims to (1) present the constructs that contribute to social competence for young children, (2) describe the interrelated contextual, foundation and environmental influences on social competence using the Model of Social Competence in an Early Childhood environment as a means of systematically examining these factors, and (3) discuss future directions for early intervention for children with social competence concerns. Cultural considerations will be discussed in relation to the Singaporean early childhood context

Is there evidence of learned helplessness in horses?

Learned helplessness can be defined as a psychological condition whereby individuals learn that they have no control over unpleasant or harmful conditions, that their actions are futile and that they are helpless. In a series of experiments in which dogs were exposed to inescapable shocks it was found that this lack of control subsequently interfered with the ability to learn an avoidance task. There is evidence that both neural adaptations and behavioural despair occur in response to uncontrollable aversive experiences in rodents, although this has yet to be demonstrated in other species such as horses. However, it has been suggested that certain traditional methods of horse training and some behavioral modification techniques may involve aversive conditions over which the horse has little or no control. When training and management procedures are repeatedly unpleasant for the horse and there is no clear association between behavior and outcome, this is likely to interfere with learning and performance, in addition to compromising welfare. This paper reviews published literature and anecdotal evidence to explore the possibility that the phenomenon learned helplessness occurs in the horse.<br/

Hispano-Americans in Europe: what do we know about their health status and determinants? A scoping review.

BACKGROUND: Policy makers and health practitioners are in need of guidance to respond to the growing geographic mobility of Hispano-American migrants in Europe. Drawing from contributions from epidemiology, social sciences, demography, psychology, psychiatry and economy, this scoping review provides an up-to-date and comprehensive synthesis of studies addressing the health status and determinants of this population. We describe major research gaps and suggest specific avenues of further inquiry. METHODS: We identified systematically papers that addressed the concepts "health" and "Hispano Americans" indexed in five data bases from Jan 1990 to May 2014 with no language restrictions. We screened the 4,464 citations retrieved against exclusion criteria and classified 193 selected references in 12 thematic folders with the aid of the reference management software ENDNOTE X6. After reviewing the full text of all papers we extracted relevant data systematically into a table template to facilitate the synthesising process. RESULTS: Most studies focused on a particular disease, leaving unexplored the interlinkages between different health conditions and how these relate to legislative, health services, environmental, occupational, and other health determinants. We elucidated some consistent results but there were many heterogeneous findings and several popular beliefs were not fully supported by empirical evidence. Few studies adopted a trans-national perspective and many consisted of cross-sectional descriptions that considered "Hispano-Americans" as a homogeneous category, limiting our analysis. Our results are also constrained by the availability and varying quality of studies reviewed./nCONCLUSIONS:/nBurgeoning research has produced some consistent findings but there are huge gaps in knowledge. To prevent unhelpful generalisations we need a more holistic and nuanced understanding of how mobility, ethnicity, income, gender, legislative status, employment status, working conditions, neighbourhood characteristics and social status intersect with demographic variables and policy contexts to influence the health of the diverse Hispano-American populations present in Europe