Dynamics of social contagions with limited contact capacity.

Science.gov (United States)

Wang, Wei; Shu, Panpan; Zhu, Yu-Xiao; Tang, Ming; Zhang, Yi-Cheng

2015-10-01

Individuals are always limited by some inelastic resources, such as time and energy, which restrict them to dedicate to social interaction and limit their contact capacities. Contact capacity plays an important role in dynamics of social contagions, which so far has eluded theoretical analysis. In this paper, we first propose a non-Markovian model to understand the effects of contact capacity on social contagions, in which each adopted individual can only contact and transmit the information to a finite number of neighbors. We then develop a heterogeneous edge-based compartmental theory for this model, and a remarkable agreement with simulations is obtained. Through theory and simulations, we find that enlarging the contact capacity makes the network more fragile to behavior spreading. Interestingly, we find that both the continuous and discontinuous dependence of the final adoption size on the information transmission probability can arise. There is a crossover phenomenon between the two types of dependence. More specifically, the crossover phenomenon can be induced by enlarging the contact capacity only when the degree exponent is above a critical degree exponent, while the final behavior adoption size always grows continuously for any contact capacity when degree exponent is below the critical degree exponent.

Tourist typology in social contact: An addition to existing theories

OpenAIRE

Fan, Daisy X.F.; Zhang, H.Q.; Jenkins, C.L.; Tavitiyaman, P.

2017-01-01

Tourist-host social contact, as a unique type of social contact, is not getting sufficient attention in tourism academia considering its remarkable impacts on tourists’ travel attitudes, behaviors and long-term perceptions. The objectives of the current study are to explore the dimensions of tourist-host social contact and to contribute to the theory of tourist typology according to their dynamic nature in tourist-host social interaction. Forty-five in-depth interviews were conducted to gener...

Social behavior of young dairy calves housed with limited or full social contact with a peer

DEFF Research Database (Denmark)

Duve, Linda Rosager; Jensen, Margit Bak

2012-01-01

grouping in duration of rest and rest with a neighbor. In conclusion, from the age of 3wk of life, calves housed with full social contact performed more social behaviors than calves housed individually with limited social contact, whereas only minor differences were found in the social behavior of calves......This study compared the effect of individual and pair housing and age at pair housing on the social behavior of young dairy calves. Twenty-seven pairs of calves were reared from birth until 6 wk either individually (limited social contact between bars; L calves), in pairs (full social contact; F...... sniffing and licking another calf more than were the L calves. No difference was found in duration of lying down in body contact with another calf between F and LF calves on d 22; however, on d 34, LF calves performed more of this behavior than did F calves. Continuous recordings of social behavior were...

The level of social contact affects social behaviour in pre-weaned dairy calves

DEFF Research Database (Denmark)

Duve, Linda Rosager; Jensen, Margit Bak

2011-01-01

The present study investigated the effects of the level of social contact in the home environment on the social preference, bonding and social behaviour of pre-weaned dairy calves. Twenty-seven pairs of calves were reared from birth until 6 weeks either individually (with limited social contact...... between bars; L-calves), in pairs (with full social contact; F-calves), or individually for 3 weeks and in pairs for the next 3 weeks (LF-calves). At 5 weeks of age the bonding between calves in a pair was evaluated by measuring their response to separation and the subsequent reunion in the home...... environment. The following day the social preference was evaluated in a triangular test arena where the calves could choose between the companion and an unfamiliar calf. Finally, at 6 weeks of age the response of the calves to a novel arena, alone and with the companion, was measured. During separation...

We'll meet again: revealing distributional and temporal patterns of social contact.

Directory of Open Access Journals (Sweden)

Thorsten Pachur

Full Text Available What are the dynamics and regularities underlying social contact, and how can contact with the people in one's social network be predicted? In order to characterize distributional and temporal patterns underlying contact probability, we asked 40 participants to keep a diary of their social contacts for 100 consecutive days. Using a memory framework previously used to study environmental regularities, we predicted that the probability of future contact would follow in systematic ways from the frequency, recency, and spacing of previous contact. The distribution of contact probability across the members of a person's social network was highly skewed, following an exponential function. As predicted, it emerged that future contact scaled linearly with frequency of past contact, proportionally to a power function with recency of past contact, and differentially according to the spacing of past contact. These relations emerged across different contact media and irrespective of whether the participant initiated or received contact. We discuss how the identification of these regularities might inspire more realistic analyses of behavior in social networks (e.g., attitude formation, cooperation.

High-resolution measurements of face-to-face contact patterns in a primary school.

Directory of Open Access Journals (Sweden)

Juliette Stehlé

Full Text Available BACKGROUND: Little quantitative information is available on the mixing patterns of children in school environments. Describing and understanding contacts between children at school would help quantify the transmission opportunities of respiratory infections and identify situations within schools where the risk of transmission is higher. We report on measurements carried out in a French school (6-12 years children, where we collected data on the time-resolved face-to-face proximity of children and teachers using a proximity-sensing infrastructure based on radio frequency identification devices. METHODS AND FINDINGS: Data on face-to-face interactions were collected on Thursday, October 1(st and Friday, October 2(nd 2009. We recorded 77,602 contact events between 242 individuals (232 children and 10 teachers. In this setting, each child has on average 323 contacts per day with 47 other children, leading to an average daily interaction time of 176 minutes. Most contacts are brief, but long contacts are also observed. Contacts occur mostly within each class, and each child spends on average three times more time in contact with classmates than with children of other classes. We describe the temporal evolution of the contact network and the trajectories followed by the children in the school, which constrain the contact patterns. We determine an exposure matrix aimed at informing mathematical models. This matrix exhibits a class and age structure which is very different from the homogeneous mixing hypothesis. CONCLUSIONS: We report on important properties of the contact patterns between school children that are relevant for modeling the propagation of diseases and for evaluating control measures. We discuss public health implications related to the management of schools in case of epidemics and pandemics. Our results can help define a prioritization of control measures based on preventive measures, case isolation, classes and school closures, that

Social Contacts and Mixing Patterns Relevant to the Spread of Infectious Diseases

Science.gov (United States)

Mossong, Joël; Hens, Niel; Jit, Mark; Beutels, Philippe; Auranen, Kari; Mikolajczyk, Rafael; Massari, Marco; Salmaso, Stefania; Tomba, Gianpaolo Scalia; Wallinga, Jacco; Heijne, Janneke; Sadkowska-Todys, Malgorzata; Rosinska, Magdalena; Edmunds, W. John

2008-01-01

Background Mathematical modelling of infectious diseases transmitted by the respiratory or close-contact route (e.g., pandemic influenza) is increasingly being used to determine the impact of possible interventions. Although mixing patterns are known to be crucial determinants for model outcome, researchers often rely on a priori contact assumptions with little or no empirical basis. We conducted a population-based prospective survey of mixing patterns in eight European countries using a common paper-diary methodology. Methods and Findings 7,290 participants recorded characteristics of 97,904 contacts with different individuals during one day, including age, sex, location, duration, frequency, and occurrence of physical contact. We found that mixing patterns and contact characteristics were remarkably similar across different European countries. Contact patterns were highly assortative with age: schoolchildren and young adults in particular tended to mix with people of the same age. Contacts lasting at least one hour or occurring on a daily basis mostly involved physical contact, while short duration and infrequent contacts tended to be nonphysical. Contacts at home, school, or leisure were more likely to be physical than contacts at the workplace or while travelling. Preliminary modelling indicates that 5- to 19-year-olds are expected to suffer the highest incidence during the initial epidemic phase of an emerging infection transmitted through social contacts measured here when the population is completely susceptible. Conclusions To our knowledge, our study provides the first large-scale quantitative approach to contact patterns relevant for infections transmitted by the respiratory or close-contact route, and the results should lead to improved parameterisation of mathematical models used to design control strategies. PMID:18366252

Social integration, social contacts, and blood pressure dipping in African-Americans and whites.

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Troxel, Wendy M; Buysse, Daniel J; Hall, Martica; Kamarck, Thomas W; Strollo, Patrick J; Owens, Jane F; Reis, Steven E; Matthews, Karen A

2010-02-01

Both the size and diversity of an individual's social network are strongly and prospectively linked with cardiovascular morbidity and mortality. Social relationships may influence cardiovascular outcomes, at least in part, via their impact on physiologic pathways influenced by stress, such as daytime blood pressure (BP) levels. However, scant research has examined whether social relationships influence key nocturnal pathways, such as nocturnal BP dipping. The current study examined the degree to which social integration, as measured by participants' reported engagement in a range of different types of social relationships, and the frequency of daily social contacts influence the ratio of night/day mean arterial pressure (MAP) in a community sample of African-American and white men and women (N = 224). In addition, we examined the degree to which observed associations persisted after statistical adjustment for factors known to covary with nocturnal BP, including objective measures of sleep, catecholamines, health behaviors, and comorbidities. In fully adjusted models, there was a significant association between both social integration and frequency of social contacts and the ratio of night/day MAP, indicating that socially isolated individuals were more likely to have blunted nocturnal BP-dipping profiles. There was also a significant interaction between social contact frequency and ethnicity, suggesting that the benefits of social relationships were particularly evident in African-Americans. These findings contribute to our understanding of how social integration or conversely, social isolation, influences cardiovascular risk.

Social Contact in Virtual Learning Environments

DEFF Research Database (Denmark)

Heilesen, Simon

2013-01-01

A common question is whether technology will replace social contact. In this article it is argued that it will not, provided that we learn to use the characteristics of new media constructively in designing for learning. The term “social”, in this context is taken to mean “purposeful communication......” and not “recreational socializing” (even if socializing may indeed facilitate learning)...

Interracial prison contact: the pros for (socially dominant) cons.

Science.gov (United States)

Hodson, Gordon

2008-06-01

Individuals high in social dominance orientation (SDO; Sidanius & Pratto, 1999) endorse group hierarchies and social inequality. Surprisingly little research has addressed contextual factors associated with reduced intergroup biases among such individuals. The present investigation considers a Person x Situation approach to this question in two British prisons, exploring the contextual factors outlined in the Contact Hypothesis (Allport, 1954). White inmates scoring higher in SDO exhibited significantly less in-group bias when reporting increased contact with Black inmates (Studies 1 & 2), when perceiving that favourable contact conditions are institutionally supported (Study 1), or when experiencing more pleasant personal interactions with Black inmates (Study 2). These SDO x Contact Condition moderation effects were mediated in Study 2: among high-SDO individuals, increased empathy towards Black inmates mediated the relation between contact variables and lower in-group bias. Implications for considering individual differences and empathy in contact settings are considered.

Stigma: The relevance of social contact in mental disorder.

Science.gov (United States)

Frías, Víctor M; Fortuny, Joan R; Guzmán, Sergio; Santamaría, Pilar; Martínez, Montserrat; Pérez, Víctor

The stigma associated with mental illness is a health problem, discriminating and limiting the opportunities for sufferers. Social contact with people suffering a mental disorder is a strategy used to produce changes in population stereotypes. The aim of the study was to examine differences in the level of stigma in samples with social contact and the general population. The study included two experiments. The first (n=42) included players in an open football league who played in a team with players with schizophrenia. In the second included, a sample without known contact (n=62) and a sample with contact (n=100) were compared. The evaluation tool used was AQ-27, Spanish version (AQ-27-E). The mean difference between the two samples of each of the 9 subscales was analyzed. In the first experiment, all the subscales had lower scores in post-contact than in pre-contact, except for responsibility. The two subscales that showed significant differences were duress (t=6.057, p=.000) and Pity (t=3.661, p=.001). In the second experiment, seven subscales showed a significance level (p=responsibility and did not. It is observed that the social contact made in daily situations can have a positive impact on the reduction of stigma. This can help to promote equality of opportunity. Copyright © 2017 Elsevier España, S.L.U. All rights reserved.

What affects social attention? Social presence, eye contact and autistic traits.

Directory of Open Access Journals (Sweden)

Megan Freeth

Full Text Available Social understanding is facilitated by effectively attending to other people and the subtle social cues they generate. In order to more fully appreciate the nature of social attention and what drives people to attend to social aspects of the world, one must investigate the factors that influence social attention. This is especially important when attempting to create models of disordered social attention, e.g. a model of social attention in autism. Here we analysed participants' viewing behaviour during one-to-one social interactions with an experimenter. Interactions were conducted either live or via video (social presence manipulation. The participant was asked and then required to answer questions. Experimenter eye-contact was either direct or averted. Additionally, the influence of participant self-reported autistic traits was also investigated. We found that regardless of whether the interaction was conducted live or via a video, participants frequently looked at the experimenter's face, and they did this more often when being asked a question than when answering. Critical differences in social attention between the live and video interactions were also observed. Modifications of experimenter eye contact influenced participants' eye movements in the live interaction only; and increased autistic traits were associated with less looking at the experimenter for video interactions only. We conclude that analysing patterns of eye-movements in response to strictly controlled video stimuli and natural real-world stimuli furthers the field's understanding of the factors that influence social attention.

School Social Workers as Partners in the School Mission

Science.gov (United States)

Finigan-Carr, Nadine M.; Shaia, Wendy E.

2018-01-01

Social workers in schools provide benefits not just for struggling students, but for the entire school community. But, the authors argue, school social workers are often relegated to monitoring IEPs and doing basic casework. By using skills and values that have long been fundamental to social work practice, school social workers can advocate for,…

Pectoral fin contact as a mechanism for social bonding among dolphins

Science.gov (United States)

Dudzinski, Kathleen; Ribic, Christine

2017-01-01

Bottlenose dolphins are large-brained social mammals residing in a fission-fusion society with relationships that are established and maintained over decades. We examined a decade-long data set of inter-individual pectoral fin contact exchanges to better understand how dolphins share information via tactile contact. Sex and age are significant factors in pectoral fin contact within non-kin dolphin dyads. Adult females shared more pectoral fin contacts with other adult females, while younger females showed no pattern of contact. Males shared more pectoral fin contacts with other males as juveniles and as adults, but showed no difference in the number of touches versus rubs as pectoral fin contacts with other males. Whether in the role of initiator as rubber or initiator as rubbee, male dolphins again preferred other males. These results support the notion that dolphins, especially male dolphins, might use pectoral fin contact as one tool in their repertoire for social bonding to establish, maintain and manage their inter-individual relationships. Additionally, it is also likely that the exchange of pectoral fin contact is developed and refined as individuals age, mature socially, and establish their place within a fission-fusion society.

Effects of level of social contact on dairy calf behavior and health

DEFF Research Database (Denmark)

Jensen, Margit Bak; Larsen, Lars Erik

2014-01-01

Housing preweaned dairy calves in pairs rather than individually has been found to positively affect behavioral responses in novel social and environmental situations, but concerns have been raised that close contact among very young animals may impair their health. In previous studies, the level...... of social contact permitted in individual housing has been auditory, visual, or physical contact. It is unclear how these various levels of social contact compare with each other and to pair housing, when their effects on behavior and health are considered, and whether the timing of pair housing has...

The social structure of schooling.

Science.gov (United States)

Dornbusch, S M; Glasgow, K L; Lin, I C

1996-01-01

The term social structure refers to a relatively enduring pattern of social arrangements or interrelations within a particular society, organization, or group. This chapter reviews how the social structure of the larger society and the organizational structure of schools affect the educational process within American schools. The institutional context of schooling is first discussed. The ideology of mass education, social stratification, status attainment, credentialism, and the emphasis on ability differences are considered. The focus then shifts to the organizational structure of schools, beginning with a discussion of the external social context for school organization. Attention is given to professionalism and bureaucracy, institutional forms of organization, decentralized control, and community influences. Finally, the internal structure of school organization is considered: teachers' working conditions, status differences among students, and curriculum tracking. Throughout, the emphasis is on ways in which social structure influences what is taught in school, how it is taught, and what is learned.

Does contact by a family nurse practitioner decrease early school absence?

Science.gov (United States)

Kerr, Jill; Price, Marva; Kotch, Jonathan; Willis, Stephanie; Fisher, Michael; Silva, Susan

2012-02-01

Chronic early school absence (preschool through third grade) is associated with school failure. The presence of school nurses may lead to fewer absences, and nurse practitioners in school-based health centers (SBHCs) can facilitate a healthier population resulting in improved attendance. Efforts to get students back to school are unexplored in nursing literature. This article describes a nursing intervention to decrease early school absence in two elementary schools K-3 (N = 449) and a Head Start program (N = 130). The Head Start Family Nurse Practitioner (FNP) contacted families of chronically and excessively absent students by telephone, clinic visit at school, or home visit. The aggregate percentage attendance was evaluated by grades (preschool to third grade), schools (Head Start, Elementary Schools 1 and 2), and grades and schools and compared with publicly available school district aggregate data. There were statistically significant increases in attendance from Year 1 to Year 2 at p < .05 at the elementary level but not at the Head Start level. Student demographics, types of contacts, absence reasons (including sick child), and medical diagnoses are described.

Effects of social contact and zygosity on 21-y weight change in male twins.

Science.gov (United States)

McCaffery, Jeanne M; Franz, Carol E; Jacobson, Kristen; Leahey, Tricia M; Xian, Hong; Wing, Rena R; Lyons, Michael J; Kremen, William S

2011-08-01

Recent evidence indicates that social contact is related to similarities in weight gain over time. However, no studies have examined this effect in a twin design, in which genetic and other environmental effects can also be estimated. We determined whether the frequency of social contact is associated with similarity in weight change from young adulthood (mean age: 20 y) to middle age (mean age: 41 y) in twins and quantified the percentage of variance in weight change attributable to social contact, genetic factors, and other environmental influences. Participants were 1966 monozygotic and 1529 dizygotic male twin pairs from the Vietnam-Era Twin Registry. Regression models tested whether frequency of social contact and zygosity predicted twin pair similarity in body mass index (BMI) change and weight change. Twin modeling was used to partition the percentage variance attributable to social contact, genetic, and other environmental effects. Twins gained an average of 3.99 BMI units, or 13.23 kg (29.11 lb), over 21 y. In regression models, both zygosity (P social contact (P change. In twin modeling, social contact between twins contributed 16% of the variance in BMI change (P change. Frequency of social contact significantly predicted twin pair similarity in BMI and weight change over 21 y, independent of zygosity and other shared environmental influences.

Schools-based interventions for reducing stigmatization of acquired brain injury: the role of interpersonal contact and visible impairment.

Science.gov (United States)

Irwin, Lynn G; Fortune, Dónal G

2014-03-01

The purpose of this study was to determine the effectiveness of contact versus education interventions for adolescents in reducing stigmatizing attitudes toward people with acquired brain injury (ABI), and whether visibility of ABI affects the intervention outcome. 408 students (age range = 14-17 years) from 13 schools in the Mid-West of Ireland were randomly allocated to one of the three interventions: Education only, Contact (Visible Disability), or Contact ("Invisible" Disability). Stigmatizing attitudes were measured before and after intervention. Results suggest that a Contact intervention was more effective in reducing stigmatizing attitudes in terms of social restrictiveness, benevolence, and community mental health beliefs than education alone. Visibility of ABI impacted the effectiveness of the contact intervention on Community Mental Health beliefs only. Contact with a person with ABI is thus more effective in promoting positive attitudes than ABI education alone, while the presence of visible impairment was not found to increase this intervention effect.

Measuring emotion socialization in schools.

Science.gov (United States)

Horner, Christy G; Wallace, Tanner L

2013-10-01

Understanding how school personnel can best support students' development of communication skills around feelings is critical to long-term health outcomes. The measurement of emotion socialization in schools facilitates future research in this area; we review existing measures of emotion socialization to assess their applicability to school-based health studies. A content analysis of four emotion socialization measures was conducted. Inclusion criteria included: high frequency of use in prior research, established documentation of validity and reliability, and sufficient description of measurement procedures. Four dimensions emerged as particularly salient to a measure's future relevance and applicability to school-based health studies: (1) methods of measurement; (2) mode and agent of socialization; (3) type of emotion; and (4) structure versus function of socializing behavior. Future measurement strategies should address (1) the structures of emotion socializing processes; (2) diverse socializing agents such as teachers, peers, and administrators; (3) the intended functions of such processes; (4) student perceptions of and responses to such processes; and (5) the complex interactions of these factors across contexts. Strategies attending to these components will permit future studies of school-based emotion socializing processes to determine how they enhance health and reduce health risks. © 2013, American School Health Association.

The impact of unemployment on school leavers' perception of health. Mediating effect of financial situation and social contacts?

NARCIS (Netherlands)

Bacikova-Sleskova, Maria; van Dijk, Jitse P.; Geckova, Andrea Madarasova; Nagyova, Iveta; Salonna, Ferdinand; Reijneveld, Sijmen A.; Groothoff, Johan W.

Objectives: The main purpose of this paper is to explore whether unemployment influences adolescents' subjective perception of health and whether perceived financial stress and social contacts can mediate the effect of employment status on health. We are also interested in the differences in

Incident Type 2 Diabetes Risk is Influenced by Obesity and Diabetes in Social Contacts: a Social Network Analysis.

Science.gov (United States)

Raghavan, Sridharan; Pachucki, Mark C; Chang, Yuchiao; Porneala, Bianca; Fox, Caroline S; Dupuis, Josée; Meigs, James B

2016-10-01

Obesity and diabetes family history are the two strongest risk factors for type 2 diabetes (T2D). Prior work shows that an individual's obesity risk is associated with obesity in social contacts, but whether T2D risk follows similar patterns is unknown. We aimed to estimate the relationship between obesity or diabetes in an individual's social contacts and his/her T2D risk. We hypothesized that obesity and diabetes in social contacts would increase an individual's T2D risk. This was a retrospective analysis of the community-based Framingham Offspring Study (FOS). FOS participants with T2D status, height and weight, and at least one social contact were eligible for this study (n = 4797 at Exam 1). Participants' interpersonal ties, cardiometabolic and demographic variables were available at eight exams from 1971 to 2008, and a T2D additive polygenic risk score was measured at the fifth exam. Primary exposures were T2D (fasting glucose ≥ 7 mmol/L or taking diabetes medications) and obesity status (BMI ≥ 30 kg/m(2)) of social contacts at a prior exam. Primary outcome was incident T2D in participants. Incident T2D was associated with having a social contact with diabetes (OR 1.32, p = 0.004) or with obesity (OR 1.21, p = 0.004). In stratified analyses, incident T2D was associated with diabetes in siblings (OR 1.64, p = 0.001) and obesity in spouses (OR 1.54, p = 0.0004). The associations between diabetes and obesity in social contacts and an individual's incident diabetes risk were stronger in individuals with a high diabetes genetic risk score. T2D and obesity in social contacts, particularly siblings and spouses, were associated with an individual's risk of incident diabetes even after accounting for parental T2D history. Assessing risk factors in an individual's siblings and spouses can inform T2D risk; furthermore, social network based lifestyle interventions involving spouses and siblings might be a novel T2D prevention approach.

School Social Workers' Intent to Stay

Science.gov (United States)

Caselman, Tonia D.; Brandt, Mary D.

2007-01-01

This study presents findings from a survey that examined school social workers' intent to stay in the field of school social work. Forty-eight school social workers from a midwestern state participated in the study. Effect size estimates were used to examine the relationship between social workers' intent to stay and years of experience,…

Effect of direct and indirect contact with mental illness on dangerousness and social distance.

Science.gov (United States)

Lee, Minhwa; Seo, Mikyung

2018-03-01

This study is based on the contact hypothesis that contact with mental illness is the most effective anti-stigma strategy. This study aims to analyze which form of contact can most effectively decrease the dangerousness and social distance associated with schizophrenia, depression and alcoholism. In total, 573 Korean adults ( M age  = 43.71 years, standard deviation ( SD) = 13.41; 54.1% male, 45.9% female) were surveyed about randomly assigned vignettes of schizophrenia, depression and alcoholism. The participants were questioned on the dangerousness and social distance associated with the assigned vignette, as well as direct and indirect contact experience with the mental illness. Two-way analysis of variance (ANOVA) was used to determine the main effect and interaction effect that the type of mental illness and contact experience have on the two dependent variables (dangerousness and social distance). The findings show that the type of mental illness has a significant main effect on dangerousness and social distance, but contact type only has a significant main effect on social distance. Moreover, the two independent variables (mental illness subtype and contact experience) have an interaction effect on two dependent variables (dangerousness and social distance). Therefore, the anti-stigma effect of contact varies according to the type of mental illness. Our findings suggest that appropriate anti-stigma strategies are required for each type of mental illness. Considering that opportunities for direct contact with persons with mental illness are highly limited, it is necessary to actively utilize indirect contact.

Social Justice, Education and School Social Work in Turkey

Science.gov (United States)

Nadir, Ural; Aktan, Mehmet Can

2015-01-01

This study focuses on welfare state, social justice and school social work interaction. In this paper, these three concepts' reflections in Turkey were mentioned. Researchers aimed to discuss how school social work (which is brought to the agenda recently) is important in the provision of social justice in Turkish public service delivery. [For the…

Mass social contact interventions and their effect on mental health related stigma and intended discrimination.

Science.gov (United States)

Evans-Lacko, Sara; London, Jillian; Japhet, Sarah; Rüsch, Nicolas; Flach, Clare; Corker, Elizabeth; Henderson, Claire; Thornicroft, Graham

2012-06-28

Stigma and discrimination associated with mental health problems is an important public health issue, and interventions aimed at reducing exposure to stigma and discrimination can improve the lives of people with mental health problems. Social contact has long been considered to be one of the most effective strategies for improving inter-group relations. For this study, we assess the impact of a population level social contact intervention among people with and without mental health problems. This study investigated the impact of social contact and whether presence of specific facilitating factors (equal status, common goals, cooperation and friendship potential): (1) improves intended stigmatising behaviour; (2) increases future willingness to disclose a mental health problem; and (3) promotes behaviours associated with anti-stigma campaign engagement. Two mass participation social contact programmes within England's Time to Change campaign were evaluated via a 2-part questionnaire. 403 participants completed initial questionnaires (70% paper, 30% online) and 83 completed follow-up questionnaires online 4-6 weeks later. This study investigated the impact of social contact and whether presence of specific facilitating factors (equal status, common goals, cooperation and friendship potential): (1) improves intended stigmatising behaviour; (2) increases future willingness to disclose a mental health problem; and (3) promotes behaviours associated with anti-stigma campaign engagement. Two mass participation social contact programmes within England's Time to Change campaign were evaluated via a 2-part questionnaire. 403 participants completed initial questionnaires (70% paper, 30% online) and 83 completed follow-up questionnaires online 4-6 weeks later. Campaign events facilitated meaningful intergroup social contact between individuals with and without mental health problems. Presence of facilitating conditions predicted improved stigma-related behavioural intentions

Measuring social contacts in the emergency department.

Directory of Open Access Journals (Sweden)

Douglas W Lowery-North

Full Text Available Infectious individuals in an emergency department (ED bring substantial risks of cross infection. Data about the complex social and spatial structure of interpersonal contacts in the ED will aid construction of biologically plausible transmission risk models that can guide cross infection control.We sought to determine the number and duration of contacts among patients and staff in a large, busy ED. This prospective study was conducted between 1 July 2009 and 30 June 2010. Two 12-hour shifts per week were randomly selected for study. The study was conducted in the ED of an urban hospital. There were 81 shifts in the planned random sample of 104 (78% with usable contact data, during which there were 9183 patient encounters. Of these, 6062 (66% were approached to participate, of which 4732 (78% agreed. Over the course of the year, 88 staff members participated (84%. A radiofrequency identification (RFID system was installed and the ED divided into 89 distinct zones structured so copresence of two individuals in any zone implied a very high probability of contact <1 meter apart in space. During study observation periods, patients and staff were given RFID tags to wear. Contact events were recorded. These were further broken down with respect to the nature of the contacts, i.e., patient with patient, patient with staff, and staff with staff. 293,171 contact events were recorded, with a median of 22 contact events and 9 contacts with distinct individuals per participant per shift. Staff-staff interactions were more numerous and longer than patient-patient or patient-staff interactions.We used RFID to quantify contacts between patients and staff in a busy ED. These results are useful for studies of the spread of infections. By understanding contact patterns most important in potential transmission, more effective prevention strategies may be implemented.

Mass social contact interventions and their effect on mental health related stigma and intended discrimination

Directory of Open Access Journals (Sweden)

Evans-Lacko Sara

2012-06-01

Full Text Available Abstract Background Stigma and discrimination associated with mental health problems is an important public health issue, and interventions aimed at reducing exposure to stigma and discrimination can improve the lives of people with mental health problems. Social contact has long been considered to be one of the most effective strategies for improving inter-group relations. For this study, we assess the impact of a population level social contact intervention among people with and without mental health problems. Methods This study investigated the impact of social contact and whether presence of specific facilitating factors (equal status, common goals, cooperation and friendship potential: (1 improves intended stigmatising behaviour; (2 increases future willingness to disclose a mental health problem; and (3 promotes behaviours associated with anti-stigma campaign engagement. Two mass participation social contact programmes within England’s Time to Change campaign were evaluated via a 2-part questionnaire. 403 participants completed initial questionnaires (70% paper, 30% online and 83 completed follow-up questionnaires online 4–6 weeks later. Results This study investigated the impact of social contact and whether presence of specific facilitating factors (equal status, common goals, cooperation and friendship potential: (1 improves intended stigmatising behaviour; (2 increases future willingness to disclose a mental health problem; and (3 promotes behaviours associated with anti-stigma campaign engagement. Two mass participation social contact programmes within England’s Time to Change campaign were evaluated via a 2-part questionnaire. 403 participants completed initial questionnaires (70% paper, 30% online and 83 completed follow-up questionnaires online 4–6 weeks later. Campaign events facilitated meaningful intergroup social contact between individuals with and without mental health problems. Presence of facilitating conditions

Everyday activities and social contacts among older deaf sign language users

DEFF Research Database (Denmark)

Werngren-Elgström, Monica; Brandt, Ase; Iwarsson, Susanne

2006-01-01

The purpose of this study was to describe the everyday activities and social contacts among older deaf sign language users, and to investigate relationships between these phenomena and the health and well-being within this group. The study population comprised deaf sign language users, 65 years...... or older, in Sweden. Data collection was based on interviews in sign language, including open-ended questions covering everyday activities and social contacts as well as self-rated instruments measuring aspects of health and subjective well-being. The results demonstrated that the group of participants...... aspects of health and subjective well-being and the frequency of social contacts with family/relatives or visiting the deaf club and meeting friends. It is concluded that the variety of activities at the deaf clubs are important for the subjective well-being of older deaf sign language users. Further...

High School Students’ Social Media Addiction

OpenAIRE

Deniz, Levent; Gürültü, Ercan

2018-01-01

Theaim of this study is to investigate high school students’ social mediaaddiction. The study was conducted with 473 students who were educated in2014-2015 academic year at 6 different schools in İstanbul, Eyüp disctrict.‘Social Media Addiction Scale’ developed by Tutgun, Ünal and Deniz (2015) wasused to determine the students’ social media addiction. The results in general showedthat high school students have a medium level social media addiction. Besides,it was also concluded that high scho...

The School Social Worker: A Marginalized Commodity within the School Ecosystem

Science.gov (United States)

Sherman, Megan Callahan

2016-01-01

For more than a century, social workers have been a life force within the education system. Throughout recent history school social workers have had an array of responsibilities within the school community. They have served as counselors, mediators, and advocates. Traditionally, school social workers have been primary facilitators of communication…

Social motivation in Qatari schools and their relation to school achievement.

Science.gov (United States)

Nasser, Ramzi

2014-10-01

This study assessed the relation between school-social motivation and student academic achievement. A factor analysis was performed on a set of school-social items selected a priori from three measures of school motivation: the Inventory of School Motivation, the General Achievement Goals Orientation Scale, and the Facilitating Conditions Scale. Three factors with fewer items represented Global Motivation, Peer Help, and Social Power. Hierarchical regression analysis showed social motivation measures were weak predictors of achievement scores in the various content areas. Findings are discussed in the context of Qatari education and culture.

Social contacts and Ecstasy offers: findings of a population-based study.

Science.gov (United States)

Smirnov, Andrew; Najman, Jake M; Legosz, Margot; Wells, Helene; Kemp, Robert

2013-01-01

Ecstasy (MDMA) use is relatively common among young adults in many developed countries. However, little is known about how young non-users are first introduced to Ecstasy, including the relative contribution of peer networks and individual risk factors. We assess the role of social contact with Ecstasy-using peers in regard to young adults' exposure to offers of Ecstasy, using data from the Natural History Study, a population-based study conducted in Australia. Population screening of young adults (19- to 23-year-olds) identified a sample of young Ecstasy users (N = 315) and a comparison group of Ecstasy-naïve participants (N = 199). Two outcomes are considered: being exposed to any Ecstasy offers and being exposed to > 3 offers. Extensive social contact with Ecstasy users was defined as knowing > 10 Ecstasy users. Of the Ecstasy-naïve young adults, > 40% had ever received Ecstasy offers. Extensive social contact with Ecstasy users independently predicted exposure to multiple (> 3) Ecstasy offers for Ecstasy-naïve young adults. These findings indicate that Ecstasy offers are widespread among users and non-users of Ecstasy. For non-users, exposure to Ecstasy offers occurs through social contact with drug-using peers independently of individual risk factors. The pervasiveness of Ecstasy offers suggests that universal education concerning Ecstasy use is required.

A multilevel path analysis of contact frequency between social network members

Science.gov (United States)

van den Berg, Pauline; Arentze, Theo; Timmermans, Harry

2012-04-01

Recently, there has been an increasing interest in the role of social networks in spatial-choice and travel behavior. It has been acknowledged that social activities and the travel for these activities can emerge from individuals' social networks and that social activities are responsible for an important portion of travel demand. The influence of information and communication technologies (ICT's) is also important in this respect. The purpose of the paper is to examine the effects of characteristics of egos and ego-alter relationships on the frequency of social interaction by different communication modes, using multilevel path analysis. The analyses are based on social network data collected in 2008 in the Eindhoven region in the Netherlands among 116 respondents. The results indicate a complementary relationship between contact frequencies by different modes. The contact frequencies of the different modes, especially face-to-face and telephone, can also be largely explained by the ego's personal characteristics and the type of relationship and the distance between ego and alter.

Measuring Emotion Socialization in Schools

Science.gov (United States)

Horner, Christy G.; Wallace, Tanner L.

2013-01-01

Background: Understanding how school personnel can best support students' development of communication skills around feelings is critical to long-term health outcomes. The measurement of emotion socialization in schools facilitates future research in this area; we review existing measures of emotion socialization to assess their applicability…

The Social Organization of Schooling

Science.gov (United States)

Hedges, Larry V., Ed.; Schneider, Barbara, Ed.

2005-01-01

Schools are complex social settings where students, teachers, administrators, and parents interact to shape a child's educational experience. Any effort to improve educational outcomes for America's children requires a dynamic understanding of the environments in which children learn. In "The Social Organization of Schooling", editors Larry Hedges…

Social games with pre-school children

OpenAIRE

Tomažin, Maja

2013-01-01

The aim of the thesis Social games with pre-school children is to present social games as one of the work methods for relational learning. The theoretical part defines the social development of pre-school children and focuses on social skills that begin to emerge in the preschool period and of course social games. The purpose of social games is active learning, meaning they provide concrete situations, through which children actively learn as well as use social skills and express their views ...

Socialism in High School Social Studies Textbooks

Science.gov (United States)

Neumann, Richard

2012-01-01

This article concerns textbook analysis regarding the presentation of socialism in four leading high school social studies books, one in each of the following subjects: United States history, world history, United States government, and economics. Findings indicate that students relying on these texts to gain understanding of socialism and…

Does decentralisation enhance a school's role of promoting social cohesion? Bosnian school leaders' perceptions of school governance

Science.gov (United States)

Komatsu, Taro

2014-05-01

This study seeks to understand whether and how decentralised school governance in Bosnia and Herzegovina (BiH) enhances the schools' role of promoting social cohesion. This includes increasing "horizontal" trust among different ethnic groups and "vertical" trust between civilians and public institutes. The study examined secondary school leaders' perceptions regarding school board influence on social cohesion policies and practices, their interactions with school board members, and their accountability to the school-based governing body. The results show that school leaders and school boards, supposedly representing the interests of local stakeholders, did not appear to be actively engaged in the deliberate process of promoting social cohesion. While school directors tended to view themselves as being independent from the school boards, ethnically diverse school boards provided important support to proactive school leaders for their inter-group activities. Given that the central level is not providing initiatives to promote social cohesion and that BiH citizens appear to generally support social cohesion, decentralised school governance has the potential to improve social trust from the bottom up. To promote participatory school governance, the study recommends that BiH school leaders should be provided with opportunities to re-examine and redefine their professional accountability and to assist local stakeholders to improve their involvement in school governance.

Social contacts of older people in 27 European Countries : The role of welfare spending and economic inequality

NARCIS (Netherlands)

Ellwardt, Lea; Peter, S; Praeg, Patrick; Steverink, Nardi

Social contacts of older people have consistently been associated with good health and longevity. The extent of individual social contacts, however, varies considerably between countries. We study why countries differ in amounts of social contacts of older adults. Using theory on income inequality

The ethnic composition of the neighbourhood and ethnic minorities' social contacts : three unresolved issues

NARCIS (Netherlands)

Flap, H.D.; Dagevos, J.J.; Vervoort, M.

2010-01-01

It is frequently supposed that the ethnic composition of a neighbourhood affects ethnic minorities’ social contacts with natives, co-ethnics and other ethnic minorities. Research to date, however, falls short in several ways. First of all, previous studies often did not consider social contacts with

Collaboration of School Social Workers and Drug Prevention Staff in the Schools

Science.gov (United States)

Nemes, Helen

2009-01-01

This study examined the factors that are related to collaboration between high school social workers and substance abuse prevention/intervention counselors in New York State high schools (except for New York City high schools). Constructs that were analyzed were high school social workers' perceived adequacy in working with high school students'…

Interracial and intraracial contact, school-level diversity, and change in racial identity status among African American adolescents.

Science.gov (United States)

Yip, Tiffany; Seaton, Eleanor K; Sellers, Robert M

2010-01-01

Among 224 African American adolescents (mean age=14), the associations between interracial and intraracial contact and school-level diversity on changes in racial identity over a 3-year period were examined. Youths were determined to be diffused, foreclosed, moratorium, or achieved, and change or stability in identity status was examined. Contact with Black students, Black friends, and White friends predicted change in identity status. Furthermore, in racially diverse schools, having more Black friends was associated with identity stability. Students reporting low contact with Black students in racially diverse schools were more likely to report identity change if they had few Black friends. In students reporting high contact with Blacks in predominantly White schools, their identity was less likely to change for students with fewer White friends. © 2010 The Authors. Child Development © 2010 Society for Research in Child Development, Inc.

Intergroup Contact and Social Change: Implications of Negative and Positive Contact for Collective Action in Advantaged and Disadvantaged Groups.

Science.gov (United States)

Reimer, Nils Karl; Becker, Julia C; Benz, Angelika; Christ, Oliver; Dhont, Kristof; Klocke, Ulrich; Neji, Sybille; Rychlowska, Magdalena; Schmid, Katharina; Hewstone, Miles

2017-01-01

Previous research has shown that (a) positive intergroup contact with an advantaged group can discourage collective action among disadvantaged-group members and (b) positive intergroup contact can encourage advantaged-group members to take action on behalf of disadvantaged outgroups. Two studies investigated the effects of negative as well as positive intergroup contact. Study 1 ( n = 482) found that negative but not positive contact with heterosexual people was associated with sexual-minority students' engagement in collective action (via group identification and perceived discrimination). Among heterosexual students, positive and negative contacts were associated with, respectively, more and less LGB (lesbian, gay, bisexual) activism. Study 2 ( N = 1,469) found that only negative contact (via perceived discrimination) predicted LGBT (lesbian, gay, bisexual, and transgender) students' collective action intentions longitudinally while only positive contact predicted heterosexual/cisgender students' LGBT activism. Implications for the relationship between intergroup contact, collective action, and social change are discussed.

Adopting a Social Marketing Mind-Set in School Social Work Practice

Science.gov (United States)

Beauchemin, Pat; Kelly, Michael S.

2009-01-01

School social workers often conduct their business behind closed doors because much of their work is confidential. Even when they are not working in their offices, school social workers often blend into the fabric of the school culture, typically working behind the scenes and rarely taking credit for the valuable work they perform. However, if…

Racial Prejudice, Interracial Contact, and Personality Variables.

Science.gov (United States)

Moore, J. William; And Others

1984-01-01

This study examined the relationship of childrens' racial prejudice to child's race, interracial contact, grade, sex, intelligence, locus of control, anxiety, and self-concept. Five facets of racial prejudice were examined: a total index of racial prejudice, dating and marriage, school, social relationships, and racial interactions in restaurants.…

Social Information Processing Patterns, Social Skills, and School Readiness in Preschool Children

Science.gov (United States)

Ziv, Yair

2013-01-01

The links among social information processing, social competence, and school readiness were examined in this short-term longitudinal study with a sample of 198 preschool children. Data on social information processing were obtained via child interview, data on child social competence were obtained via teacher report, and data on school readiness…

Association between social contact frequency and negative symptoms, psychosocial functioning and quality of life in patients with schizophrenia.

Science.gov (United States)

Siegrist, Karin; Millier, Aurelie; Amri, Ikbal; Aballéa, Samuel; Toumi, Mondher

2015-12-30

The lack of social contacts may be an important element in the presumed vicious circle aggravating, or at least stabilising negative symptoms in patients with schizophrenia. A European 2-year cohort study collected negative symptom scores, psychosocial functioning scores, objective social contact frequency scores and quality of life scores every 6 months. Bivariate analyses, correlation analyses, multivariate regressions and random effects regressions were conducted to describe relations between social contact and outcomes of interest and to gain a better understanding of this relation over time. Using data from 1208 patients with schizophrenia, a link between social contact frequency and negative symptom scores, functioning and quality of life at baseline was established. Regression models confirmed the significant association between social contact and negative symptoms as well as psychosocial functioning. This study aimed at demonstrating the importance of social contact for deficient behavioural aspects of schizophrenia. Copyright © 2015 The Authors. Published by Elsevier Ireland Ltd.. All rights reserved.

Social Relationships, Prosocial Behaviour, and Perceived Social Support in Students from Boarding Schools

Science.gov (United States)

Pfeiffer, Jens P.; Pinquart, Martin; Krick, Kathrin

2016-01-01

Social development may vary depending on contextual factors, such as attending a day school or a boarding school. The present study compares students from these school types with regard to the achievement of specific social goals, perceived social support, and reported prosocial behaviour. A sample of 701 students was examined. Students from…

International Schools as Sites of Social Change

Science.gov (United States)

Dunne, Sandra; Edwards, Julie

2010-01-01

This article examines the potential of international schools to act as agents of social transformation in developing countries. The method comprises a case study at two international schools in the Philippines. The case study explored ways in which schools foster host-national students' sense of social responsibility, particularly through…

Emotion Understanding, Social Competence and School Achievement in Children from Primary School in Portugal

Directory of Open Access Journals (Sweden)

Maria da Glória Franco

2017-08-01

Full Text Available This study analyzes the relationship between emotion understanding and school achievement in children of primary school, considering age, gender, fluid intelligence, mother’s educational level and social competence. In this study participated 406 children of primary school. The instruments used were the Test of Emotion Comprehension, Colored Progressive Matrices of Raven, Socially Action and Interpersonal Problem Solving Scale. The structural equation model showed the relationship between the emotion understanding and school performance depends on a mediator variable that in the context of the study was designated social competence. Age appear as an explanatory factor of the differences found, the mother’s educational level only predicts significantly social emotional competence, fluid intelligence is a predictor of emotion understanding, school achievement and social emotional competence. Regarding the influence of sex, emotional understanding does not emerge as a significant predictor of social emotional competence in girls or boys. Multiple relationships between the various factors associated with school achievement and social emotional competence are discussed as well as their implications in promoting child development and school success.

Social Media Strategies for School Principals

Science.gov (United States)

Cox, Dan; McLeod, Scott

2014-01-01

The purpose of this qualitative study was to describe, analyze, and interpret the experiences of school principals who use multiple social media tools with stakeholders as part of their comprehensive communications practices. Additionally, it examined why school principals have chosen to communicate with their stakeholders through social media.…

Relations among Social Anxiety, Eye Contact Avoidance, State Anxiety, and Perception of Interaction Performance during a Live Conversation.

Science.gov (United States)

Howell, Ashley N; Zibulsky, Devin A; Srivastav, Akanksha; Weeks, Justin W

2016-01-01

There is building evidence that highly socially anxious (HSA) individuals frequently avoid making eye contact, which may contribute to less meaningful social interactions and maintenance of social anxiety symptoms. However, research to date is lacking in ecological validity due to the usage of either static or pre-recorded facial stimuli or subjective coding of eye contact. The current study examined the relationships among trait social anxiety, eye contact avoidance, state anxiety, and participants' self-perceptions of interaction performance during a live, four-minute conversation with a confederate via webcam, and while being covertly eye-tracked. Participants included undergraduate women who conversed with same-sex confederates. Results indicated that trait social anxiety was inversely related to eye contact duration and frequency averaged across the four minutes, and positively related to state social anxiety and negative self-ratings. In addition, greater anticipatory state anxiety was associated with reduced eye contact throughout the first minute of the conversation. Eye contact was not related to post-task state anxiety or self-perception of poor performance; although, trends emerged in which these relations may be positive for HSA individuals. The current findings provide enhanced support for the notion that eye contact avoidance is an important feature of social anxiety.

The Socialization of Home-Schooled Children in Rural Utah

OpenAIRE

Mecham, Neil A.

2004-01-01

Concern over the social development of children who are home schooled has caused parents and educators to question the wisdom of this practice. A review of home-schooling research has not revealed whether a difference exists between the social skills of homeschooled children and children who attend public schools. This study explored the socialization of home-schooled children by comparing Social Skills Rating System scores of home-schooled children with the scores of their mothers and a comp...

Access to specific social resources across different social media : divergent consequences of the time spent with new contacts

NARCIS (Netherlands)

Matzat, U.; Sadowski, B.M.

2015-01-01

Despite a large number of studies on the social impact of the Internet, little is known about the specific social resources to which social media provide access. Most studies have either examined issues surrounding the question whether or not new online contacts have been established or they have

School Discipline, Hospitalization, and Police Contact Overlap among Individuals with Autism Spectrum Disorder

Science.gov (United States)

Turcotte, Paul; Shea, Lindsay L.; Mandell, David

2018-01-01

The objective was to examine the frequency, correlates, and overlap of school disciplinary actions, psychiatric hospitalizations, and police contact among children and adolescents with autism. Survey results from 2525 caregivers of individuals with autism in elementary through high school were examined. Logistic regression was used to examine…

The Courts, Social Science, and School Desegregation.

Science.gov (United States)

Levin, Betsy, Ed.; Hawley, Willis D., Ed.

A conference on the courts, social science, and school desegregation attempted to clarify how social science research has been used and possibly misused in school desegregation litigation. The symposium issue addressed in this book is a product of that conference. First, the judicial evolution of the law of school desegregation from Brown V. the…

Social Network Implications of Normative School Transitions in Non-Urban School Districts

Science.gov (United States)

Temkin, Deborah A.; Gest, Scott D.; Osgood, D. Wayne; Feinberg, Mark; Moody, James

2018-01-01

This article expands research on normative school transitions (NSTs) from elementary to middle school or middle to high school by examining the extent to which they disrupt structures of friendship networks. Social network analysis is used to quantify aspects of connectedness likely relevant to student experiences of social support. Data were…

Schooling for Social Mobility: High School Reform for College Access and Success

Science.gov (United States)

Hammack, Floyd M.

2016-01-01

This article addresses what schools that seek to promote social mobility as opposed to status maintenance among their students really ask of them. Focusing on several prominent charter school organizations, the article details the social and behavioral expectations of the schools and understands them through an application of Goffman's work on…

Social mixing in Fiji: Who-eats-with-whom contact patterns and the implications of age and ethnic heterogeneity for disease dynamics in the Pacific Islands.

Science.gov (United States)

Watson, Conall H; Coriakula, Jeremaia; Ngoc, Dung Tran Thi; Flasche, Stefan; Kucharski, Adam J; Lau, Colleen L; Thieu, Nga Tran Vu; le Polain de Waroux, Olivier; Rawalai, Kitione; Van, Tan Trinh; Taufa, Mere; Baker, Stephen; Nilles, Eric J; Kama, Mike; Edmunds, W John

2017-01-01

Empirical data on contact patterns can inform dynamic models of infectious disease transmission. Such information has not been widely reported from Pacific islands, nor strongly multi-ethnic settings, and few attempts have been made to quantify contact patterns relevant for the spread of gastrointestinal infections. As part of enteric fever investigations, we conducted a cross-sectional survey of the general public in Fiji, finding that within the 9,650 mealtime contacts reported by 1,814 participants, there was strong like-with-like mixing by age and ethnicity, with higher contact rates amongst iTaukei than non-iTaukei Fijians. Extra-domiciliary lunchtime contacts follow these mixing patterns, indicating the overall data do not simply reflect household structures. Inter-ethnic mixing was most common amongst school-age children. Serological responses indicative of recent Salmonella Typhi infection were found to be associated, after adjusting for age, with increased contact rates between meal-sharing iTaukei, with no association observed for other contact groups. Animal ownership and travel within the geographical division were common. These are novel data that identify ethnicity as an important social mixing variable, and use retrospective mealtime contacts as a socially acceptable metric of relevance to enteric, contact and respiratory diseases that can be collected in a single visit to participants. Application of these data to other island settings will enable communicable disease models to incorporate locally relevant mixing patterns in parameterisation.

Relations between the school physical environment and school social capital with student physical activity levels.

Science.gov (United States)

Button, Brenton; Trites, Stephen; Janssen, Ian

2013-12-17

The physical and social environments at schools are related to students' moderate-to-vigorous physical activity (MVPA) levels. The purpose of this study was to explore the interactive effects of the school physical environment and school social capital on the MVPA of students while at school. Data from 18,875 grade 6-10 students from 331 schools who participated in the 2009/10 Canadian Health Behaviour in School-Aged Children survey were analyzed using multi-level regression. Students answered questions on the amount of time they spend in MVPA at school and on their school's social capital. Administrator reports were used to create a physical activity related physical environment score. The school physical environment score was positively associated with student MVPA at school (β = 0.040, p < .005). The association between the school social capital and MVPA was also positive (β = 0.074, p < .001). The difference in physical environments equated to about 20 minutes/week of MVPA for students attending schools with the lowest number of physical environment features and about 40 minutes/week for students attending schools with the lowest school social capital scores by comparison to students attending schools with the highest scores. The findings suggest that school social capital may be a more important factor in increasing students MVPA than the school physical environment. The results of this study may help inform interventions aimed at increasing student physical activity levels.

Social media for school nurses: promoting school health in the 21st century.

Science.gov (United States)

Wysocki, Regina

2015-05-01

People across the globe use social media to connect with one another, stay in touch with friends and family, and exchange information. Health care has embraced social media, and nursing organizations such as the American Nurses Association (ANA) and NASN have a presence in the social media landscape. The students in our schools today are digital natives who grew up with and are at home in the world of technology. With so many options in the digital world, the question is how can school nurses harness this technology to connect with their students and families? More importantly, how can school nurses use social media in a professional and responsible manner and help to enhance the profession of school nursing overall? This article will outline the planning and implementation of an ongoing social media campaign on wellness and healthy behaviors by one Texas suburban school district. © 2015 The Author(s).

Language and social status differences in two urban schools

DEFF Research Database (Denmark)

Nørreby, Thomas Rørbeck

This dissertation is about distinctions, social status differences and contemporary pupil diversity. It addresses how Copenhagen school children in two different schools use language to handle their social everyday lives and how this organizing involves constructions and ascriptions of identities...... and social stereotypes. My research is driven by an interest in learning more about the experience of being part of today´s diverse school environments. Therefore, I approach my data with an emphasis on the participant perspective and focus analytically on the ways in which the participants in my study enact...... of a connection between the prevalent focus on ethnicity in public debates on schooling and social class relations and then the interplay between these relations of power and prestige and the practices that I analyze. Key words: School children, youth, social interaction, linguistic and social difference, social...

Schooling and Social Achievement.

Science.gov (United States)

Kim, Byong-sung; And Others

Until the 1960s schooling in Korea was looked upon quite favorably as a means of achieving equal social and economic opportunities. In the 1970s, however, many began to raise the question of whether the expansion of educational opportunities really did reduce social inequalities. This report discusses research that analyzes available evidence…

Efforts to increase social contact in persons with profound intellectual and multiple disabilities: Analysing individual support plans in the Netherlands.

Science.gov (United States)

Kamstra, Aafke; van der Putten, Annette Aj; Vlaskamp, Carla

2017-06-01

Most people with profound intellectual and multiple disabilities (PIMD) have limited social contact and it is unclear what is done to maintain or increase these contacts. Individual support planning (ISP) can be used in the systematic enhancement of social contacts. This study analyses the content of ISPs with respect to the social contacts of people with PIMD. ISPs for 60 persons with PIMD in the Netherlands were inductively coded and illustrated with quotations. It turned out that every ISP contained information about social contacts. Of all the quotations extracted, 71.2% were about current conditions, 6.2% were about the future and less than 1% concerned actual goals. The social contacts of people with PIMD are mentioned in their ISPs, but this is rarely translated into goals. The results of the current study suggest that attention should be paid to ensuring that professionals understand the importance of social contacts and their application in practice.

The ethnic composition of the neighbourhood and ethnic minorities' social contacts: three unresolved issues

OpenAIRE

Flap, H.D.; Dagevos, J.J.; Vervoort, M.

2010-01-01

It is frequently supposed that the ethnic composition of a neighbourhood affects ethnic minorities’ social contacts with natives, co-ethnics and other ethnic minorities. Research to date, however, falls short in several ways. First of all, previous studies often did not consider social contacts with co-ethnics and other ethnic minorities. Second, although different mechanisms (i.e. meeting opportunities, ethnic competition theory, ‘third parties’ and constrict theory) point to different dimen...

School meal sociality or lunch pack individualism?

DEFF Research Database (Denmark)

Andersen, Sidse Schoubye; Holm, Lotte; Baarts, Charlotte

2015-01-01

the social life of a school class, and how these arrangements involve strategies of both inclusion and exclusion. Two types of school meals are compared in the intervention study: a hot meal based on Nordic ingredients and the normal Danish school meal arrangement in which children bring lunch packs...... to school. The study discusses commensality by examining and comparing lunchtime interactions within the same group of children in the two contrasting meal situations. The results fail to confirm the conventional view that shared meals have greater social impacts and benefits than eating individualized...... foods. The article argues that the social entrepreneurship involved in sharing individual lunch packs might even outweigh some of the benefits of shared meals where everyone is served the same food....

The choice behaviour of pigs in a Y maze: effects of deprivation of feed, social contact and bedding.

Science.gov (United States)

Hemsworth, Paul H; Smith, Kenneth; Karlen, Marcus G; Arnold, Naomi A; Moeller, Steven J; Barnett, John L

2011-06-01

We examined effects of deprivation of feed, social contact and bedding on the choice behaviour in Y maze tests. Eighty pigs were used to study two main effects: feed (estimated voluntary feed intake (VFI) vs. 70% VFI) and bedding (presence vs. absence), experiment 1; social contact (full vs. restricted) and bedding (presence vs. absence), experiment 2; and feed (as in experiment 1) and social contact (as in experiment 2), experiment 3. Overall pigs consistently chose feed and social contact over bedding. While social contact was more preferred than feed in experiment 3, there was substantial variation between pigs in their choice behaviour. The overall choice behaviour in experiment 3 contradicts previous research, but differences such as the preference methodology as well as the level of deprivation, level of reward and cost involved in accessing reward, may be responsible. Average daily weight gain (ADG) was affected in experiment 3: both feed and social restriction reduced ADG. While the feed effect is expected, one interpretation of the social effect is that social deprivation, through stress, may have reduced ADG. These results provide limited support for the notion that deprivation of a highly preferred resource may disrupt biological function. Copyright © 2011 Elsevier B.V. All rights reserved.

Social Networking Sites and Contact Risks among Flemish Youth

Science.gov (United States)

Vandoninck, Sofie; d'Haenens, Leen; De Cock, Rozane; Donoso, Veronica

2012-01-01

This study investigates how teenagers use social networking sites (SNS) and other online communication applications, to what extent they are exposed to online contact risks related to the use of these online tools and how they cope with these risks. A written survey was administered among 815 Flemish adolescents aged 14-19. The study controls for…

Social class and mathematics school knowledge of two private schools in Banten Province

Science.gov (United States)

Siahaan, M. F.

2018-05-01

The purpose of this study was to identify school mathematics topics and mathematics learning experiences of two elementary schools in contrasting social class settings under an umbrella of one institution. A case study research methodology was used to examine data collected from those two Elementary schools. The data revealed that there were similarities in curriculum framework, curriculum materials but there were also significant differences in what was taught and what was experienced in those two schools. The data suggested that word problem and a pedagogy of critical thinking were implemented in one of the schools. The differences were assessed in terms of theoretical and social implications. It was concluded that social stratification of mathematical knowledge occurred

Zimbabwean fourth social workers conference and winter school ...

African Journals Online (AJOL)

Such steps include running the Annual Social Workers Conference & Winter School. This annual observance creates a platform to showcase the goals and accomplishments of diverse social work professionals in the country, give a report on progress and convening a social work winter school for exchanging professional ...

Pre-school education and school maturity of children from socially disadvantaged backgrounds

Directory of Open Access Journals (Sweden)

Panajotis Cakirpaloglu

2014-12-01

Full Text Available The adaptability of children to the school environment and their potential to succeed there is closely linked to the development of their cognitive and social skills. These are primarily linked to personal factors -physical maturity as well as mental or emotional maturity and the environment in which those children grow up. This fact is evident in children growing up in disadvantageous socio-economic conditions. In general the school readiness of children from socially-disadvantaged backgrounds is affected by the specific environment, the primary family and a number of other factors. A significant support of psychosocial development and successful adaptability at the start of the compulsory education is the preschool education, especially for children growing up in disadvantageous socio-economic conditions. The presented study focused on the effect of pre-school education on school readiness in first grade children. 24 children from socially disadvantaged environment were tested twice - for first time shortly after the beginning of their first grade and for the second time before the end of the first grade. The children were then divided into two groups - those who attended pre-school education and those who started school without any pre-school education programme. The attendance thus made the independent variable in the research design. There were three research questions - what is the impact of pre-school education on: Q1: general cognitive functioning (tested using the Intelligence Image Scale, Q2: on the ability to acquire the reading skills (tested using the Reversal test by Edfeldt and Q3 on the social maturity of the children (tested using the Vineland scale of adaptive behaviour The results of the study suggest that pre-school education has significant effect on social skills and this effect increases during the first year. The reading skills were better in children who attended the pre-school education however this impact decreases

CRITERIA OF FORMATION OF SOCIAL-PEDAGOGICAL COMPETENCE OF FUTURE PRIMARY SCHOOL TEACHERS IN INCLUSIVE SECONDARY SCHOOL

Directory of Open Access Journals (Sweden)

Zoia Shevtsiv

2017-03-01

Full Text Available The article aims to justify the formation of criteria and indicators of social-pedagogical competence of the future teachers of primary school of inclusive comprehensive school and to determine its level of development. The objectives are to determine the status of the development problems of professional competence of teachers in inclusive education; essence and structural components of social-pedagogical competence of future primary school teacher of inclusive comprehensive school; criteria, indicators and levels of social-pedagogical competence of future primary school teacher of inclusive comprehensive schools. The education system in Ukraine is gradually transition to inclusive education. Inclusive comprehensive school is being created. It requires a highly qualified primary school teacher who co-teaches regulatory children and children with disability. The article is grounded the necessity of social-pedagogical competence of future teachers of primary school of inclusive comprehensive schools. The essence of social-pedagogical competence of future primary school teacher of inclusive comprehensive schools is defined. The structural components of social-pedagogical competence are characterized. Scientific papers on the issue of formation of competence of experts in various fields are analyzed. The pronunciation for selection and justification criteria and parameters of formation of professional competence is overviewed. The group of the criteria suggested by various scientists from the evaluation of the formation of professional competence of specialists in different fields is considered. The criteria and parameters of evaluating the levels of social-pedagogical competence of future teachers of primary school in inclusive comprehensive schools are selected on the base of the analysis of modern achievements of scientists. Future prospects of research is in developing of a method of diagnosing the levels of social-pedagogical competence of

SOCIAL COMPETENCE DEVELOPMENT IN HIGH SCHOOL STUDENTS› SOCIALIZATION PROCESS

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Anzhelika Ahmetovna Novikova

2016-01-01

The article presents the social competence structure and diagnostic methods; described author matrix of diagnosis and determination of students’ social competence formed level in high school educational space.

Selling the Social Studies.

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Girod, Gerald R.; Harmon, Gerald R.

1987-01-01

Maintains school-aged children would prefer not to study social studies. Presents several strategies to help encourage positive attitudes. Strategies include persuasion, reinforcement, enthusiasm, personalized contact. Stresses that negative attitudes must be changed in order for social studies to achieve its fundamental citizenship goals. (BR)

Factors of Social Adjustment to School: Child's Personality, Family and Pre-School

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Zupancic, Maja; Kavcic, Tina

2011-01-01

The role of child's characteristics (gender, cognitive ability, mother-perceived personality traits), family environment (maternal education, self-reported parenting practices) and pre-school experience (at least three years vs. no experience) in social adjustment to school, reflected through teacher reports on social competence and internalising…

Violent Events: School Social Workers' Perception and Response

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Cawood, Natalie Diane

2013-01-01

This article reports findings from a national web-based survey of 250 members of the School Social Work Association of America (SSWAA). This study examines the types of violent events reported by school social workers and the practitioner's perception of the problem of interpersonal violence in the school context. It identifies interventions being…

Are diverse societies less cohesive? Testing contact and mediated contact theories.

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McKenna, Sarah; Lee, Eunro; Klik, Kathleen A; Markus, Andrew; Hewstone, Miles; Reynolds, Katherine J

2018-01-01

Previous research has demonstrated that there is a negative relationship between ethnic diversity in a local community and social cohesion. Often the way social cohesion is assessed, though, varies across studies and only some aspects of the construct are included (e.g., trust). The current research explores the relationship between diversity and social cohesion across a number of indicators of social cohesion including neighbourhood social capital, safety, belonging, generalized trust, and volunteering. Furthermore, social psychological theories concerning the role of positive contact and its impact on feelings of threat are investigated. Using a sample of 1070 third generation 'majority' Australians and structural equation modelling (SEM), findings suggest ethnic diversity is related to positive intergroup contact, and that contact showed beneficial impacts for some indicators of social cohesion both directly and indirectly through reducing perceived threat. When interethnic contact and perceived threat are included in the model there is no direct negative effect between diversity and social cohesion. The theoretical implications of these findings are outlined including the importance of facilitating opportunities for positive contact in diverse communities.

STI patients are effective recruiters of undiagnosed cases of HIV: results of a social contact recruitment study in Malawi.

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Rosenberg, Nora E; Kamanga, Gift; Pettifor, Audrey E; Bonongwe, Naomi; Mapanje, Clement; Rutstein, Sarah E; Ward, Michelle; Hoffman, Irving F; Martinson, Francis; Miller, William C

2014-04-15

Patients with newly diagnosed HIV may be part of social networks with elevated prevalence of undiagnosed HIV infection. Social network recruitment by persons with newly diagnosed HIV may efficiently identify undiagnosed cases of HIV infection. We assessed social network recruitment as a strategy for identifying undiagnosed cases of HIV infection. In a sexually transmitted infection (STI) clinic in Lilongwe, Malawi, 3 groups of 45 "seeds" were enrolled: STI patients with newly diagnosed HIV, STI patients who were HIV-uninfected, and community controls. Seeds were asked to recruit up to 5 social "contacts" (sexual or nonsexual). Mean number of contacts recruited per group was calculated. HIV prevalence ratios (PRs) and number of contacts needed to test to identify 1 new case of HIV were compared between groups using generalized estimating equations with exchangeable correlation matrices. Mean number of contacts recruited was 1.3 for HIV-infected clinic seeds, 1.8 for HIV-uninfected clinic seeds, and 2.3 for community seeds. Contacts of HIV-infected clinic seeds had a higher HIV prevalence (PR: 3.2, 95% confidence interval: 1.3 to 7.8) than contacts of community seeds, but contacts of HIV-uninfected clinic seeds did not (PR: 1.1, 95% confidence interval: 0.4 to 3.3). Results were similar when restricted to nonsexual contacts. To identify 1 new case of HIV, it was necessary to test 8 contacts of HIV-infected clinic seeds, 10 contacts of HIV-uninfected clinic seeds, and 18 contacts of community seeds. Social contact recruitment by newly diagnosed STI patients efficiently led to new HIV diagnoses. Research to replicate findings and guide implementation is needed.

Schools and Social Emotional Learning

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Usakli, Hakan; Ekici, Kubra

2018-01-01

In classrooms, the students spend lots of time by interacting each other. This paper debates the role of importance of the schools for rising students' social relations. Interaction between students is inevitable. That is because, they are together in projects, class discussion and peer working groups. Multicultural diverse school climates demand…

[Type of school, social capital and subjective health in adolescence].

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Bohn, V; Richter, M

2012-11-01

Social capital is increasingly acknowledged as a central determinant of health. While several studies among adults have shown the importance of social capital for the explanation of social inequalities in health, few comparable studies exist which focus on adolescents. The study examines the role of social capital in different social contexts for the explanation of health inequalities in adolescence. Data were obtained from the 'Health Behaviour in School-aged Children (HBSC)' study in North Rhine-Westphalia from 2006. The sample includes data of 4323 11-15-year-old students. To analyse the role of social capital in the contexts family, school, friends and neighbourhood for inequalities in self-rated health and psychosomatic complaints, logistic regression models were calculated. The socioeconomic position of the adolescents was measured by type of school. Adolescents from general schools reported higher prevalences of fair/poor self-rated health and repeated psychosomatic complaints than pupils from grammar schools. Social capital in all 4 contexts (family, school, friends, and neighbourhood) was associated with both health indicators, independent of gender. In the separate analysis the variables for social capital showed a comparable explanatory contribution and reduced the odds ratios of self-rated health by 6-9%. The contribution for psychosomatic complaints was slightly higher with 10-15%. The only exception was social capital among friends which showed no effect for both health indicators. In the joint analysis the variables for social capital explained about 15% to 30% of health inequalities by school type. The results show that, already in adolescence, inequalities in subjective health can be partly explained through socioeconomic differences in the availability of social capital. The settings family, neighbourhood and school provide ideal contexts for preventive actions and give the opportunity to directly address the high-risk group of students from

School-related social support and subjective well-being in school among adolescents: The role of self-system factors.

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Tian, Lili; Zhao, Jie; Huebner, E Scott

2015-12-01

This 6-week longitudinal study aimed to examine a moderated mediation model that may explain the link between school-related social support (i.e., teacher support and classmate support) and optimal subjective well-being in school among adolescents (n = 1316). Analyses confirmed the hypothesized model that scholastic competence partially mediated the relations between school-related social support and subjective well-being in school, and social acceptance moderated the mediation process in the school-related social support--> subjective well-being in school path and in the scholastic competence--> subjective well-being in school path. The findings suggested that both social contextual factors (e.g., school-related social support) and self-system factors (e.g., scholastic competence and social acceptance) are crucial for adolescents' optimal subjective well-being in school. Limitations and practical applications of the study were discussed. Copyright © 2015 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

The School Food Plan and the Social Context of Food in Schools

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Hart, Caroline Sarojini

2016-01-01

This paper explores the social context of food practices in primary schools in England based on research conducted in 2013-2014 as part of the Sheffield School Food Project. Drawing on the capability approach, and social quality theory, the theoretical framework informed a research methodology enabling exploration of ways in which food practices…

Multicultural Contacts in Education: A Case Study of an Exchange Project between Different Ethnic Groups

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Schuitema, Jaap; Veugelers, Wiel

2011-01-01

One important aim of citizenship education is learning to deal with cultural diversity. To this end, schools organise exchange projects to bring students into contact with different social and cultural groups. The aim of this study is to investigate the effects of intergroup contact in educational settings and to understand what the most…

Social Class and School Music

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Bates, Vincent C.

2012-01-01

This article takes a practical look at social class in school music by exploring the manifestations and impact of three of its dimensions: financial resources, cultural practices, and social networks. Three suggestions are discussed: provide a free and equal music education for all students, understand and respect each student's cultural…

Interethnic Contact Online : Contextualising the Implications of Social Media Use by Second-Generation Migrant Youth

NARCIS (Netherlands)

Dekker, Rianne; Belabas, Warda; Scholten, Peter

2015-01-01

Some studies suggest that social media encourage interethnic contact by removing social and spatial boundaries between ethnic communities while offering new spaces for communication and redefinition of ethnic identities. Others contend that social media add an online dimension to intra-ethnic

Influence of contact definitions in assessment of the relative importance of social settings in disease transmission risk.

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Kirsty J Bolton

Full Text Available BACKGROUND: Realistic models of disease transmission incorporating complex population heterogeneities require input from quantitative population mixing studies. We use contact diaries to assess the relative importance of social settings in respiratory pathogen spread using three measures of person contact hours (PCH as proxies for transmission risk with an aim to inform bipartite network models of respiratory pathogen transmission. METHODS AND FINDINGS: Our survey examines the contact behaviour for a convenience sample of 65 adults, with each encounter classified as occurring in a work, retail, home, social, travel or "other" setting. The diary design allows for extraction of PCH-interaction (cumulative time in face-face conversational or touch interaction with contacts--analogous to the contact measure used in several existing surveys--as well as PCH-setting (product of time spent in setting and number of people present and PCH-reach (product of time spent in setting and number of people in close proximity. Heterogeneities in day-dependent distribution of risk across settings are analysed using partitioning and cluster analyses and compared between days and contact measures. Although home is typically the highest-risk setting when PCH measures isolate two-way interactions, its relative importance compared to social and work settings may reduce when adopting a more inclusive contact measure that considers the number and duration of potential exposure events. CONCLUSIONS: Heterogeneities in location-dependent contact behaviour as measured by contact diary studies depend on the adopted contact definition. We find that contact measures isolating face-face conversational or touch interactions suggest that contact in the home dominates, whereas more inclusive contact measures indicate that home and work settings may be of higher importance. In the absence of definitive knowledge of the contact required to facilitate transmission of various

School meals in children’s social life

DEFF Research Database (Denmark)

Andersen, Sidse Schoubye

This dissertation explores the role of different school meal arrangements in children’s social life from a child’s perspective. The dissertation utilizes a school meal intervention carried out in Denmark in 2011-12 to compare the same group of children in different school meal arrangements, thereby...... overcoming typical challenges of comparison across school meal arrangements, such as differences across children, schools or countries. The dissertation builds on data from a four month field work in 4th grade, 26 semi-structured interviews with children, chefs, and teachers, and 834 children’s self...... in children’s evaluation of new food initiatives in school; that children meet conflicting approaches to food education depending on the context; and that the social powers of sharing and exchanging individual lunch packs could outweigh some of the benefits of a collective meal system. Overall...

Role Integration through the Practice of Social Work with Schools

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Gherardi, Stacy A; Whittlesey-Jerome, Wanda K.

2018-01-01

The current environment for school social work presents great challenges and great opportunities. Amid promising shifts in programs and policies, many school social workers feel marginalized. Despite sustained efforts at definition, the role of the school social worker remains unclear to many outside the field. More important, this role is often…

A survey of social media policies in U.S. dental schools.

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Henry, Rachel K; Webb, Chadleo

2014-06-01

Since social media sites began to appear in the 1990s, their popularity has increased dramatically, especially among younger individuals. With this widespread use of social media, institutions of higher education are finding the need to implement social media policies. The purpose of this study was to gather information from accredited U.S. dental schools on their social media policies. A survey sent to academic deans asked questions related to social media policies and violations of policies. The survey yielded a 35.9 percent (n=23) response rate. Social media policies at the university level were reported by 47.8 percent (n=11) of respondents, and 34.8 percent (n=8) had social media policies specifically in the dental school. Schools that had an institutional social media policy were more likely to have a social media policy in the dental school (p=0.01), and dental schools were more likely to have a policy if the academic dean had been in the position less than five years (p=0.01). All twenty-three responding dental schools have official social media pages. Dental educators and administrators may want to look for opportunities to raise awareness of social media professionalism in their dental schools.

Navigating middle grades: role of social contexts in middle grade school climate.

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Kim, Ha Yeon; Schwartz, Kate; Cappella, Elise; Seidman, Edward

2014-09-01

During early adolescence, most public school students undergo school transitions, and many students experience declines in academic performance and social-emotional well-being. Theories and empirical research have highlighted the importance of supportive school environments in promoting positive youth development during this period of transition. Despite this, little is known about the proximal social and developmental contexts of the range of middle grade public schools US students attend. Using a cross-sectional dataset from the eighth grade wave of the Early Childhood Longitudinal Study-Kindergarten Cohort 1998-1999, the current study examines the middle grade school social context from the perspectives of administrators and teachers in public schools with typical grade configurations (k-8 schools, middle schools, and junior high schools) and how it relates to students' perceptions of school climate. We find that administrators and teachers in k-8 schools perceive a more positive school social context, controlling for school structural and demographic characteristics. This school social context, in turn, is associated with students' perceptions of their schools' social and academic climate. Implications for educational policy and practice are discussed.

The American School in the Political Socialization Process.

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Ehman, Lee H.

1980-01-01

Studies on the effects of schooling on the political socialization of American youth are reviewed. School-level and classroom-level attributes are related to four political socialization outcomes: political knowledge; political attitudes and values; attitudes toward political participation; and participation in political or quasi-political…

Fostering Social Inclusion through Multilingual Habitus in Estonia: A Case Study of the Open School of Kalamaja and the Sakala Private School

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Svetlana L’nyavskiy-Ekelund

2017-12-01

Full Text Available After the restoration of independence in 1991, Estonia continued with a parallel school system with separate public schools operating for Russian- and Estonian-speaking children. Seen as a developmental ‘growing pains’ of a transitional state, during the last 27 years the separate school system has contributed to infrastructural difficulties, educational injustice, and societal segregation. This article investigates the role of private schools in addressing this injustice from the analytical angle of new institutionalism, structuration and intergroup contact theories. How do these institutions challenge and aim at changing the state language regime or path dependency in the language of education? Two case studies are presented in this article: The Open School, established in 2017 for children with different home language backgrounds and targeting trilingual competences; The Sakala Private School, established in 2009, offering trilingual education with Russian as a medium of instruction. During this period of nation-state rebuilding and globalization, we investigate whether developing a multilingual habitus is a way to address the issue of social cohesion in the Estonian society in. So far, no other studies of private initiatives in Estonian language acquisition planning have been done.

[Ebola contacts' surveillance: social impact and ethical issues in Senegal].

Science.gov (United States)

Desclaux, A; Ndione, A G; Badji, D; Sow, K

2016-10-01

Quarantine has been widely used during the Ebola outbreak in West Africa mainly to control transmission chains. This measure raises ethical issues that require documentation of the modalities of quarantine at the field level and its social effects for contact persons. In Senegal, 74 people were in contact with the Ebola case coming from Guinea in September 2014. Of these, 34 members of the case's household were contained together at home and monitored by officers. The remaining 40 health care workers from two facilities were dispersed in their family households and monitored by telephone or during doctors' visits. The study is based on in-depth interviews with 43 adult contacts about their experiences and perceptions, with additional observation for interpretation and contextualization.Containment at home was applied differently to contacts who lived with patient zero than to professional health care contacts. No coercion was used at first since all contacts adhered to surveillance, but some of them did not fully comply with movement restrictions. Contacts found biosafety precautions stigmatizing, especially during the first days when health workers and contacts were feeling an acute fear of contagion. The material support that was provided-food and money-was necessary since contacts could not work nor get resources, but it was too limited and delayed. The relational support they received was appreciated, as well as the protection from stigmatization by the police and follow-up workers. But the information delivered to contacts was insufficient, and some of them, including health workers, had little knowledge about EVD and Ebola transmission, which caused anxiety and emotional suffering. Some contacts experienced the loss of their jobs and loss of income; several could not easily or fully return to their previous living routines.Beyond its recommendations to enhance support measures, the study identifies the ethical stakes of quarantine in Senegal regarding

DEVELOPMENT OF SOCIAL SKILLS AMONG ELEMENTARY SCHOOL CHILDREN

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Zehrina Selimović

2018-04-01

Full Text Available The purpose of the research was to explore the development of social skills among elementary school children and identify similarities and differences based on socio-demographic characteristics. The research was conducted in 2017. This study used a sample of 1639 fifth and eighth-grade students from 17 primary schools in the area of the Central Bosnia Canton. The obtained findings provided significant results. The high level of self-assessment of social competence was determined. The results also showed that there is a statistically significant difference between the respondents in the assessment of social competence with regard to the gender and grade of the students. The correlation between social competence and students’ school performance was determined. These findings will have their practical application in teaching process, and help teachers and students in the development of social competence through teaching process.

Schools, Social Capital and Space

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Allan, Julie; Catts, Ralph

2014-01-01

This paper reports on the significance of social capital in relation to education, exploring its relevance to teachers and other professionals as well as among young people. It draws on aspects of five case studies undertaken by the Schools and Social Capital Network, within the Applied Educational Research Scheme in Scotland. These case studies…

Seeding Social Innovation in Private Schools: A Case Study of St. Mary’s School, Delhi, India

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Niket Sagar

2017-08-01

Full Text Available Education has an important role in creating new learning opportunities and driving social progress. As social institutions, schools form a fundamental block to understand about life and society. While schools have done a good job in preparing students for life and society, newer challenges facing humanity have now emerged. How can schools meaningfully engage students on various pressing social issues and empower their students to take action on issues like environmental crisis, social injustice and developmental challenges? Current school curriculum does not provide adequate opportunities where students can experiment and explore these issues and look for solutions. Problem identifications and their solutions can be explored by creating an interface between community and school. This would create an open space for creativity and innovation amongst students to explore, develop and understand social issues. Such practices would further fuel the students to think and act to address social and environmental challenges. Such approach will pave the way for students to implement and share innovative solutions rather than simply limiting their knowledge to the classroom. This paper is an attempt to highlight the initiatives taken by St. Mary’s School (Delhi, India under its social footprint projects and social innovation in the context of community engagement and emerging environmental issues.

School Violence, Social Support and Psychological Health among Taiwanese Junior High School Students

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Chen, Ji-Kang; Wei, Hsi-Sheng

2013-01-01

Objectives: This paper examines how peer social support mediates the association between school victimization and student psychological health among junior-high students in an Asian context (Taiwan), and further examines how gender and ethnicity differ in the interrelationships of school violence, peer social support and psychological health.…

Contact activity and dynamics of the social core

DEFF Research Database (Denmark)

Mones, Enys; Stopczynski, Arkadiusz; Jørgensen, Sune Lehmann

2017-01-01

arising from communication events via phone calls and instant messages, the extent to which these networks differ is not clear. We show here that the network structure of these channels show large structural variations. The various channels account for diverse relationships between pairs of individuals......Humans interact through numerous communication channels to build and maintain social connections: they meet face-to-face, make phone calls or send text messages, and interact via social media. Although it is known that the network of physical contacts, for example, is distinct from the network...... of the network within a low number of steps, in contrast to the nodes on the periphery. The origin and purpose of each communication network also determine the role of their respective central members: highly connected individuals in the person-to-person networks interact with their environment in a regular...

An Investigation of a New Social Networks Contact Suggestion Based on Face Recognition Algorithm

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Ivan Zelinka

2016-01-01

Full Text Available Automated comparison of faces in the photographs is a well established discipline. The main aim of this paper is to describe an approach whereby face recognition can be used in suggestion of a new contacts. The new contact suggestion is a common technique used across all main social networks. Our approach uses a freely available face comparison called "Betaface" together with our automated processig of the user´s Facebook profile. The research´s main point of interest is the comparison of friend´s facial images in a social network itself, how to process such a great amount of photos and what additional sources of data should be used. In this approach we used our automated processing algorithm Betaface in the social network Facebook and for the additional data, the Flickr social network was used. The results and their quality are discussed at the end.

School satisfaction and social relations: Swedish schoolchildren's improvement suggestions.

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Persson, Louise; Haraldsson, Katarina; Hagquist, Curt

2016-01-01

The aim was to explore schoolchildren's views on how to increase school satisfaction and improve social relations among peers at school. Improvement suggestions were collected from school children aged 10-12 years with the help of a feedback model developed for the purpose. Qualitative content analysis was used. Two categories emerged from the analysis: 'psychosocial climate', which included the subcategories 'adults' roles and responsibilities' and 'classmates' norms and values'; 'influence', which included the subcategories 'changes in the physical environment' and 'flexible learning'. The categories are seen as important to increase school satisfaction and improve social relations among peers at school. Examining children's opinions is requested and promoted by the UN convention on the Rights of the Child. The findings contribute to the field by showing how school satisfaction and social relations might be improved, if the child perspective is considered in the planning of health promotion activities in school.

Does it pay to have a network contact? Social network ties, workplace racial context, and pay outcomes.

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Kmec, Julie A; Trimble, Lindsey B

2009-06-01

This article investigates how social network use to find work affects pay. Analyses using the Multi-City Study of Urban Inequality consider the extent to which a network contact's influence level affects a job applicant's pay, whether this effect differs for white, black, and Latino contacts, and how workplace racial context moderates this relationship. Three main findings emerge. First, having an influential contact--one with hiring authority--compared to having no contact yields higher pay. Second, white and minority contact influence on pay differs: among minority contacts, being an outsider (i.e., someone not employed by the firm to which the applicant applies) is associated with higher pay, but being an employee of the firm--an insider--is not. Third, regardless of workplace racial context, black and Latino contacts' influence is most beneficial when their race/ethnicity is not known to the hiring agent. We offer a new interpretation of the mixed findings with regard to the relationship between social network use and pay.

Skills for social and academic success: a school-based intervention for social anxiety disorder in adolescents.

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Fisher, Paige H; Masia-Warner, Carrie; Klein, Rachel G

2004-12-01

This paper describes Skills for Academic and Social Success (SASS), a cognitive-behavioral, school-based intervention for adolescents with social anxiety disorder. Clinic-based treatment studies for socially anxious youth are reviewed, and a strong rationale for transporting empirically-based interventions into schools, such as SASS, is provided. The SASS program consists of 12, 40-min group sessions that emphasize social skills and in-vivo exposure. In addition to group sessions, students are seen individually at least twice and participate in 4 weekend social events with prosocial peers from their high schools. Meetings with teachers provide information about social anxiety and facilitate classroom exposures for socially anxious participants. Parents attend 2 psychoeducational meetings about social anxiety, its treatment, and approaches for managing their child's anxiety. Initial findings regarding the program's effectiveness are presented. We conclude by discussing the challenges involved in implementing treatment protocols in schools and provide suggestions to address these issues.

Place-based social contact and mixing: a typology of generic meeting places of relevance for infectious disease transmission.

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Strömgren, M; Holm, E; Dahlström, Ö; Ekberg, J; Eriksson, H; Spreco, A; Timpka, T

2017-09-01

This study aims to develop a typology of generic meeting places based on social contact and mixing of relevance for infectious disease transmission. Data were collected by means of a contact diary survey conducted on a representative sample of the Swedish population. The typology is derived from a cluster analysis accounting for four dimensions associated with transmission risk: visit propensity and its characteristics in terms of duration, number of other persons present and likelihood of physical contact. In the analysis, we also study demographic, socio-economic and geographical differences in the propensity of visiting meeting places. The typology identifies the family venue, the fixed activity site, the family vehicle, the trading plaza and the social network hub as generic meeting places. The meeting place typology represents a spatially explicit account of social contact and mixing relevant to infectious disease modelling, where the social context of the outbreak can be highlighted in light of the actual infectious disease.

Implicit Attitudes towards People with Intellectual Disabilities: Their Relationship with Explicit Attitudes, Social Distance, Emotions and Contact.

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Wilson, Michelle Clare; Scior, Katrina

2015-01-01

Implicit attitude research has expanded rapidly over the last decade and is seen as very promising as it counters biases present in much attitude research such as social desirability. However, most research in the area of intellectual disabilities has focused on explicit attitudes alone. This study examined implicit attitudes to this population and also examined their association with emotional reactions and contact, which have previously been found to have a significant influence on attitudes and stigma. A web based survey consisting of a single target Implicit Association Test, measures of explicit attitudes, social distance, and emotional reactions towards and contact with individuals with intellectual disabilities was completed by 326 adult UK residents. Implicit attitudes were not significantly associated with explicit attitudes, social distance or emotional reactions. Instead there were small to moderate associations between emotional reactions and explicit attitudes and social distance. Implicit attitudes did not vary according to participants' level of contact with individuals with intellectual disabilities, type of the contact relationship (voluntary versus involuntary), gender or educational attainment. In contrast, these participant characteristics did affect explicit attitudes and social distance. Implicit attitudes towards individuals with intellectual disabilities were somewhat negative and, unlike explicit attitudes and stigma, did not vary according to participant demographics or contact. As they may have a negative impact on the lives of people with intellectual disabilities, implicit attitudes merit increased attention in research and interventions in the intellectual disabilities field.

Implicit Attitudes towards People with Intellectual Disabilities: Their Relationship with Explicit Attitudes, Social Distance, Emotions and Contact.

Directory of Open Access Journals (Sweden)

Michelle Clare Wilson

Full Text Available Implicit attitude research has expanded rapidly over the last decade and is seen as very promising as it counters biases present in much attitude research such as social desirability. However, most research in the area of intellectual disabilities has focused on explicit attitudes alone. This study examined implicit attitudes to this population and also examined their association with emotional reactions and contact, which have previously been found to have a significant influence on attitudes and stigma. A web based survey consisting of a single target Implicit Association Test, measures of explicit attitudes, social distance, and emotional reactions towards and contact with individuals with intellectual disabilities was completed by 326 adult UK residents. Implicit attitudes were not significantly associated with explicit attitudes, social distance or emotional reactions. Instead there were small to moderate associations between emotional reactions and explicit attitudes and social distance. Implicit attitudes did not vary according to participants' level of contact with individuals with intellectual disabilities, type of the contact relationship (voluntary versus involuntary, gender or educational attainment. In contrast, these participant characteristics did affect explicit attitudes and social distance. Implicit attitudes towards individuals with intellectual disabilities were somewhat negative and, unlike explicit attitudes and stigma, did not vary according to participant demographics or contact. As they may have a negative impact on the lives of people with intellectual disabilities, implicit attitudes merit increased attention in research and interventions in the intellectual disabilities field.

Social responsibility: conceptualization and embodiment in a school of nursing.

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Kelley, Maureen A; Connor, Ann; Kun, Karen E; Salmon, Marla E

2008-01-01

This paper describes how a school of nursing has conceptualized and embodied social responsibility in its core values, curricular design, admission standards, clinical practice, and service learning opportunities. The school's engagement in the process of practicing social responsibility and clarifying its meaning and application has made apparent the natural linkage between social responsibility and professionalism and the deep and complex relationship between social responsibility and nursing itself. It has also revealed how a commitment to social responsibility impacts and determines for whom nurses care. Claiming social responsibility as a core value and working to refine its meaning and place has increased the school's commitment to it, concomitantly impacting education, practice, and recruitment and evaluation of faculty and students. The school views the conceptualization of social responsibility as a deepening and unfolding evolution, rather than as a formulaic understanding, and expects that its ongoing work of claiming social responsibility as a core value will continue to be enriching.

Education of Social Responsibility among Sports Schools Students

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Malinauskas, Romualdas K.; Juodsnukis, Dalius R.

2017-01-01

Research aim was to analyze peculiarities of education of social responsibility among football sports school students. We hypothesized that after the educational program sport school students will have more developed social responsibility. The total sample comprised 52 male students. Experimental group consisted of 26 and the control group of 26…

Social and moral maturity of high-school students

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Silvana Gasar

2005-02-01

Full Text Available The level of social and moral maturity of high-school students was examined. There were almost no significant differences between the students of two different educational programs. In general, the students' level of social and moral maturity is satisfyingly high, but their social skills are not quite appropriately developed. The results of behaviour in school situations reveal a quite unpleasant picture of interpersonal relations, which is probably a reflection of social relations in society. The absence of correlations between both components of maturity and social skills shows the gap between human's reasoning and behaviour. Students know, which behaviour is moral and socially adapted, but they do not always act in congruence with that, because existing social relations often encourage different behaviour.

Parent-school relationships and children's academic and social outcomes in public school pre-kindergarten.

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Powell, Douglas R; Son, Seung-Hee; File, Nancy; San Juan, Robert R

2010-08-01

Two dimensions of parent-school relationships, parental school involvement and parents' perceptions of teacher responsiveness to child/parent, were examined in state-funded pre-kindergarten classrooms in a large urban school district. Children's social and academic outcomes were individually assessed in the fall and spring. Hierarchical Linear Modeling analyses revealed that parental school involvement positively predicted children's social skills (d=.55) and mathematics skills (d=.36), and negatively predicted problem behaviors (d=.47). Perceived teacher responsiveness to child/parent was positively related to children's early reading (d=.43), and social skills (d=.43), and negatively to problem behaviors (d=.61). All analyses controlled for quality of teacher interaction with children in the classroom, parental home involvement, parental education level, and child race/ethnicity. Copyright 2010 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Reducing health disparities: the social role of medical schools.

Science.gov (United States)

Dopelt, Keren; Davidovitch, Nadav; Yahav, Zehava; Urkin, Jacob; Bachner, Yaacov G

2014-06-01

Medical education based on the principles of social medicine can contribute toward reducing health disparities through the "creation" of doctors who are more involved in community programs. This study compared the social medicine orientation of graduates from various medical schools in Israel. The authors conducted an online cross-sectional survey in May 2011 among physicians who are graduates of Israeli medical schools. The study included 1050 physicians practicing medicine in Israel: 36% who are graduates from the Hebrew University, 26% from Tel Aviv University, 22% from the Technion and 16% from Ben-Gurion University. A greater percentage of physicians who studied either at the Technion or Ben-Gurion are working or have worked in the periphery (∼50% vs. ∼30% at the Hebrew and Tel Aviv Universities). Among Ben-Gurion graduates, 47% are active in social medicine programs vs. 34-38% from other schools. Among physicians active in social medicine programs, 32% of Ben-Gurion alumni estimated that their medical education greatly influenced their social medicine involvement vs. 8-15% from other schools. Hebrew University alumni described their studies as more research-oriented. In contrast, Ben-Gurion graduates described their studies as more social medicine-oriented and they exhibited more positive attitudes about the role of physicians in reducing health disparities. Social medicine-oriented medical education induces a socialization process reinforcing human values regarding doctor-patient relationships and produces positive attitudes among future doctors about social involvement. Findings emphasize the need to develop educational programs with this orientation and to strengthen medical schools in the periphery.

Study effective factors on customer compliance in high contact services based on Bandura social - Cognitive theory

OpenAIRE

zahra asadi; bahman hajipour

2014-01-01

In today's competitive world, all market participants ranging from individuals, organizations should be looking for ways to success in the market. The secret to success high contact service providers as important part of market participants is, compliance and follow customers of high contact service providers the instructions and guidance. In this paper, a model based on Bandura social - Cognitive theory has Provided to customer compliance . According Bandura social - Cognitive theory and t...

DESIGNING EDUCATIONAL PROCESS OF FORMING SOCIAL AND PEDAGOGICAL COMPETENCE OF FUTURE PRIMARY SCHOOL TEACHERS IN INCLUSIVE SECONDARY SCHOOL

Directory of Open Access Journals (Sweden)

Zoia Shevtsiv

2017-04-01

Full Text Available The article is devoted to the issue of social and pedagogical competence of future primary school teacher in inclusive secondary schools. The aim of the article is to define the concept “design” and “pedagogical design”; to disclose methodological approaches and main features of pedagogical design of forming of social and pedagogical competence of future primary school teacher in inclusive secondary schools; to identify structural elements of social and pedagogical competence. The article analyzes the essence of the concept “design”. The process of designing educational system of social and pedagogical competence of future primary school teacher in inclusive secondary school is based on several interrelated methodological approaches, including systematic, axiological, active, person-centered, contextual acmeological, and competential ones. Important factors and theoretical starting positions are designing general principles of education: humanism and democracy; principles of teaching, scientific, professional orientation, integrity, communication theory and practice, consistency and systematic, variability, pedagogical creativity. The special principles are the following: problematic, technologizing, dialogization, and competence ones. Social and pedagogical competence of future primary school teachers in inclusive secondary school is structured by the cognitive, active, professional and personal components. Structure components are defined as a synthesis of social and pedagogical competences, educational and developmental, communicative, diagnostic, organizational, predictive, preventive, security and defense, correctional and rehabilitation, adaptation items. Established continuity of the educational process of forming social and pedagogical competence of future primary school teacher in inclusive secondary school takes place during the period of study in higher education establishments. The following conclusions are drawn that

Does school social capital modify socioeconomic inequality in mental health?

DEFF Research Database (Denmark)

Nielsen, Line; Koushede, Vibeke; Vinther-Larsen, Mathilde

2015-01-01

It seems that social capital in the neighbourhood has the potential to reduce socioeconomic differences in mental health among adolescents. Whether school social capital is a buffer in the association between socioeconomic position and mental health among adolescents remains uncertain. The aim...... of this study is therefore to examine if the association between socioeconomic position and emotional symptoms among adolescents is modified by school social capital. The Health Behaviour in School-aged Children Methodology Development Study 2012 provided data on 3549 adolescents aged 11-15 in two....... In school classes characterised by high and moderate trust, there were no statistically significant differences in emotional symptoms between high and low socioeconomic groups. Although further studies are needed, this cross-sectional study suggests that school social capital may reduce mental health...

Changing climates of conflict: A social network experiment in 56 schools.

Science.gov (United States)

Paluck, Elizabeth Levy; Shepherd, Hana; Aronow, Peter M

2016-01-19

Theories of human behavior suggest that individuals attend to the behavior of certain people in their community to understand what is socially normative and adjust their own behavior in response. An experiment tested these theories by randomizing an anticonflict intervention across 56 schools with 24,191 students. After comprehensively measuring every school's social network, randomly selected seed groups of 20-32 students from randomly selected schools were assigned to an intervention that encouraged their public stance against conflict at school. Compared with control schools, disciplinary reports of student conflict at treatment schools were reduced by 30% over 1 year. The effect was stronger when the seed group contained more "social referent" students who, as network measures reveal, attract more student attention. Network analyses of peer-to-peer influence show that social referents spread perceptions of conflict as less socially normative.

Computing Tutte polynomials of contact networks in classrooms

Science.gov (United States)

Hincapié, Doracelly; Ospina, Juan

2013-05-01

Objective: The topological complexity of contact networks in classrooms and the potential transmission of an infectious disease were analyzed by sex and age. Methods: The Tutte polynomials, some topological properties and the number of spanning trees were used to algebraically compute the topological complexity. Computations were made with the Maple package GraphTheory. Published data of mutually reported social contacts within a classroom taken from primary school, consisting of children in the age ranges of 4-5, 7-8 and 10-11, were used. Results: The algebraic complexity of the Tutte polynomial and the probability of disease transmission increases with age. The contact networks are not bipartite graphs, gender segregation was observed especially in younger children. Conclusion: Tutte polynomials are tools to understand the topology of the contact networks and to derive numerical indexes of such topologies. It is possible to establish relationships between the Tutte polynomial of a given contact network and the potential transmission of an infectious disease within such network

Socially Embedded Academic Emotions in School

Science.gov (United States)

Anttila, Henrika; Pyhältö, Kirsi; Piertarinen, Janne; Soini, Tiina

2018-01-01

School is a central arena for a wide amount of emotions. Previous research on academic emotions has, however, mainly focused on achievement, engagement and teaching, situated in classroom. The social embeddedness, as well as different learning environments of school, continue to be neglected in the research literature. Our study focuses on…

Middle School Students' Social Media Use

Science.gov (United States)

Martin, Florence; Wang, Chuang; Petty, Teresa; Wang, Weichao; Wilkins, Patti

2018-01-01

Cyber bullying, digital identity, impact of digital footprints, and use of inappropriate social media are topics that are gaining attention in K-12 schools. As more schools and school districts are implementing 1-1 and "bring your own technology" initiatives, attention to these topics is becoming increasingly important. A total of 593…

The Emergence of Social Capital in Low-Income Latino Elementary Schools

Science.gov (United States)

Shoji, Megan N.; Haskins, Anna R.; Rangel, David E.; Sorensen, Kia N.

2014-01-01

Scholars suggest that racial/ethnic and class disparities in school-based social capital contribute to educational inequalities. Previous studies demonstrate that social capital (relations of trust, mutual expectations, and shared values) between parents and schools supports children's development. Yet we know little about the emergence of social capital, that is, the processes through which it develops. In this study, we explore mechanisms of social capital emergence in predominantly low-income Latino school communities. We draw data from an experimental study that manipulated social capital through an after-school family engagement program. Based on interviews and focus groups with participating parents, teachers, and program staff in two elementary schools, we identified four types of interactions that act as mechanisms of social capital emergence: (1) responsive communication; (2) reciprocal communication; (3) shared experiences; and (4) institutional linkage. The article connects these mechanisms to theoretically linked sources of social capital and discusses implications for theory and practice. PMID:25246729

Executive Functions as Predictors of School Performance and Social Relationships: Primary and Secondary School Students.

Science.gov (United States)

Zorza, Juan Pablo; Marino, Julián; Acosta Mesas, Alberto

2016-05-12

This study examined the relationship between executive functions (EFs) and school performance in primary and secondary school students aged 8 to 13 years (N = 146, M = 10.4, 45.8% girls). EFs were evaluated using the Trail Making Test (TMT), Verbal Fluency (VF), and the Stroop Test. Students' GPAs and teachers' assessment of academic skills were used to measure school performance. To evaluate the students' social behavior, participants were asked to rate all their classmates' prosocial behavior and nominate three students with whom they preferred to do school activities; teachers also provided evaluations of students' social skills. EF measures explained 41% (p = .003, f 2 = .694) of variability in school performance and 29% (p = .005, f 2 = .401) of variance in social behavior in primary school students. The predictive power of EFs was found to be lower for secondary school students, although the TMT showed significant prediction and explained 13% (p = .004, f 2 = .149) of variance in school performance and 15% (p = .008, f 2 = .176) in peer ratings of prosocial behavior. This paper discusses the relevance of EFs in the school environment and their different predictive power in primary and secondary school students.

Social Determinants of Overweight and Obesity Rates by Elementary School in a Predominantly Hispanic School District.

Science.gov (United States)

Santos, Richard; Huerta, Gabriel; Karki, Menuka; Cantarero, Andrea

This study analyzes the social determinants associated with the overweight or obesity prevalence of 85 elementary schools during the 2010-11 academic year in a predominantly Hispanic school district. A binomial logistic regression is used to analyze the aggregate overweight or obesity rate of a school by the percent of Hispanic students in each school, selected school and neighborhood characteristics, and its geographical location. The proportion of Hispanic enrollment more readily explains a school's aggregate overweight or obesity rate than social determinants or spatial location. Number of fast food establishments and the academic ranking of a school appear to slightly impact the aggregate prevalence rate. Spatial location of school is not a significant factor, controlling for other determinants. An elementary school's overall overweight or obesity rate provides a valuable health indicator to study the social determinants of obesity among Hispanics and other students within a local neighborhood. Copyright © 2017 Elsevier Inc. All rights reserved.

The social justice imperative in transforming a secondary school

Directory of Open Access Journals (Sweden)

Mafora Patrick

2016-01-01

Full Text Available The thrust of education policy and legislation in South Africa points to a quest for democracy, equity and social justice throughout the education system. Notwithstanding, research suggests that different stakeholders experience schools as socially unjust and marginalising in some way. This article reports findings of a follow-up qualitative case study of one purposively sampled Soweto secondary school. The study sought to explore the principal’s social justice leadership strategies which account for the school being perceived as democratically transformed and socially just. Data were collected through a series of in-depth semi-structured interviews and observations. Data analysis followed Tesch’s steps for open coding. Findings suggest that the principal’s personal values and commitment to social justice principles account for his resilience in the face of resistance and systemic barriers. The principal’s social justice leadership practices and barriers that he encountered are outlined.

A Qualitative Exploration of Multiple Case Studies of the Perception of School Social Workers Concerning Their Roles in Public Schools

Science.gov (United States)

Morrison, Alesha Nicole

2016-01-01

This qualitative exploration in the form of multiple case studies interviewed a group of seven social workers from the St. Louis Metropolitan area to gain their perception as school social workers concerning their roles in public schools. The literature on school social workers indicated that school social workers brought unique knowledge and…

From Redistribution to Recognition: How School Principals Perceive Social Justice

Science.gov (United States)

Wang, Fei

2016-01-01

Where there are people, there is social in/justice. Using Nancy Fraser's framework, this qualitative research examines how school principals perceive social justice in schools. Twenty-one elementary and secondary school principals were interviewed in the Greater Toronto Area. The study provides some empirical evidence on the ways social…

zimbabwean fourth social workers conference and winter school

African Journals Online (AJOL)

cswserver

commercial 4.0 International License. ZIMBABWEAN FOURTH SOCIAL WORKERS CONFERENCE AND WINTER. SCHOOL. Noah Mudenda. The Council of Social Workers (CSW or Council) was established under the Social Workers Act 27:21 ...

Evidence for transmission of Pseudomonas cepacia by social contact in cystic fibrosis.

Science.gov (United States)

Govan, J R; Brown, P H; Maddison, J; Doherty, C J; Nelson, J W; Dodd, M; Greening, A P; Webb, A K

1993-07-03

Pulmonary colonisation with Pseudomonas cepacia in patients with cystic fibrosis can be associated with increased morbidity and mortality. The modes of transmission of P cepacia are, however, unclear. We used selective media and phenotypic and genomic typing systems to investigate the acquisition of P cepacia by adults with cystic fibrosis. An analysis of isolates from 210 patients attending regional clinics in Edinburgh and Manchester between 1986 and 1992 showed that the main cause of increased isolations of P cepacia from 1989 was the emergence of an epidemic strain that had spread between patients in both clinics. Epidemiological evidence indicated that social contact was important in spread of the epidemic strain within and between clinics. We suggest that guidelines to limit the acquisition of P cepacia should not be restricted to patients in hospital, and that intimate or frequent social contact is associated with a high risk of cross-infection.

Does school social capital modify socioeconomic inequality in mental health? A multi-level analysis in Danish schools.

Science.gov (United States)

Nielsen, Line; Koushede, Vibeke; Vinther-Larsen, Mathilde; Bendtsen, Pernille; Ersbøll, Annette Kjær; Due, Pernille; Holstein, Bjørn E

2015-09-01

It seems that social capital in the neighbourhood has the potential to reduce socioeconomic differences in mental health among adolescents. Whether school social capital is a buffer in the association between socioeconomic position and mental health among adolescents remains uncertain. The aim of this study is therefore to examine if the association between socioeconomic position and emotional symptoms among adolescents is modified by school social capital. The Health Behaviour in School-aged Children Methodology Development Study 2012 provided data on 3549 adolescents aged 11-15 in two municipalities in Denmark. Trust in the school class was used as an indicator of school social capital. Prevalence of daily emotional symptoms in each socioeconomic group measured by parents' occupational class was calculated for each of the three categories of school classes: school classes with high trust, moderate trust and low trust. Multilevel logistic regression analyses with parents' occupational class as the independent variable and daily emotional symptoms as the dependent variable were conducted stratified by level of trust in the school class. The prevalence of emotional symptoms was higher among students in school classes with low trust (12.9%) compared to school classes with high trust (7.2%) (p social capital may reduce mental health problems and diminish socioeconomic inequality in mental health among adolescents. Copyright © 2015 Elsevier Ltd. All rights reserved.

Mental Health Stigma about Serious Mental Illness among MSW Students: Social Contact and Attitude

Science.gov (United States)

Covarrubias, Irene; Han, Meekyung

2011-01-01

In this study, the attitudes toward and beliefs about serious mental illness (SMI) held by a group of graduate social work students in the northwestern United States were examined. Mental health stigma was examined with relation to the following factors: participants' level of social contact with SMI populations, adherence to stereotypes about SMI…

Links between Parenting Styles, Parent-Child Academic Interaction, Parent-School Interaction, and Early Academic Skills and Social Behaviors in Young Children of English-Speaking Caribbean Immigrants

Science.gov (United States)

Roopnarine, Jaipaul L.; Krishnakumar, Ambika; Metindogan, Aysegul; Evans, Melanie

2006-01-01

This study examined the influence of parenting styles, parent-child academic involvement at home, and parent-school contact on academic skills and social behaviors among kindergarten-age children of Caribbean immigrants. Seventy immigrant mothers and fathers participated in the study. Hierarchical regression analyses revealed that fathers'…

Country specific associations between social contact and mental health: evidence from civil servant studies across Great Britain, Japan and Finland.

Science.gov (United States)

Cable, N; Chandola, T; Lallukka, T; Sekine, M; Lahelma, E; Tatsuse, T; Marmot, M G

2016-08-01

Little is known about which component, such as social contact of social networks is associated with mental health or whether such an association can be observed across countries. This study examined whether the association between frequent social contact and mental health differs by composition (relatives or friends) and whether the associations are similar across three occupational cohorts from Great Britain, Japan, and Finland. Cross-sectional analysis of data from three prospective cohort studies. Participants were civil servants of a prospective cohort study based in London (Men: n = 4519; Women: n = 1756), in the West Coast of Japan (Men: n = 2571; Women: n = 1102), and in Helsinki, Finland (Men: n = 1181; Women: n = 5633); we included the information on study variables which is complete. Mental health function was the study outcome, indicated by the total score from the Mental Health Component on the Short Form Health Survey36. Participants reported frequencies of contacts with their relatives or friends via a questionnaire. Age, marital status, and occupational position were treated as confounders in this study. Findings from multiple regression showed that the associations between social contact and mental health function were different depending on country of origin and gender. Among British or Japanese men, frequent contact with both friends and relatives was positively associated with their mental health function, while only social contact with friends was significantly associated with mental health of Finnish men. In women, the patterns of the associations between social contact and mental health were more distinctive: friends for Great Britain, relatives for Japan, and friends and relatives for Finland. These significant associations were independent of the confounders. Social contact was related to mental health of working people; however, culture and gender are likely to be tapped into. Copyright © 2015 The Royal Society for Public

Meeting the social and behavioral health needs of students: rethinking the relationship between teachers and school social workers.

Science.gov (United States)

Berzin, Stephanie Cosner; O'Brien, Kimberly H McManama; Frey, Andy; Kelly, Michael S; Alvarez, Michelle E; Shaffer, Gary L

2011-08-01

While school-based mental health professionals obviously must provide mental health services to students directly, the literature is increasingly identifying an empowerment role for these professionals, whereby they support teachers as primary service providers. The purpose of this study was to identify subtypes of school social workers within the context of collaborative practice, and to identify individual and contextual factors associated with these classifications as well as overall levels of collaboration. Latent class analysis, conducted using data collected as part of the National School Social Work Survey 2008 (N = 1639), was employed to examine underlying subtypes of school social work practitioners in relation to collaborative practices and to examine predictors of collaborative practice. Four broad categories of school social workers were identified, including (1) noncollaborators, (2) system-level specialists, (3) consultants, and (4) well-balanced collaborators. These classes were associated with the number of schools served, grade level, education, and clinical licensure status; level of administrative responsibility was not associated with class membership. While school social workers varied in collaborative practices, opportunities exist to enhance their role in educating and supporting teachers to serve as primary providers to students with social, mental health, and behavioral needs. The implications for school-based mental health providers, teachers, administrators, policymakers, and researchers are discussed. © 2011, American School Health Association.

Efforts in enhancing social contacts of persons with severe of profound intellectual and multiple disabilities : Analysing individual support plans in the Netherlands

NARCIS (Netherlands)

Kamstra, Aafke; van der Putten, Annette; Vlaskamp, Carla

2017-01-01

Most people with profound intellectual and multiple disabilities (PIMD) have limited social contact and it is unclear what is done to maintain or increase these contacts. Individual support planning (ISP) can be used in the systematic enhancement of social contacts. This study analyses the content

Evaluation and assessment of social accountability in medical schools.

Science.gov (United States)

Leinster, Sam

2011-01-01

Social accountability as an outcome must be measured at institutional (evaluation) and individual (assessment) level. The definitions used in the measurement will be dependent on the social setting of the medical school being scrutinised. A formal framework is needed so that comparisons can be made and progress measured. The World Health Organisation suggests that there are four principles that delineate social accountability--relevance, quality, cost-effectiveness and equity. Medical schools are evaluated according to their planning, doing and impact in relation to these principles. Boelen and Woollard have clarified the ideas of planning, doing and impact into Conceptualisation, Production and Usability. THEnet group of medical schools use a shortened version of Boelen and Woollard's framework with 20 criteria to evaluate their programmes. At the individual level, there is considerable overlap between the concepts of 'social accountability' and 'professionalism'. Attempts are being made to define and measure professionalism, however, if the behaviour and attitudes of individual graduates is a significant component in defining social responsibility new methods of assessment need to be developed. Factors such as the available resources and the structure of the health services have a very large effect on doctors' attitudes and behaviour. As a result, the task of evaluating and assessing the extent to which medical schools are socially accountable is complex. Judgments on how well a school is meeting the standards will have to make allowance for the local political and economic environment.

Reduction of Social Inequality in High School

DEFF Research Database (Denmark)

Jensen, Ulla Højmark

2014-01-01

This article explores structures in the learning environment at the classroom level that can contribute to reduction of social inequality in education. It draws on qualitative observation studies of Latino’s in high schools in New York City, USA, by a Danish researcher. The purpose of this article...... is to explore ‘good examples’ from an outsider’s perspective and there by create an empirical and theoretical focus on how school characteristics and structures cross boarders are connected to the reduction of social inequality in education....

Social work at school: View into the past, view into the future

Directory of Open Access Journals (Sweden)

Poštrak Milko

2008-01-01

Full Text Available The practice of social work at school existed in the Republic of Slovenia in the past (the period of the SFRY. This paper presents the findings arising from that period, the reasons for abandoning that practice (the problems of management and the achieved educational level of the social workers at that time, as well as the theoretical assumptions forming the basis for reconsidering the possibility of its reintroduction both to primary and secondary schools. This paper presents the different theoretical models and paradigms they rely on (traditional or conservative, reformist, radical, system-ecological and social-constructivist, with special reference to the social-constructivist model of social work, which is also author's own orientation. The suggested models and theoretical assumptions that social work rests on are associated with the domains of work common to social work and school, and those are: on micro-level, the realm of socialization (socialization process and educational work related to pupils (common both to school work and social work, on the level of school - work on establishing the psycho-social climate, especially within peer groups, youth subcultures, the relation towards authority, the presence of violence and offender's behavior at school. Also, significant common ground in the paper stems from the concept of decentralization, on the one hand, and the fact that school is an institution that develops numerous functions through meaningful connections with the context of the local community and the society.

Views of School Counselors and Social Service Workers on the Role of School in the Protection of Children in Care

Directory of Open Access Journals (Sweden)

Davut ELMACI

2017-12-01

Full Text Available The purpose of this research is to determine the views of the school counselors and social service workers about the role of the school in the protection of children in care. The participants of the research, designed as qualitative research, composed of the school counselors working at primary schools where children in care attend in the TR83 region (Amasya, Çorum, Samsun, and Tokat and the social service workers in the same region. In this scope, interviews were conducted with 11 school counselors and 12 social service workers. Research findings show that the role of school is beneficial for socializing children in care. The main problems encountered in fulfilling the current role of the school in the protection of children in care are; behavioral problems of children in care, inadequate communication between the school and the social service institution, the past problems that the children in care experienced, the school staff’s lack of knowledge about children in care and labeling. According to the research results, it is beneficial to raise awareness of school administrators and teachers about child protection and to establish an effective cooperation between school and social service institution.

Friendships and social interactions of school-aged children with migraine.

Science.gov (United States)

Vannatta, K; Getzoff, E A; Gilman, D K; Noll, R B; Gerhardt, C A; Powers, S W; Hershey, A D

2008-07-01

We set out to evaluate the friendships and social behaviour of school-aged children with migraine. Concern exists regarding the impact of paediatric migraine on daily activities and quality of life. We hypothesized that children with migraine would have fewer friends and be identified as more socially sensitive and isolated than comparison peers. Sixty-nine children with migraine participated in a school-based study of social functioning. A comparison sample without migraine included classmates matched for gender, race and age. Children with migraine had fewer friends at school; however, this effect was limited to those in elementary school. Behavioural difficulties were not found. Middle-school students with migraine were identified by peers as displaying higher levels of leadership and popularity than comparison peers. Concern may be warranted about the social functioning of pre-adolescent children with migraine; however, older children with migraine may function as well as or better than their peers.

Changing climates of conflict: A social network experiment in 56 schools

Science.gov (United States)

Paluck, Elizabeth Levy; Shepherd, Hana; Aronow, Peter M.

2016-01-01

Theories of human behavior suggest that individuals attend to the behavior of certain people in their community to understand what is socially normative and adjust their own behavior in response. An experiment tested these theories by randomizing an anticonflict intervention across 56 schools with 24,191 students. After comprehensively measuring every school’s social network, randomly selected seed groups of 20–32 students from randomly selected schools were assigned to an intervention that encouraged their public stance against conflict at school. Compared with control schools, disciplinary reports of student conflict at treatment schools were reduced by 30% over 1 year. The effect was stronger when the seed group contained more “social referent” students who, as network measures reveal, attract more student attention. Network analyses of peer-to-peer influence show that social referents spread perceptions of conflict as less socially normative. PMID:26729884

Social Media Arrive in School; Principals Look at Impacts

Science.gov (United States)

Armistead, Lew

2010-01-01

Social media have the potential to improve educational opportunities for high school students, but also present legal and policy challenges for public school principals. Those were among opinions expressed in the 2010 Principals' Partnership Poll. The most frequently-cited request by the 306 respondents was help in integrating social media into…

Social Justice Education in an Urban Charter Montessori School

Directory of Open Access Journals (Sweden)

Kira Banks

2016-11-01

Full Text Available As the Montessori Method continues its expansion in public education, a social justice lens is needed to analyze its contributions and limitations, given the increase in racial and socioeconomic diversity in the United States. Furthermore, much of the work in Social Justice Education (SJE focuses on classroom techniques and curriculum, overlooking the essential work of school administrators and parents, whose work significantly influences the school community. The current study applied an SJE framework to the efforts of one urban, socioeconomically and racially integrated Montessori charter school. We examined the extent to which SJE principles were incorporated across the school community, using an inductive, qualitative, case-study approach that included meetings, surveys, focus groups, and interviews. Administrators quickly adopted a system-wide approach, but parents—often color-blind or minimizing of the relevance of race—consistently resisted. Study results imply a continued need for an institutional approach, not solely a classroom or curricular focus, when integrating social justice into Montessori schools.

Wii Social Skills Group and Inter-School Tournament

OpenAIRE

Julie Johnson; Juanita Germaine; Diana Maliszewski; Renee Keberer

2011-01-01

Abstract: Two schools in separate cites used the Nintendo Wii gaming system to assist selected boys in developing social skills. Using Skype and Twitter, the two groups collaborated at different stages of the project. The pilot project investigated the benefits of incorporating video games into traditional social skills programming, as well as the benefits of online collaboration between teachers in different school boards and students from different communities.

Wii Social Skills Group and Inter-School Tournament

Directory of Open Access Journals (Sweden)

Julie Johnson

2011-12-01

Full Text Available Abstract: Two schools in separate cites used the Nintendo Wii gaming system to assist selected boys in developing social skills. Using Skype and Twitter, the two groups collaborated at different stages of the project. The pilot project investigated the benefits of incorporating video games into traditional social skills programming, as well as the benefits of online collaboration between teachers in different school boards and students from different communities.

Play Therapy Training among School Psychology, Social Work, and School Counseling Graduate Training Programs

Science.gov (United States)

Pascarella, Christina Bechle

2012-01-01

This study examined play therapy training across the nation among school psychology, social work, and school counseling graduate training programs. It also compared current training to previous training among school psychology and school counseling programs. A random sample of trainers was selected from lists of graduate programs provided by…

Contribution of company affiliation and social contacts to risk estimates of between-farm transmission of avian influenza.

Science.gov (United States)

Leibler, Jessica H; Carone, Marco; Silbergeld, Ellen K

2010-03-25

Models of between-farm transmission of pathogens have identified service vehicles and social groups as risk factors mediating the spread of infection. Because of high levels of economic organization in much of the poultry industry, we examined the importance of company affiliation, as distinct from social contacts, in a model of the potential spread of avian influenza among broiler poultry farms in a poultry-dense region in the United States. The contribution of company affiliation to risk of between-farm disease transmission has not been previously studied. We obtained data on the nature and frequency of business and social contacts through a national survey of broiler poultry growers in the United States. Daily rates of contact were estimated using Monte Carlo analysis. Stochastic modeling techniques were used to estimate the exposure risk posed by a single infectious farm to other farms in the region and relative risk of exposure for farms under different scenarios. The mean daily rate of vehicular contact was 0.82 vehicles/day. The magnitude of exposure risk ranged from company affiliation, with farms in the same company group as the index farm facing as much as a 5-fold increase in risk compared to farms contracted with different companies. Employment of part-time workers contributed to significant increases in risk in most scenarios, notably for farms who hired day-laborers. Social visits were significantly less important in determining risk. Biosecurity interventions should be based on information on industry structure and company affiliation, and include part-time workers as potentially unrecognized sources of viral transmission. Modeling efforts to understand pathogen transmission in the context of industrial food animal production should consider company affiliation in addition to geospatial factors and pathogen characteristics. Restriction of social contacts among farmers may be less useful in reducing between-farm transmission.

The social accountability of medical schools and its indicators.

Science.gov (United States)

Boelen, Charles; Dharamsi, Shafik; Gibbs, Trevor

2012-01-01

There is growing interest worldwide in social accountability for medical and other health professional schools. Attempts have been made to apply the concept primarily to educational reform initiatives with limited concern towards transforming an entire institution to commit and assess its education, research and service delivery missions to better meet priority health needs in society for an efficient, equitable an sustainable health system. In this paper, we clarify the concept of social accountability in relation to responsibility and responsiveness by providing practical examples of its application; and we expand on a previously described conceptual model of social accountability (the CPU model), by further delineating the parameters composing the model and providing examples on how to translate them into meaningful indicators. The clarification of concepts of social responsibility, responsiveness and accountability and the examples provided in designing indicators may help medical schools and other health professional schools in crafting their own benchmarks to assess progress towards social accountability within the context of their particular environment.

The Charter: Conditions of Diffuse Socialization in Schools.

Science.gov (United States)

Meyer, John W.

The effects of a school on diffuse attributes of students such as their values are seen as produced by the wider social definition of the products of the school--here called its "charter". Schools or systems of schools which are chartered to confer major status gains and entry into diffusely-defined elites are seen as more likely to have broad…

Social Trust and the Growth of Schooling

DEFF Research Database (Denmark)

Bjørnskov, Christian

The paper develops a simple model to exemplify how social trust might affect the growth of schooling through lowering transaction costs. In a sample of 52 countries, the paper thereafter provides empirical evidence that trust has indeed led to faster growth of schooling in the period 1960...

THE DEVELOPMENT OF TEACHER’S SOCIAL COMPETENCE IN RURAL MOUNTAIN ELEMENTARY SCHOOL

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Olena Varetska

2015-04-01

Full Text Available This paper attempted to illuminate the importance of social competence for elementary school teacher in rural mountain environment. The author analyzes the essential features, social and pedagogical challenges in rural schools, sensible changes characteristic of the modern village. Special attention is paid to the rural mountain school as a center of educational and social activities, its peculiarities and factors causing them, including the effect of mountain environment, climatic conditions, administration method, traditions, etc. It’s pointed out that teachers are also exposed to the effect of mountain environment. They work under tough weather conditions, often in a closed team, in the atmosphere of professional, social, economic and political information scarcity, which leads to a rapid “aging”, gradual professional, social decline and social competence development recession. The author proves the need to consider the environmental impact in the design of modern school, the need for innovative processes while maintaining the national spirit and the environment; the development of social competence of elementary school teacher in constantly changing social rural mountain environment is in the focus of attention.

Examination of the Attitudes of Middle School Students towards Social Media

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Bulu, Sanser; Numanoglu, Mustafa; Keser, Hafize

2016-01-01

This study aims to identify middle school students` general attitudes towards social media. Participants of this descriptive study were middle school students from three public schools (n = 367) in Ankara. Data was collected using "Demographic Information Form" and "Social Media Attitudes Survey for Students" developed by…

Social network cohesion in school classes promotes prosocial behavior.

Science.gov (United States)

van den Bos, Wouter; Crone, Eveline A; Meuwese, Rosa; Güroğlu, Berna

2018-01-01

Adolescence is a key period of social development at the end of which individuals are expected to take on adult social roles. The school class, as the most salient peer group, becomes the prime environment that impacts social development during adolescence. Using social network analyses, we investigated how individual and group level features are related to prosocial behavior and social capital (generalized trust). We mapped the social networks within 22 classrooms of adolescents aged between 12 and 18 years (N = 611), and collected data on social behaviors towards peers. Our results indicate that individuals with high centrality show both higher levels of prosocial behavior and relational aggression. Importantly, greater social cohesion in the classroom was associated with (1) reduced levels of antisocial behavior towards peers and (2) increased generalized trust. These results provide novel insights in the relationship between social structure and social behavior, and stress the importance of the school environment in the development of not only intellectual but also social capital.

Social network cohesion in school classes promotes prosocial behavior

Science.gov (United States)

Crone, Eveline A.; Meuwese, Rosa; Güroğlu, Berna

2018-01-01

Adolescence is a key period of social development at the end of which individuals are expected to take on adult social roles. The school class, as the most salient peer group, becomes the prime environment that impacts social development during adolescence. Using social network analyses, we investigated how individual and group level features are related to prosocial behavior and social capital (generalized trust). We mapped the social networks within 22 classrooms of adolescents aged between 12 and 18 years (N = 611), and collected data on social behaviors towards peers. Our results indicate that individuals with high centrality show both higher levels of prosocial behavior and relational aggression. Importantly, greater social cohesion in the classroom was associated with (1) reduced levels of antisocial behavior towards peers and (2) increased generalized trust. These results provide novel insights in the relationship between social structure and social behavior, and stress the importance of the school environment in the development of not only intellectual but also social capital. PMID:29617405

Effect Of School Climate On Social Intelligence | Gadre | IFE ...

African Journals Online (AJOL)

Project aims to study social intelligence of the gifted and average students in different school environments varying on the dimension of enrichment. Two enriched environment and two non-enriched environment schools were selected from fifteen different schools that were studied for existing school environment. General ...

Sugar Sweetened Beverage Consumption among Primary School Students: Influence of the Schools' Vicinity.

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Lebel, Alexandre; Morin, Pascale; Robitaille, Éric; Lalonde, Benoit; Florina Fratu, Ramona; Bisset, Sherri

2016-01-01

The purpose of the research was to explore the associations between the characteristics of schools' vicinity and the risk of sugar sweetened beverage (SSB) consumption in elementary students. Findings exposed an important variation in student's SSB consumption between schools. Schools with a lower socioeconomic status or in a densely built environment tend to have higher proportion of regular SSB drinkers. These characteristics of the school's vicinity partly explained the variation observed between them. We estimated that a student moving to a school with a higher proportion of SSB drinkers may increase his/her chances by 52% of becoming a daily consumer. Important changes in dietary preferences can occur when children are in contact with a new social environment. Findings also support the idea that dietary behaviors among children result from the complex interactions between biological, social, and environmental factors.

Integrating Moral and Social Development within Middle School Social Studies: A Social Cognitive Domain Approach

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Nucci, Larry; Creane, Michael W.; Powers, Deborah W.

2015-01-01

Eleven teachers and 254 urban middle-school students comprised the sample of this study examining the social and moral development outcomes of the integration of social cognitive domain theory within regular classroom instruction. Participating teachers were trained to construct and implement history lessons that stimulated students' moral…

Personality traits as predictors of children's social adjustment to school entry

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Maja Zupančič

2008-04-01

Full Text Available Contemporaneous and longitudinal predictive relations between three blocks of predictors and measures of children's social adjustment (social competence, internalizing and externalizing behaviour after the school entry were investigated. The first block of predictors captures expressions of child personality dimensions as perceived by pre-school teachers/assistant school teachers, the second block contains parental education and self-evaluations of parenting in mothers and fathers of the target children, and the third block refers to children's pre-school attendance prior to school entry. Using the Social Competence and Behavior Evaluation Scale, school teachers reported on firstgraders' social adjustment. The Inventory of Child Individual Differences was employed to assess personality when the target children were 3, 4, 5, and 6 years old, while at ages 3 and 6 their parents filled-in the Family Environment Questionnaire to provide self-reports on parenting. The blocks of predictors jointly explain a relatively large portion of variance in firstgraders' social adjustment both contemporaneously and longitudinally. Personality characteristics significantly predict all of the criteria measures, while family environment and pre-school attendance explain additional variance in internalizing behaviour (depressive, anxious, isolated, and dependent behaviour, over and above the contribution of personality. Perceptions of children's conscientiousness-openness at the beginning of the school year as well as through early childhood and of their agreeableness in preschool predict teacher ratings of the firstgraders' social competence. Externalizing behaviour (angry, aggressive, egotistical and oppositional behaviour was consistently predicted by low conscientiousness-openness, extraversion-emotional stability, and low agreeableness. Finally, low conscientiousness-openness in school, low extraversion-emotional stability in preschool, maternal inefficient

Role and challenges of school social workers in facilitating and supporting the inclusiveness of children with special needs in regular schools

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Doriana Balli

2016-07-01

Full Text Available Dynamic of the society development is associated with extension of social problems, notably in educational context. The role of school, as the main public institution for social development of the students, is now obvious throughout the world. Consequently the role of social workers in schools is becoming essential, especially in terms of the inclusion of marginalized children from the opportunity of education, by impacting the educational system, to meet the diverse needs of all learners. Social work is focused on the welfare of individuals by increasing and developing their potential, so it goes hand in hand with inclusive education for children with disabilities, which emphasizes the children’ rights to obtain a definite, qualitative and suitable education in regular schools. The main focus of this study was to draw a clear panorama of the school social workers’ role towards the processes of inclusiveness of students with disabilities in Albanian regular schools. The data were collected via in-depth interviews with eight school social workers of the secondary schools in Korça region. The results showed that social service in schools is very important for helping students to develop social competences, intermediating parents in utilizing school and community resources, identifying and reporting bullying phenomenon, etc. School social workers could play a key role to implement the educational reform, which is being undertaken in Albania. Interviewees also shared their difficulties regarding the practical work, especially obstacles related to inclusive education processes.

Social Stress and Substance Use Disparities by Sexual Orientation Among High School Students.

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Lowry, Richard; Johns, Michelle M; Robin, Leah E; Kann, Laura K

2017-10-01

Sexual minority youth often experience increased social stress due to prejudice, discrimination, harassment, and victimization. Increased stress may help explain the disproportionate use of substances like tobacco, alcohol, marijuana, and other illicit drug use by sexual minority youth. This study examined the effect of social stress on substance use disparities by sexual orientation among U.S. high school students. In 2016, data from the national 2015 Youth Risk Behavior Survey, conducted among a nationally representative sample of 15,624 U.S. high school students, were analyzed to examine the effect of school-related (threatened/injured at school, bullied at school, bullied electronically, felt unsafe at school) and non-school-related (forced sexual intercourse, early sexual debut) social stress on substance use disparities by sexual orientation, by comparing unadjusted prevalence ratios (PRs) and adjusted (for social stressors, age, sex, and race/ethnicity) prevalence ratios (APRs). Unadjusted PRs reflected significantly (pprevention programs might appropriately include strategies to reduce social stress, including policies and practices designed to provide a safe school environment and improved access to social and mental health services. Published by Elsevier Inc.

Examining the Effect of Social Values Education Program Being Applied to Nursery School Students upon Acquiring Social Skills

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Sapsaglam, Özkan; Ömeroglu, Esra

2016-01-01

This study was conducted in an attempt to develop Social Values Education Program aimed at nursery school students and examine the effect of Social Values Education Program upon the social skill acquisition of nursery school students. The effect of the education program that was developed within the scope of the study upon the social skill…

Social Media as Contact Zones : Young Londoners Remapping the Metropolis through Digital Media

NARCIS (Netherlands)

Leurs, K.H.A.|info:eu-repo/dai/nl/343295334

2015-01-01

Social media use among urban, young Londoners of diverse cultural backgrounds constitutes a contemporary, postcolonial contact zone in Europe. By taking digital practices as an entry point to consider intercultural encounters in the postcolonial metropolis, I bring new media studies into a much

Social buffering and contact transmission: network connections have beneficial and detrimental effects on Shigella infection risk among captive rhesus macaques

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Krishna Balasubramaniam

2016-10-01

Full Text Available In social animals, group living may impact the risk of infectious disease acquisition in two ways. On the one hand, social connectedness puts individuals at greater risk or susceptibility for acquiring enteric pathogens via contact-mediated transmission. Yet conversely, in strongly bonded societies like humans and some nonhuman primates, having close connections and strong social ties of support can also socially buffer individuals against susceptibility or transmissibility of infectious agents. Using social network analyses, we assessed the potentially competing roles of contact-mediated transmission and social buffering on the risk of infection from an enteric bacterial pathogen (Shigella flexneri among captive groups of rhesus macaques (Macaca mulatta. Our results indicate that, within two macaque groups, individuals possessing more direct and especially indirect connections in their grooming and huddling social networks were less susceptible to infection. These results are in sharp contrast to several previous studies that indicate that increased (direct contact-mediated transmission facilitates infectious disease transmission, including our own findings in a third macaque group in which individuals central in their huddling network and/or which initiated more fights were more likely to be infected. In summary, our findings reveal that an individual’s social connections may increase or decrease its chances of acquiring infectious agents. They extend the applicability of the social buffering hypothesis, beyond just stress and immune-function-related health benefits, to the additional health outcome of infectious disease resistance. Finally, we speculate that the circumstances under which social buffering versus contact-mediated transmission may occur could depend on multiple factors, such as living condition, pathogen-specific transmission routes, and/or an overall social context such as a group’s social stability.

Contact and symplectic topology

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Colin, Vincent; Stipsicz, András

2014-01-01

Symplectic and contact geometry naturally emerged from the mathematical description of classical physics. The discovery of new rigidity phenomena and properties satisfied by these geometric structures launched a new research field worldwide. The intense activity of many European research groups in this field is reflected by the ESF Research Networking Programme "Contact And Symplectic Topology" (CAST). The lectures of the Summer School in Nantes (June 2011) and of the CAST Summer School in Budapest (July 2012) provide a nice panorama of many aspects of the present status of contact and symplectic topology. The notes of the minicourses offer a gentle introduction to topics which have developed in an amazing speed in the recent past. These topics include 3-dimensional and higher dimensional contact topology, Fukaya categories, asymptotically holomorphic methods in contact topology, bordered Floer homology, embedded contact homology, and flexibility results for Stein manifolds.

Assessing Prinary School; Second Cycle Social Science Textbooks ...

African Journals Online (AJOL)

Assessing Prinary School; Second Cycle Social Science Textbooks in ... second cycle primary level social science textbooks vis-à-vis the principles of multiculturalism. ... Biases were disclosed in gender, economic and occupational roles.

Acoustic and social design of schools-ways to improve the school listening environment

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Hagen, Mechthild

2005-04-01

Results of noise research indicate that communication, and as a result, teaching, learning and the social atmosphere are impeded by noise in schools. The development of strategies to reduce noise levels has often not been effective. A more promising approach seems to be to pro-actively support the ability to listen and to understand. The presentation describes the approach to an acoustic and social school design developed and explored within the project ``GanzOhrSein'' by the Education Department of the Ludwig-Maximilians-University of Munich. The scope includes an analysis of the current ``school soundscape,'' an introduction to the concept of the project to improve individual listening abilities and the conditions for listening, as well as practical examples and relevant research results. We conclude that an acoustic school design should combine acoustic changes in classrooms with educational activities to support listening at schools and thus contribute to improving individual learning conditions and to reducing stress on both pupils and teachers.

School Social Workers' Experiences with Youth Suicidal Behavior: An Exploratory Study

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Singer, Jonathan B.; Slovak, Karen

2011-01-01

No published studies have explored school social workers (SSWs) experiences with, or beliefs and attitudes about, working with suicidal youths at the elementary, middle, and high school levels. The authors surveyed SSWs (N = 399) who were members of the 11-state Midwest Council on School Social Workers. Results indicated significant SSW…

The design of a medical school social justice curriculum.

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Coria, Alexandra; McKelvey, T Greg; Charlton, Paul; Woodworth, Michael; Lahey, Timothy

2013-10-01

The acquisition of skills to recognize and redress adverse social determinants of disease is an important component of undergraduate medical education. In this article, the authors justify and define "social justice curriculum" and then describe the medical school social justice curriculum designed by the multidisciplinary Social Justice Vertical Integration Group (SJVIG) at the Geisel School of Medicine at Dartmouth. The SJVIG addressed five goals: (1) to define core competencies in social justice education, (2) to identify key topics that a social justice curriculum should cover, (3) to assess social justice curricula at other institutions, (4) to catalog institutionally affiliated community outreach sites at which teaching could be paired with hands-on service work, and (5) to provide examples of the integration of social justice teaching into the core (i.e., basic science) curriculum. The SJVIG felt a social justice curriculum should cover the scope of health disparities, reasons to address health disparities, and means of addressing these disparities. The group recommended competency-based student evaluations and advocated assessing the impact of medical students' social justice work on communities. The group identified the use of class discussion of physicians' obligation to participate in social justice work as an educational tool, and they emphasized the importance of a mandatory, longitudinal, immersive, mentored community outreach practicum. Faculty and administrators are implementing these changes as part of an overall curriculum redesign (2012-2015). A well-designed medical school social justice curriculum should improve student recognition and rectification of adverse social determinants of disease.

Indoor social networks in a South African township: potential contribution of location to tuberculosis transmission.

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Robin Wood

Full Text Available We hypothesized that in South Africa, with a generalized tuberculosis (TB epidemic, TB infection is predominantly acquired indoors and transmission potential is determined by the number and duration of social contacts made in locations that are conducive to TB transmission. We therefore quantified time spent and contacts met in indoor locations and public transport by residents of a South African township with a very high TB burden.A diary-based community social mixing survey was performed in 2010. Randomly selected participants (n = 571 prospectively recorded numbers of contacts and time spent in specified locations over 24-hour periods. To better characterize age-related social networks, participants were stratified into ten 5-year age strata and locations were classified into 11 types.Five location types (own-household, other-households, transport, crèche/school, and work contributed 97.2% of total indoor time and 80.4% of total indoor contacts. Median time spent indoors was 19.1 hours/day (IQR:14.3-22.7, which was consistent across age strata. Median daily contacts increased from 16 (IQR:9-40 in 0-4 year-olds to 40 (IQR:18-60 in 15-19 year-olds and declined to 18 (IQR:10-41 in ≥45 year-olds. Mean daily own-household contacts was 8.8 (95%CI:8.2-9.4, which decreased with increasing age. Mean crèche/school contacts increased from 6.2/day (95%CI:2.7-9.7 in 0-4 year-olds to 28.1/day (95%CI:8.1-48.1 in 15-19 year-olds. Mean transport contacts increased from 4.9/day (95%CI:1.6-8.2 in 0-4 year-olds to 25.5/day (95%CI:12.1-38.9 in 25-29 year-olds.A limited number of location types contributed the majority of indoor social contacts in this community. Increasing numbers of social contacts occurred throughout childhood, adolescence, and young adulthood, predominantly in school and public transport. This rapid increase in non-home socialization parallels the increasing TB infection rates during childhood and young adulthood reported in this

Secondary transfer effects of interracial contact: the moderating role of social status.

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Bowman, Nicholas A; Griffin, Tiffany M

2012-01-01

The contact hypothesis asserts that intergroup attitudes can be improved when groups have opportunities to interact with each other. Recent research extending the contact hypothesis suggests that contact with a primary outgroup can decrease bias toward outgroups not directly involved in the interaction, which is known as the secondary transfer effect (STE). The present study contributes to growing research on STEs by investigating effects among Asian, Black, Hispanic, and White undergraduate students (N = 3,098) attending 28 selective colleges and universities. Using hierarchical linear modeling, our results reveal numerous positive STEs among Asian, Black, and Hispanic college students. No significant STEs were observed among White students. Mediated moderation analyses support an attitude generalization mechanism, because STEs were explained by changes in attitudes toward the primary outgroup. This research speaks to equivocal findings in the extant STE literature and highlights directions for future research on social cohesion and bias reduction.

School Bullying and Social and Moral Orders

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Horton, Paul

2011-01-01

This article provides a theoretical consideration of the ways in which school bullying relates to social and moral orders and the relations of power that are central to the upholding of such orders. Moving away from the focus on individual aggressive intentionality that has hitherto dominated school bullying research, the article argues that…

Empowering school personnel for positive youth development: the case of Hong Kong school social workers.

Science.gov (United States)

To, Siu-ming

2009-01-01

While empowerment has become a popular concept in working with adolescents, few attempts have been made to explore the possibilities for empowering school personnel to create an environment in which young people can make maximum use of the opportunity to learn and grow. Based on the field experiences of 15 Hong Kong school social workers, this article examines how practitioners use various strategies to interact with school personnel to generate empowering practices in the school setting: namely, (1) exerting influence on school personnel in daily conversations and interactions; (2) creating an environment conducive to the teacher-student relationship; (3) achieving consensus with school personnel through lobbying and negotiation; and (4) collaborating with school personnel to organize life education and positive youth development programs. The findings provide valuable reference materials to guide other practitioners in applying the empowerment approach in actual practice. It also helps fill the gap in existing literature on empowerment and school social work.

Educational Leadership Based on Social Capital for Improving Quality of Private Secondary School

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Suwadi

2017-12-01

Full Text Available This study aims to explain the leadership pattern of social capital based education for the quality improvement of private schools. The research is conducted at private Junior Secondary Level with a qualitative naturalistic approach. This location is in Sleman District. The subject consists of selected cases purposively. The research procedure is carried out by four steps and methods of obtaining the data through observation, indepth interview, and documentation. Data analysis was carried out by inductive model while the level of trust result of research was undertaken by fulfilling criteria of credibility, transferability, dependability and conformability. The research findings are as follows. First, the concept of leadership of social capital based education rests on the ability of principals to influence school resources to achieve goals through an integrated pattern of trust dimensions, reciprocal relationships and networking. Second, school quality can be improved through a school leadership in recognizing social capital, b school leadership in utilizing social capital, c school leadership in functioning social capital. Third, the utilization of social capital based on leadership in private schools in the form of a bridging stakeholder aspirations both initiated by schools and stakeholders; b bonding stakeholder relations with schools; c following up or responding to stakeholder resources in school programs as a perspective new leadership at school.

Access Denied: School Librarians' Responses to School District Policies on the Use of Social Media Tools

Science.gov (United States)

DiScala, Jeffrey; Weeks, Ann Carlson

2013-01-01

Public school districts often block access to online social media tools. While considered a preventive measure to ensure student safety and limit district liability, this policy strips school librarians and their collaborating teachers of opportunities to instruct students in using social media tools creatively and responsibly. Using one school…

High school dropouts: interactions between social context, self-perceptions, school engagement, and student dropout.

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Fall, Anna-Mária; Roberts, Greg

2012-08-01

Research suggests that contextual, self-system, and school engagement variables influence dropping out from school. However, it is not clear how different types of contextual and self-system variables interact to affect students' engagement or contribute to decisions to dropout from high school. The self-system model of motivational development represents a promising theory for understanding this complex phenomenon. The self-system model acknowledges the interactive and iterative roles of social context, self-perceptions, school engagement, and academic achievement as antecedents to the decision to dropout of school. We analyzed data from the Education Longitudinal Study of 2002-2004 in the context of the self-system model, finding that perception of social context (teacher support and parent support) predicts students' self-perceptions (perception of control and identification with school), which in turn predict students' academic and behavioral engagement, and academic achievement. Further, students' academic and behavioral engagement and achievement in 10th grade were associated with decreased likelihood of dropping out of school in 12th grade. Published by Elsevier Ltd.

High school dropouts: Interactions between social context, self-perceptions, school engagement, and student dropout☆

Science.gov (United States)

Fall, Anna-Mária; Roberts, Greg

2012-01-01

Research suggests that contextual, self-system, and school engagement variables influence dropping out from school. However, it is not clear how different types of contextual and self-system variables interact to affect students’ engagement or contribute to decisions to dropout from high school. The self-system model of motivational development represents a promising theory for understanding this complex phenomenon. The self-system model acknowledges the interactive and iterative roles of social context, self-perceptions, school engagement, and academic achievement as antecedents to the decision to dropout of school. We analyzed data from the Education Longitudinal Study of 2002–2004 in the context of the self-system model, finding that perception of social context (teacher support and parent support) predicts students’ self-perceptions (perception of control and identification with school), which in turn predict students’ academic and behavioral engagement, and academic achievement. Further, students’ academic and behavioral engagement and achievement in 10th grade were associated with decreased likelihood of dropping out of school in 12th grade. PMID:22153483

Neurons in the monkey amygdala detect eye-contact during naturalistic social interactions

Science.gov (United States)

Mosher, Clayton P.; Zimmerman, Prisca E.; Gothard, Katalin M.

2014-01-01

Summary Primates explore the visual world through eye-movement sequences. Saccades bring details of interest into the fovea while fixations stabilize the image [1]. During natural vision, social primates direct their gaze at the eyes of others to communicate their own emotions and intentions and to gather information about the mental states of others [2]. Direct gaze is an integral part of facial expressions that signals cooperation or conflict over resources and social status [3-6]. Despite the great importance of making and breaking eye contact in the behavioral repertoire of primates, little is known about the neural substrates that support these behaviors. Here we show that the monkey amygdala contains neurons that respond selectively to fixations at the eyes of others and to eye contact. These “eye cells” share several features with the canonical, visually responsive neurons in the monkey amygdala, however, they respond to the eyes only when they fall within the fovea of the viewer, either as a result of a deliberate saccade, or as eyes move into the fovea of the viewer during a fixation intended to explore a different feature. The presence of eyes in peripheral vision fails to activate the eye cells. These findings link the primate amygdala to eye-movements involved in the exploration and selection of details in visual scenes that contain socially and emotionally salient features. PMID:25283782

Neurons in the monkey amygdala detect eye contact during naturalistic social interactions.

Science.gov (United States)

Mosher, Clayton P; Zimmerman, Prisca E; Gothard, Katalin M

2014-10-20

Primates explore the visual world through eye-movement sequences. Saccades bring details of interest into the fovea, while fixations stabilize the image. During natural vision, social primates direct their gaze at the eyes of others to communicate their own emotions and intentions and to gather information about the mental states of others. Direct gaze is an integral part of facial expressions that signals cooperation or conflict over resources and social status. Despite the great importance of making and breaking eye contact in the behavioral repertoire of primates, little is known about the neural substrates that support these behaviors. Here we show that the monkey amygdala contains neurons that respond selectively to fixations on the eyes of others and to eye contact. These "eye cells" share several features with the canonical, visually responsive neurons in the monkey amygdala; however, they respond to the eyes only when they fall within the fovea of the viewer, either as a result of a deliberate saccade or as eyes move into the fovea of the viewer during a fixation intended to explore a different feature. The presence of eyes in peripheral vision fails to activate the eye cells. These findings link the primate amygdala to eye movements involved in the exploration and selection of details in visual scenes that contain socially and emotionally salient features. Copyright © 2014 Elsevier Ltd. All rights reserved.

Social Dominance Orientation, Dispositional Empathy, and Need for Cognitive Closure Moderate the Impact of Empathy-Skills Training, but Not Patient Contact, on Medical Students' Negative Attitudes toward Higher-Weight Patients.

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Meadows, Angela; Higgs, Suzanne; Burke, Sara E; Dovidio, John F; van Ryn, Michelle; Phelan, Sean M

2017-01-01

Anti-fat bias in healthcare providers and medical students has serious implications for quality of care of higher-weight patients. Studies of interventions aimed at reducing anti-fat attitudes in medical students have generally been disappointing, with little enduring effect. It is possible that some students may be more receptive to prejudice-reducing influences than others, due to underlying differences in their personal characteristics. It is also possible that attitudes toward patients, specifically, may differ from anti-fat attitudes in general, and prejudice-reduction effectiveness on patient-specific attitudes has not yet been evaluated. The present study explored the effect on general and patient-specific anti-fat attitudes of (1) contact with higher-weight individuals prior to and during medical school; and (2) training designed to increase medical students' empathy toward patients by encouraging them to take the patient's perspective during clinical encounters. The moderating role of individual difference factors on effectiveness of contact and student-reported hours of empathy training on patient-specific attitudes was assessed. A total of 3,576 students enrolled across 49 US medical schools completed an online survey at the start of their first year of medical school and at the end of their fourth year. Favorable contact experience with higher-weight patients predicted improved attitudes toward heavier patients after 4 years of medical school, and appeared sufficient to partially offset the effects of dislike of higher-weight individuals at baseline. The impact of favorable contact on general anti-fat attitudes was less strong, highlighting the importance of using target-specific outcome measures. The positive effects of favorable contact on attitudes toward higher-weight patients did not differ based on students' baseline levels of social dominance orientation, dispositional empathy, or need for cognitive closure. In contrast, the effectiveness of

Middle school sexual harassment, violence and social networks.

Science.gov (United States)

Mumford, Elizabeth A; Okamoto, Janet; Taylor, Bruce G; Stein, Nan

2013-11-01

To pilot a study of social networks informing contextual analyses of sexual harassment and peer violence (SH/PV). Seventh and 8th grade students (N = 113) in an urban middle school were surveyed via a Web-based instrument. Boys and girls reported SH/PV victimization and perpetration at comparable rates. The proportion of nominated friends who reported SH/ PV outcomes was greater in boys' than in girls' social networks. Structural descriptors of social networks were not significant predictors of SH/PV outcomes. Collection of sensitive relationship data via a school-based Web survey is feasible. Full-scale studies and greater flexibility regarding the number of friendship nominations are recommended for subsequent investigations of potential sex differences.

Democracy and social justice: Implications for school leadership in ...

African Journals Online (AJOL)

Jwan

Inclusion of democratic school leadership principles in teacher training programmes and an inculcation of .... appreciate the social, cultural and political role of schooling as follows: ...... democratic organizational landscape. Educational.

Effects of repetitive subconcussive head trauma on the neuropsychological test performance of high school athletes: A comparison of high, moderate, and low contact sports.

Science.gov (United States)

Tsushima, William T; Ahn, Hyeong Jun; Siu, Andrea M; Yoshinaga, Kara; Choi, So Yung; Murata, Nathan M

2018-02-02

The aim of this study was to examine the neuropsychological test results of non-concussed high school athletes playing at three different levels of contact sports. Based on the concussion risk data of 12 different sports, a High Contact group (n=2819; wrestling/martial arts, cheerleading, track and field, football), a Moderate Contact group (n=2323; softball, basketball, soccer), and a Low Contact group (n=1580; baseball, volleyball, water polo, tennis, cross-country) were formed and compared in terms of their scores on the Immediate Post-Concussion Assessment and Cognitive Testing (ImPACT). The results revealed that the High Contact group obtained small but statistically poorer performances in ImPACT Visual Memory, Visual Motor Speed, Impulse Control, and Total Symptom scores compared to the Moderate and Low Contact groups. The High Contact group also had poorer Reaction Time scores compared to the Low Contact group. No differences between the Moderate and Low Contact groups were noted. The findings, along with prior similar results, tentatively raise concerns that participant in high contact sports, exposed to repetitive subconcussive head trauma, may be at greater risk for lowered neuropsychological functioning and increased symptoms, compared to other high school athletes. In view of the preliminary nature of this investigation, more research into the effects of frequent head impacts in high school sports is strongly recommended.

Social Media in Schools: A Treasure Trove or Hot Potato?

Science.gov (United States)

Wang, Yinying

2013-01-01

In the sphere of education, social media has posed enormous challenges and unleashed its potential as a venue to communicate with stakeholders. This case is a fictionalized version of several real cases related to the school leaders' struggle with utilizing social media to accomplish changes in schools. This case describes two high school…

Social Capital and School Performance: A Local-Level Test.

Science.gov (United States)

Plagens, Gregory K.

Scholars theorize that social contacts affect the productivity of individuals and groups. Robert Putnam claims to have found support for this theory in his studies of Italy and the United States. In each case he concludes that the presence of social capital generalized norms of trust and reciprocity is sufficient to predict progress on a variety…

The Counter-Normative Effects of Service-Learning: Fostering Attitudes toward Social Equality through Contact and Autonomy

Science.gov (United States)

Brown, Margaret A.; Wymer, Jared D.; Cooper, Cierra S.

2016-01-01

Power dynamics are implicated in intergroup prosocial behavior (Nadler & Halabi, 2015). This research investigated two factors that influence the effect of intergroup prosocial behavior on views of social equality: amount of direct intergroup contact and type of helping. Students in a social psychology course (N = 93) were randomly assigned to…

Promoting social and emotional well-being in schools

NARCIS (Netherlands)

Barry, Margaret M.; Clarke, Aleisha Mary; Dowling, Katherine

2017-01-01

Purpose: The purpose of this paper is to provide a critical perspective on the international evidence on promoting young people’s social and emotional well-being in schools. The challenges of integrating evidence-based interventions within schools are discussed and the need for innovative approaches

Social Participation of Students with Special Needs in Regular Primary Education in the Netherlands

NARCIS (Netherlands)

Koster, Marloes; Pijl, Sip Jan; Nakken, Han; Van Houten, Els; Van Houten-van den Bosch, E.J.

2010-01-01

This study addresses the social participation of young students (Grades One to Three) with special needs in regular Dutch primary schools. More specifically, the focus lies on four key themes related to social participation: friendships/relationships, contacts/interactions, students' social

Social Media and Professional School Counselors: Ethical and Legal Considerations

Science.gov (United States)

Mullen, Patrick R.; Griffith, Catherine; Greene, Jennifer H.; Lambie, Glenn W.

2014-01-01

The use of social media continues to expand in prevalence and is a medium of communication for individuals of all ages. Schools are using social media to engage their stakeholders at increasing rates. Therefore, school counselors require the knowledge and appreciation of ethical and legal issues regarding the use of such technology. The purpose of…

The young and the policy: contributions of school of social sciences for socialization policy

Directory of Open Access Journals (Sweden)

Thiago Ingrassia Pereira

2011-06-01

Full Text Available The challenges that the youth faces in a globalized world are enormous, and they expose it to achievements and stresses that are materialized during the scholar period, especially in High School, which is an era of transitions to the adult life and to the active citizenship. Therefore, politics should be rather than taught, lived and studied in school, due to the possibilities improved by the mandatory presence of Social Sciences in the curriculum of high school, and discuss the space of the student movement today to understand the political mediations that are in play. Objectively, this paper focuses on the set of beliefs, norms and values that promote political socialization of high school students from a private school located in Porto Alegre. Through a self-administrated questionnaire, it was possible to observe a scenario that ranges from apathy to disbelief, while the involvement in alternative spaces is increasing, such as volunteering and NGOs.

African Journal of Management Research: Contact

African Journals Online (AJOL)

Principal Contact. Prof. Anthony Q. Q. Aboagye Editor University of Ghana Business School. University of Ghana Business School P.O. Box LG 78. Legon Accra Ghana. Phone: +233-24-425-2596. Email: qaboagye@ug.edu.gh. Support Contact. Sylvia Ahudzo (Editorial Assistant) Phone: +233-24-318-7075

Theorizing about conflicts in the social practice of the school

DEFF Research Database (Denmark)

Højholt, Charlotte; Kousholt, Dorte

to a child’s family life, a teacher’s competence, the social dynamics in the classroom etc. In psychological investigations of the problems such conflicts are seldom involved explicitly – investigations often focus on pupils’ individual behavior, deficits or shortcomings. In this way, you could say......The school as an institution for the education of future citizens is a central site for debate about how to develop a democratic society – and hence for social conflict. Many parties participate in making school what it is. On one hand the school connects these different parties in a shared...... that social problems - and disagreements about them - are displaced to individualized categories. In previous research we have discussed how such categorizations of individual children imply different ways of understanding them and different social conditions for the children in the classroom. We have...

Home-school Relations--An Exploration from the Perspective of Social Psychology.

Science.gov (United States)

Pang, I-wah

2000-01-01

Explores home-school relations by using three social psychology theories: (1) symbolic interactionism; (2) social exchange theory; and (3) reference group theory. States that these theories can contribute to the understanding and development of home-school relations in Hong Kong (China). (CMK)

Analysis of the professional practice of social educators in secondary schools

Directory of Open Access Journals (Sweden)

Margarita González Sánchez

2016-06-01

Full Text Available This article focuses on the social educator as a professional in the social education context who is qualified to carry out social education activities in schools, taking on functions aimed at resolving situations and problems that affect students and families. The main objective of this study was to see which professionals were responsible for attending to the socio-educational needs that arise in secondary schools in Spain’s different Autonomous Communities, and to analyse what functions they carry out. It is a descriptive-correlational study in which a digital questionnaire was given to a sampleof 440 agents of socio-educational intervention. Descriptive techniques of central tendency and dispersion as well as correlational and inferential techniques were used through non-parametric testing of hypotheses. The results show that the social educator is a professional that performs social-educational functions addressed to attending to situations of conflict or needon a more regular basis than other professionals who work in schools. The results show that the work of social educators focuses mainly on actions aimed at preventing absenteeism and controlling the students as they arrive at school, tasks of detection and prevention of risk factors, organising parents’ schools and information programmes, conflict mediation, development of communication programmes, socio-educational support and assessment for the educational community, and preparation of cultural events.

Non-Print Social Studies Materials--Elementary School Level.

Science.gov (United States)

Lynn, Karen

Types of non-print social studies materials developed for presentation to, and use by, elementary school students are identified. "Non-print" materials include films, filmstrips, video cassettes, audio recordings, computer databases, telecommunications, and hypertext. An explanation of why elementary school students can benefit from the use of…

A study about the interest and previous contact of high school students with Astronomy

Science.gov (United States)

Carvalho, C. L.; Zanitti, M. H. R.; Felicidade, B. L.; Gomes, A. D. T.; Dias, E. W.; Coelho, F. O.

2016-04-01

The currently problems in Astronomy teaching in Brazilian Basic Education contrast with the space, and the popularity that astronomical themes have in various media in the country. In this work, we present the results of a study about the interest, and previous contact of high school students from a public school in the city of "São João del-Rei"/MG with topics related to Astronomy. The study and the pedagogical intervention were carried out by students of the PIBID/CAPES/UFSJ. The intervention was performed through an oral exposition with the students' participation, followed by the use of the Stellarium program. The results suggest the majority of students surveyed are interested in Astronomy, and have had some contact with the area. However, some inconsistencies in their responses were identified and examined. The implications for research and for Astronomy Education are discussed. We also make some considerations about relationship between the lack of specific knowledge and the misinformation as one possible reason for the little interest of students in various areas of Science.

Social Mobility in Latin America: Links with Adolescent Schooling

OpenAIRE

Lykke Andersen

2001-01-01

This paper proposes a new measure of social mobility. It is based on schooling gap regressions and uses the Fields decomposition to determine the importance of family background in explaining teenagers schooling gaps.

Democratic School Leadership in Canada's Public School Systems: Professional Value and Social Ethic

Science.gov (United States)

Begley, Paul T.; Zaretsky, Lindy

2004-01-01

Democratic leadership processes are desirable for schools not only because they reflect socially mandated ethical commitments to collective process. They can be professionally justified as a necessary approach to leading schools effectively in the increasingly culturally diverse communities and a world transformed by the effects of technology and…

Using Social Networking Sites for Communicable Disease Control: Innovative Contact Tracing or Breach of Confidentiality?

Science.gov (United States)

Mandeville, Kate L; Harris, Matthew; Thomas, H Lucy; Chow, Yimmy; Seng, Claude

2014-04-01

Social media applications such as Twitter, YouTube and Facebook have attained huge popularity, with more than three billion people and organizations predicted to have a social networking account by 2015. Social media offers a rapid avenue of communication with the public and has potential benefits for communicable disease control and surveillance. However, its application in everyday public health practice raises a number of important issues around confidentiality and autonomy. We report here a case from local level health protection where the friend of an individual with meningococcal septicaemia used a social networking site to notify potential contacts.

Schooling or Social Origin? The Bias in the Effect of Educational Attainment on Social Orientations

NARCIS (Netherlands)

Sieben, I.J.P.; Graaf, P.M. de

2004-01-01

The strong relationship between educational attainment and social attitudes and behaviour is often explained as an effect of schooling. However, educational attainment also reflects social origins. In order to obtain a view of the unbiased effect of educational attainment on social orientations,

Democracy as a social technology on schools

DEFF Research Database (Denmark)

Kofod, Kasper

2009-01-01

" democracy. The democratic influence in schools thus spans from "big" parliamentary democracy to small participatoruy democracy - a dichotomy schooll leadership must maneuvre within using democratic procedures and leadership as social technologies. This article argues that a positive coinnectiion exists...... between strong leadership and having wello-functioning democratic processes in schools and the introduction of tests, quality reports and these approaches does not weaken democratic processes in schools. This connection is nonetheless changing the logics of the state, market, and the civil society vectors.......On a formal level, the influence og "big" parlamentary democracy is enhanced because parliamentary control in individual schools has become stronger; and the formal democratic influence of parents has been strengthned by their membership on school boards, the latter being an example of "small...

The Principal's Experience through the Process of Implementing Social Media in Schools

Science.gov (United States)

Lovecchio, Michael J.

2013-01-01

As school districts struggle to identify the role social media will play both inside and outside of the classroom, educational leaders can no longer ignore the benefits that these tools provide to students, stakeholders and faculty members. The potential challenges facing school leaders working in schools that utilize social media is extensive.…

The School Counselor Leading (Social) Entrepreneurship within High Schools

Science.gov (United States)

Cuervo, Gemma; Alvarez, Isabel

2016-01-01

This article aims to determine the role that should exercise a School Counselor in social entrepreneurship education programs. To achieve this objective, first, we have analyzed the main approaches of these programs that are being carried out currently in Europe, which has allowed getting a concrete and contextualized idea about the status of the…

Social capital in the classroom: a study of in-class social capital and school adjustment

NARCIS (Netherlands)

van Rossem, R.; Vermande, M.; Volker, B.; Baerveldt, C.

2015-01-01

Social capital is generally considered beneficial for students’ school adjustment. This paper argues that social relationships among pupils generate social capital at both the individual and the class levels, and that each has its unique effect on pupils’ performance and well-being. The sample in

A Learning Architecture: How School Leaders Can Design for Learning Social Justice

Science.gov (United States)

Scanlan, Martin

2013-01-01

Purpose: The field of socially just educational leadership focuses on reducing inequities within schools. The purpose of this article is to illustrate how one strand of social learning theory, communities of practice, can serve as a powerful tool for analyzing learning within a school ostensibly pursuing social justice. The author employs a core…

Counseling, Psychological, and Social Services Staffing: Policies in U.S. School Districts.

Science.gov (United States)

Brener, Nancy; Demissie, Zewditu

2018-06-01

Schools are in a unique position to meet the mental and behavioral health needs of children and adolescents because approximately 95% of young people aged 7-17 years attend school. Little is known, however, about policies related to counseling, psychological, and social services staffing in school districts. This study analyzed the prevalence of such policies in public school districts in the U.S. Data from four cycles (2000, 2006, 2012, and 2016) of the School Health Policies and Practices Study, a national survey periodically conducted to assess policies and practices for ten components of school health, were analyzed in 2017. The survey collected data related to counseling, psychological, and social services among nationally representative samples of school districts using online or mailed questionnaires. Sampled districts identified respondents responsible for or most knowledgeable about the content of each questionnaire. The percentage of districts with a district-level counseling, psychological, and social services coordinator increased significantly from 62.6% in 2000 to 79.5% in 2016. In 2016, 56.3% of districts required each school to have someone to coordinate counseling, psychological, and social services at the school. Fewer districts required schools at each level to have a specified ratio of counselors to students (16.2% for elementary schools, 16.8% for middle schools, and 19.8% for high schools), and the percentage of districts with these requirements has decreased significantly since 2012. Increases in the prevalence of district-level staffing policies could help increase the quantity and quality of counseling, psychological, and social services staff in schools nationwide, which in turn could improve mental and behavioral health outcomes for students. This article is part of a supplement entitled The Behavioral Health Workforce: Planning, Practice, and Preparation, which is sponsored by the Substance Abuse and Mental Health Services Administration

The Game of Contacts: Estimating the Social Visibility of Groups.

Science.gov (United States)

Salganik, Matthew J; Mello, Maeve B; Abdo, Alexandre H; Bertoni, Neilane; Fazito, Dimitri; Bastos, Francisco I

2011-01-01

Estimating the sizes of hard-to-count populations is a challenging and important problem that occurs frequently in social science, public health, and public policy. This problem is particularly pressing in HIV/AIDS research because estimates of the sizes of the most at-risk populations-illicit drug users, men who have sex with men, and sex workers-are needed for designing, evaluating, and funding programs to curb the spread of the disease. A promising new approach in this area is the network scale-up method, which uses information about the personal networks of respondents to make population size estimates. However, if the target population has low social visibility, as is likely to be the case in HIV/AIDS research, scale-up estimates will be too low. In this paper we develop a game-like activity that we call the game of contacts in order to estimate the social visibility of groups, and report results from a study of heavy drug users in Curitiba, Brazil (n = 294). The game produced estimates of social visibility that were consistent with qualitative expectations but of surprising magnitude. Further, a number of checks suggest that the data are high-quality. While motivated by the specific problem of population size estimation, our method could be used by researchers more broadly and adds to long-standing efforts to combine the richness of social network analysis with the power and scale of sample surveys.

The importance of contact quality

DEFF Research Database (Denmark)

van Bakel, Marian; Gerritsen, Marinel; van Oudenhoven, Jan Pieter

Establishing contact between expatriates and a local host has been found to reap benefits with regard to Interaction Adjustment, Host National Social Support, Open-mindedness, and Social Initiative. This longitudinal study examines the role of the quality of contact for these four aspects....... Expatriates in the Netherlands were randomly divided into an experimental group (n = 33) of which 21 developed high-quality contact with their host, and a control group (n = 32) without host. The results show that contact quality plays an important role and suggest that the higher the quality of the contact......, the more benefit the expatriate experienced. Moreover, expatriates with low-quality contact did not experience a detrimental effect....

Coping With Verbal and Social Bullying in Middle School

Directory of Open Access Journals (Sweden)

Christopher Donoghue

2014-11-01

Full Text Available Becoming a victim of verbal and social bullying in middle school can lead to illness, psychological stress, and maladjustment. The coping strategies that students utilize when they are bullied may influence the likelihood and severity of these negative effects. In this study, we examined the predictions made by students in two middle schools about the ways that they would cope with becoming a victim of verbal and social bullying. We also analyzed influences for coping strategies and student willingness to seek help with bullying at school. The results show that middle school students generally expect that they will utilize adaptive approach strategies in trying to solve the problem or obtain support from others, but those who had been victimized in the last month were more likely than those not involved in bullying, to predict that they would engage in maladaptive avoidance coping strategies if victimized in the future. Willingness to seek help was found to be enhanced by approach coping strategies, less aggressive attitudes, and lower perceptions of school bullying. Policy implications for efforts to encourage approach coping strategies in middle school students through educational interventions and school counseling are discussed.

Microbial counts of food contact surfaces at schools depending on a feeding scheme

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Nthabiseng Nhlapo

2014-11-01

Full Text Available The prominence of disease transmission between individuals in confined environments is a concern, particularly in the educational environment. With respect to school feeding schemes, food contact surfaces have been shown to be potential vehicles of foodborne pathogens. The aim of this study was to assess the cleanliness of the surfaces that come into contact with food that is provided to children through the National School Nutrition Programme in central South Africa. In each school under study, microbiological samples were collected from the preparation surface and the dominant hand and apron of the food handler. The samples were analysed for total viable counts, coliforms, Escherichia coli, Staphylococcus aureus and yeasts and moulds. The criteria specified in the British Columbia Guide for Environmental Health Officers were used to evaluate the results. Total viable counts were high for all surfaces, with the majority of colonies being too numerous to count (over 100 colonies per plate. Counts of organisms were relatively low, with 20% of the surfaces producing unsatisfactory enumeration of S. aureus and E. coli and 30% unsatisfactory for coliforms. Yeast and mould produced 50% and 60% unsatisfactory counts from preparation surfaces and aprons, respectively. Statistically significant differences could not be established amongst microbial counts of the surfaces, which suggests cross-contamination may have occurred. Contamination may be attributed to foodstuffs and animals in the vicinity of the preparation area rather than to the food handlers, because hands had the lowest counts of enumerated organisms amongst the analysed surfaces.

Socially anxious individuals get a second chance after being disliked at first sight: The role of self-disclosure in the development of likeability in sequential social contact

NARCIS (Netherlands)

Voncken, M.J.; Dijk, K.F.L.

2013-01-01

Socially anxious individuals (SAs) not only fear social rejection, accumulating studies show that SAs are indeed judged as less likeable after social interaction with others. This study investigates if SAs already make a more negative impression on others in the very first seconds of contact. The

Changing School – Changing Self

DEFF Research Database (Denmark)

Liversage, Anika

2017-01-01

of a critical time period in early adolescence where such young women’s dreams of upward social mobility were threatened. In the ‘contact zone’ of their local school classes, the proximity to ethnic majority pupils’ experiments with alcohol and cigarettes challenged the educational aspirations of the ethnic...

The Development of International Programs in a School of Social Work

Directory of Open Access Journals (Sweden)

Frank B. Raymond

2014-04-01

Full Text Available During the last decade increasing numbers of schools of social work have adopted an international mission and have developed a variety of activities to reflect their global perspective. In earlier years, however, relatively few schools expressed a global mission, offered coursework on international social work, provided field placements or other opportunities to expose students to international learning, or extended components of their academic programs to other countries. An early leader in doing such things was the College of Social Work at the University of South Carolina (COSW, where the author was privileged to serve as dean for 22 years (1980-2002 when many of these developments occurred. This paper will discuss how this school acquired an international mission and developed various programs to manifest this commitment. The paper will describe, in particular, the college’s signature achievement in international social work education – the development and implementation of a Korea-based MSW program. The COSW was the first school of social work in the US to offer a master’s degree in its entirety in a foreign country. It is hoped that the recounting of this school’s experiences will offer guidance to other social work education programs that are exploring ways of expanding their international initiatives.

Learning Social Responsibility in Schools: A Restorative Practice

Science.gov (United States)

Macready, Tom

2009-01-01

Vygotsky regarded the site of learning to be within a matrix of relational action. From this perspective, learning social responsibility will involve a focus on the learning environments that are made available in schools. Adapting the concept of restorative justice to a school context, restorative practice offers a range of relevant learning…

Social skills headteachers of schools centers. Las habilidades sociales en directores de centros escolares

Directory of Open Access Journals (Sweden)

Margarita Salvador

2009-10-01

Full Text Available

This study aims to discover the extent of public school directors have developed and practiced their social skills, in performing his managerial functions, to plan and propose, based on the results, the training necessary additions to the exercise such leadership reach higher levels of efficiency. The sample was composed of 99 directors of schools of Public Elementary and Secondary Education, in the provinces of Granada and Almeria. The results obtained in this research provide us with reliable knowledge, hitherto non-existent, the profiles that characterize the current directors of schools, in their social and interpersonal skills. A summary of results is as follows: a half of the principals (49% obtained scores that are above the 75 centile, in behavior and social skills assertion b nearly half of the directors in our sample are characterized by implementing social skills, through behavior, where the "self-expression", "say no", "initiate interactions” and “express their anger", are the most relevant components and c the level of the center, the number of students at the school and the old director has made some significant differences.

Key words: Social skills, school directors, managerial function, leadership.

Este estudio pretende conocer, en qué medida los directores escolares de centros públicos tienen desarrolladas y practican las habilidades sociales en el desempeño de sus funciones directivas, con objeto de planificar y proponer, en función de los resultados, los necesarios complementos formativos, para que el ejercicio de dicha función directiva alcance niveles más altos de eficacia. La muestra ha estado compuesta por 99 directores, de Centros Educativos Públicos de Primaria y Secundaria, de las provincias de Granada y Almería. Los resultados obtenidos en esta investigación nos proporcionan un conocimiento fiable, hasta ahora inexistente, sobre los perfiles que caracterizan a los

Motivation for social contact across the life span: a theory of socioemotional selectivity.

Science.gov (United States)

Carstensen, L L

1992-01-01

Older people engage in social interaction less frequently than their younger counterparts. As I mentioned at the start, the change has been interpreted in largely negative terms. Yet when asked about their social relationships, older people describe them as satisfying, supportive, and fulfilling. Marriages are less negative and more positive. Close relationships with siblings are renewed, and relationships with children are better than ever before. Even though older people interact with others less frequently than younger people do, old age is not a time of misery, rigidity, or melancholy. Rather than present a paradox, I argue here that decreasing rates of contact reflect a reorganization of the goal hierarchies that underlie motivation for social contact and lead to greater selectivity in social partners. This reorganization does not occur haphazardly. Self-definition, information seeking, and emotion regulation are ranked differently depending not only on past experiences, but on place in the life cycle and concomitant expectations about the future. I contend that the emphasis on emotion in old age results from a recognition of the finality of life. In most people's lives this does not appear suddenly in old age but occurs gradually across adulthood. At times, however, life events conspire to bring about endings more quickly. Whether as benign as a geographical relocation or as sinister as a fatal disease, endings heighten the salience of surrounding emotions. When each interaction with a grandchild or good-bye kiss to a spouse may be the last, a sense of poignancy may permeate even the most casual everyday experiences. When the regulation of emotion assumes greatest priority among social motives, social partners are carefully chosen. The most likely choices will be long-term friends and loved ones, because they are most likely to provide positive emotional experiences and affirm the self. Information seeking will motivate some social behavior, but for reasons

ISLAMIC SCHOOLS AND SOCIAL JUSTICE IN INDONESIA: A Student Perspective

Directory of Open Access Journals (Sweden)

Raihani R.

2012-07-01

Full Text Available The study explores how students of two different Islamic Senior Secondary Schools in Palangkaraya, Indonesia experience school practices in regards to social justice. Employing a qualitative approach, the researcher conducted ethnographic observations of the schools’ practices and events, and interviewed more than fifty students of the two schools individually and in groups to understand their feelings and perspectives about how the schools promote social justice among them. The findings suggest that several school structures including the subject stream selection, student groupings, the emergence of the model or international classroom were found to have been sources for social injustice. Students of the Social Sciences and Language groups, of low academic performance and economically disadvantaged admitted the feeling of unfair treatment because of this structuration. Confirming the theory of social reproduction, the schools failed to provide distributive, cultural and associational justices, and reasserted further inequalities among members of society.[Artikel ini menjelaskan bagaimana siswa pada dua Sekolah Menengah Atas di Palangkaraya, Indonesia merasakan praktek pendidikan di sekolah mereka, khususnya terkait dengan masalah keadilan sosial. Melalui studi kualitatif, penulis melakukan observasi etnografis terhadap praktek pendidikan dan kegiatan sekolah serta melakukan wawancara dengan lebih dari lima puluh orang siswa, baik secara individual maupun dalam kelompok, untuk mengetahui pandangan mereka mengenai bagaimana sekolah mereka mendorong pelaksanaan prinsip keadilan sosial. Artikel ini menemukan bahwa struktur pendidikan di sekolah tersebut, seperti pengelompokan kelas berdasarkan konsentrasi jurusan, pola keberkelompokan siswa, dan munculnya kelas-kelas internasional, menyebabkan ketidakadilan sosial di dalam institusi pendidikan. Siswa kelas Ilmu Sosial dan Bahasa cenderung minim dalam pencapaian akademik, dan secara ekonomi

Impact of contact on adolescents' mental health literacy and stigma: the SchoolSpace cluster randomised controlled trial.

Science.gov (United States)

Chisholm, Katharine; Patterson, Paul; Torgerson, Carole; Turner, Erin; Jenkinson, David; Birchwood, Max

2016-02-19

To investigate whether intergroup contact in addition to education is more effective than education alone in reducing stigma of mental illness in adolescents. A pragmatic cluster randomised controlled trial compared education alone with education plus contact. Blocking was used to randomly stratify classes within schools to condition. Random allocation was concealed, generated by a computer algorithm, and undertaken after pretest. Data was collected at pretest and 2-week follow-up. Analyses use an intention-to-treat basis. Secondary schools in Birmingham, UK. The parents and guardians of all students in year 8 (age 12-13 years) were approached to take part. A 1-day educational programme in each school led by mental health professional staff. Students in the 'contact' condition received an interactive session with a young person with lived experience of mental illness. The primary outcome was students' attitudinal stigma of mental illness. Secondary outcomes included knowledge-based stigma, mental health literacy, emotional well-being and resilience, and help-seeking attitudes. Participants were recruited between 1 May 2011 and 30 April 2012. 769 participants completed the pretest and were randomised to condition. 657 (85%) provided follow-up data. At 2-week follow-up, attitudinal stigma improved in both conditions with no significant effect of condition (95% CI -0.40 to 0.22, p=0.5, d=0.01). Significant improvements were found in the education-alone condition compared with the contact and education condition for the secondary outcomes of knowledge-based stigma, mental health literacy, emotional well-being and resilience, and help-seeking attitudes. Contact was found to reduce the impact of the intervention for a number of outcomes. Caution is advised before employing intergroup contact with younger student age groups. The education intervention appeared to be successful in reducing stigma, promoting mental health knowledge, and increasing mental health literacy, as

The Role of Beliefs about the Importance of Social Skills in Elementary Children's Social Behaviors and School Attitudes

Science.gov (United States)

Kwon, Kyongboon; Kim, Elizabeth Moorman; Sheridan, Susan M.

2014-01-01

Background: Positive attitudes toward school have been suggested as a meaningful indicator of school engagement among elementary children. The current study was guided by a social cognitive developmental perspective which suggests that social cognitions, including beliefs, play an important role in children's adjustment outcomes. Objective: The…

A school-wide assessment of social media usage by students in a US dental school.

Science.gov (United States)

Arnett, M R; Christensen, H L; Nelson, B A

2014-11-01

Social media sites have become an established means of communication due to the exponential growth in number of users across the world and the encouragement of interaction between users through site features. The purpose of this study was to determine the extent to which Loma Linda University School of Dentistry students use social media accounts, the types of accounts they prefer, their interest in incorporating social media into courses and their perceptions of the usefulness of social media in private practice. In addition, we wanted to determine the degree of student interest in the integration of these social tools into their instruction. One thousand one hundred and sixty-two students from Loma Linda University School of Dentistry were invited by e-mail to complete a confidential 18 item multiple choice survey through Surveymonkey.com. The overall response rate was 30% (n = 351) from the pooled response periods; the first in 2011 and the second in 2013. Similar to other studies, Facebook was used by 91% of the School of Dentistry students, and less than half used Google+, Twitter and LinkedIn. Of the respondents, 68% of students reported communicating on social media daily and 80% saw value for practising dentists to operate accounts. Time and privacy concerns were the largest barriers to usage at 16% and 12% respectively. One third of respondents were in favour of the incorporation of social media in their courses.

Impact of contact on adolescents’ mental health literacy and stigma: the SchoolSpace cluster randomised controlled trial

Science.gov (United States)

Chisholm, Katharine; Patterson, Paul; Torgerson, Carole; Turner, Erin; Jenkinson, David; Birchwood, Max

2016-01-01

Objectives To investigate whether intergroup contact in addition to education is more effective than education alone in reducing stigma of mental illness in adolescents. Design A pragmatic cluster randomised controlled trial compared education alone with education plus contact. Blocking was used to randomly stratify classes within schools to condition. Random allocation was concealed, generated by a computer algorithm, and undertaken after pretest. Data was collected at pretest and 2-week follow-up. Analyses use an intention-to-treat basis. Setting Secondary schools in Birmingham, UK. Participants The parents and guardians of all students in year 8 (age 12–13 years) were approached to take part. Interventions A 1-day educational programme in each school led by mental health professional staff. Students in the ‘contact’ condition received an interactive session with a young person with lived experience of mental illness. Outcomes The primary outcome was students’ attitudinal stigma of mental illness. Secondary outcomes included knowledge-based stigma, mental health literacy, emotional well-being and resilience, and help-seeking attitudes. Results Participants were recruited between 1 May 2011 and 30 April 2012. 769 participants completed the pretest and were randomised to condition. 657 (85%) provided follow-up data. At 2-week follow-up, attitudinal stigma improved in both conditions with no significant effect of condition (95% CI −0.40 to 0.22, p=0.5, d=0.01). Significant improvements were found in the education-alone condition compared with the contact and education condition for the secondary outcomes of knowledge-based stigma, mental health literacy, emotional well-being and resilience, and help-seeking attitudes. Conclusions Contact was found to reduce the impact of the intervention for a number of outcomes. Caution is advised before employing intergroup contact with younger student age groups. The education intervention appeared to be successful in

A Multilevel Framework for Increasing Social Support in Schools

Science.gov (United States)

Grapin, Sally L.; Sulkowski, Michael L.; Lazarus, Philip J.

2016-01-01

In school contexts, social support refers to the overall perception one has of feeling included and cared for in a community of peers, teachers, caregivers, and others. Social support is critical for promoting positive academic and psychosocial outcomes for students. Conversely, a lack of perceived social support may be associated with increased…

Promoting Social and Emotional Competencies in Elementary School

Science.gov (United States)

Jones, Stephanie M.; Barnes, Sophie P.; Bailey, Rebecca; Doolittle, Emily J.

2017-01-01

There's a strong case for making social and emotional learning (SEL) skills and competencies a central feature of elementary school. Children who master SEL skills get along better with others, do better in school, and have more successful careers and better mental and physical health as adults. Evidence from the most rigorous studies of…

Animal Ownership and Touching Enrich the Context of Social Contacts Relevant to the Spread of Human Infectious Diseases.

Science.gov (United States)

Kifle, Yimer Wasihun; Goeyvaerts, Nele; Van Kerckhove, Kim; Willem, Lander; Kucharski, Adam; Faes, Christel; Leirs, Herwig; Hens, Niel; Beutels, Philippe

2015-01-01

Many human infectious diseases originate from animals or are transmitted through animal vectors. We aimed to identify factors that are predictive of ownership and touching of animals, assess whether animal ownership influences social contact behavior, and estimate the probability of a major zoonotic outbreak should a transmissible influenza-like pathogen be present in animals, all in the setting of a densely populated European country. A diary-based social contact survey (n = 1768) was conducted in Flanders, Belgium, from September 2010 until February 2011. Many participants touched pets (46%), poultry (2%) or livestock (2%) on a randomly assigned day, and a large proportion of participants owned such animals (51%, 15% and 5%, respectively). Logistic regression models indicated that larger households are more likely to own an animal and, unsurprisingly, that animal owners are more likely to touch animals. We observed a significant effect of age on animal ownership and touching. The total number of social contacts during a randomly assigned day was modeled using weighted-negative binomial regression. Apart from age, household size and day type (weekend versus weekday and regular versus holiday period), animal ownership was positively associated with the total number of social contacts during the weekend. Assuming that animal ownership and/or touching are at-risk events, we demonstrate a method to estimate the outbreak potential of zoonoses. We show that in Belgium animal-human interactions involving young children (0-9 years) and adults (25-54 years) have the highest potential to cause a major zoonotic outbreak.

Social capital and physical activity among Croatian high school students.

Science.gov (United States)

Novak, D; Doubova, S V; Kawachi, I

2016-06-01

To examine factors associated with regular physical activity in Croatian adolescents. A cross-sectional survey among high school students was carried out in the 2013/14 school year. A survey was conducted among 33 high schools in Zagreb City, Croatia. Participants were students aged 17-18 years. The dependent variables were regular moderate to vigorous physical activity (MVPA) and overall physical activity measured by the short version of International Physical Activity Questionnaire and defined as 60 min or more of daily physical activity. The independent variables included family, neighborhood, and high school social capital. Other study covariates included: socio-economic status, self-rated health, psychological distress and nutritional status. The associations between physical activity and social capital variables were assessed separately for boys and girls through multiple logistic regression and inverse probability weighting in order to correct for missing data bias. A total of 1689 boys and 1739 girls responded to the survey. A higher percentage of boys reported performing regular vigorous and moderate physical activity (59.4%) and overall physical activity (83.4%), comparing with the girls (35.4% and 70%, respectively). For boys, high family social capital and high informal social control were associated with increased odds of regular MVPA (1.49, 95%CI: 1.18 - 1.90 and 1.26, 95%CI: 1.02 - 1.56, respectively), compared to those with low social capital. For girls, high informal social control was associated with regular overall physical activity (OR 1.38, 95% CI: 1.09 - 1.76). High social capital is associated with regular MVPA in boys and regular overall activity in girls. Intervention and policies that leverage community social capital might serve as an avenue for promotion of physical activity in youth. Copyright © 2016 The Royal Society for Public Health. Published by Elsevier Ltd. All rights reserved.

Managing social, emotional and behavioural difficulties in schools in the Netherlands

Directory of Open Access Journals (Sweden)

Ed Smeets

2009-04-01

Full Text Available Three key aspects of the school environment are crucial for the prevention and management of social, emotional, and behavioural difficulties (SEBD in schools. These include an adequate instructional environment, a supportive social-emotional climate, and a systematic process of identification and intervention. This paper addresses these critical aspects by presenting results from two studies in primary education in The Netherlands. According to teachers, one in six pupils in mainstream primary schools exhibits some kind of SEBD. Severe cases of aggressive behaviour or ADHD present the greatest difficulties for teachers. The focus in mainstream schools is on the provision of a supportive social-emotional environment and on the identification of SEBD, with little attention to an adequate instructional environment or consistent interventions. This paper describes a systematic approach to the prevention and early intervention of SEBD which will address this issue.

School Absenteeism: An Online Survey via Social Networks.

Science.gov (United States)

Pflug, Verena; Schneider, Silvia

2016-06-01

School absenteeism is a significant social and public health problem. However, existing prevalence rates are often not representative due to biased assessment processes at schools. The present study assessed school absenteeism in Germany using a nationwide online self-report survey. Although our definition of school absenteeism was more conservative than in previous studies, nearly 9 % of the 1359 high school students reported school absenteeism within the past 7 days. Absent students lived less often with both parents, were on average of lower socioeconomic status, and reported more emotional problems, behavioral problems and less prosocial behavior than attending students. Being an indicator of a wide variety of problems in children and adolescents, school absenteeism deserves much more attention. Future directions for research and implications for prevention and intervention programs are discussed.

FACTOR ANALYSIS OF A SOCIAL SKILLS SCALE FOR HIGH SCHOOL STUDENTS.

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Wang, H-Y; Lin, C-K

2015-10-01

The objective of this study was to develop a social skills scale for high school students in Taiwan. This study adopted stratified random sampling. A total of 1,729 high school students were included. The students ranged in age from 16 to 18 years. A Social Skills Scale was developed for this study and was designed for classroom teachers to fill out. The test-retest reliability of this scale was tested by Pearson's correlation coefficient. Exploratory factor analysis was used to determine construct validity. The Social Skills Scale had good overall test-retest reliability of .92, and the internal consistency of the five subscales was above .90. The results of the factor analysis showed that the Social Skills Scale covered the five domains of classroom learning skills, communication skills, individual initiative skills, interaction skills, and job-related social skills, and the five factors explained 68.34% of the variance. Thus, the Social Skills Scale had good reliability and validity and would be applicable to and could be promoted for use in schools.

Possibility Thinking and Social Change in Primary Schools

Science.gov (United States)

Craft, Anna Rachel; Chappell, Kerry Anne

2016-01-01

This paper reviews the nature of possibility thinking (PT) (transformation from what is to what might be, in everyday contexts for children and teachers) and reports on how PT manifested in two English primary schools engaged in social change. It identifies shared characteristics across the schools as well as unique ways in which PT manifested.…

SOCIAL ENVIRONMENTAL RISK AND PROTECTION: A TYPOLOGY WITH IMPLICATIONS FOR PRACTICE IN ELEMENTARY SCHOOLS.

Science.gov (United States)

Bowen, Natasha K; Lee, Jung-Sook; Weller, Bridget E

2007-01-01

Social environmental assessments can play a critical role in prevention planning in schools. The purpose of this study was to describe the importance of conducting social environmental assessments, demonstrate that complex social environmental data can be simplified into a useful and valid typology, and illustrate how the typology can guide prevention planning in schools. Data collected from 532 3(rd) through 5(th) graders using the Elementary School Success Profile were analyzed in the study. A latent profile analysis based on eight child-report social environmental dimensions identified five patterns of social environmental risk and protection. The classes were labeled High Protection, Moderate Protection, Moderate Protection/Peer Risk, Little Protection/Family Risk, and No Protection//School Risk. Class membership was significantly associated with measures of well-being, social behavior and academic performance. The article illustrates how the typology can be used to guide decisions about who to target in school-based preventions, which features of the social environment to target, and how much change to seek. Information is provided about online resources for selecting prevention strategies once these decisions are made.

'Uncrunching' time: medical schools' use of social media for faculty development.

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Cahn, Peter S; Benjamin, Emelia J; Shanahan, Christopher W

2013-06-27

The difficulty of attracting attendance for in-person events is a problem common to all faculty development efforts. Social media holds the potential to disseminate information asynchronously while building a community through quick, easy-to-use formats. The authors sought to document creative uses of social media for faculty development in academic medical centers. In December 2011, the first author (P.S.C.) examined the websites of all 154 accredited medical schools in the United States and Canada for pages relevant to faculty development. The most popular social media sites and searched for accounts maintained by faculty developers in academic medicine were also visited. Several months later, in February 2012, a second investigator (C.W.S.) validated these data via an independent review. Twenty-two (22) medical schools (14.3%) employed at least one social media technology in support of faculty development. In total, 40 instances of social media tools were identified--the most popular platforms being Facebook (nine institutions), Twitter (eight institutions), and blogs (eight institutions). Four medical schools, in particular, have developed integrated strategies to engage faculty in online communities. Although relatively few medical schools have embraced social media to promote faculty development, the present range of such uses demonstrates the flexibility and affordability of the tools. The most popular tools incorporate well into faculty members' existing use of technology and require minimal additional effort. Additional research into the benefits of engaging faculty through social media may help overcome hesitation to invest in new technologies.

Scaling-Up Youth-Led Social Justice Efforts through an Online School-Based Social Network.

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Kornbluh, Mariah; Neal, Jennifer Watling; Ozer, Emily J

2016-06-01

The exploration of social networking sites (SNS) in promoting social change efforts offers great potential within the field of community psychology. Online communities on SNS provide opportunities for bridging across groups, thus fostering the exchange of novel ideas and practices. Currently, there have only been limited efforts to examine SNS within the context of youth-led efforts. To explore the potential of SNS to facilitate the diffusion of social justice efforts between distinct youth groups, we linked three school-based youth-led participatory action research projects involving 54 high school students through a SNS. This study offers an innovative methodological approach and framework, utilizing social network analysis and strategic sampling of key student informants to investigate what individual behaviors and online network features predict student adoption of social change efforts. Findings highlight prospective facilitators and barriers to diffusion processes within a youth-led online network, as well as key constructs that may inform future research. We conclude by providing suggestions for scholars and practitioners interested in examining how SNS can be used to enhance the diffusion of social justice strategies, youth-led engagement efforts, and large-scale civic organizing. © Society for Community Research and Action 2016.

Maternal Management of Social Relationships as a Correlate of Children's School-Based Experiences

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Fletcher, Anne C.; Walls, Jill K.; Eanes, Angella Y.; Troutman, David R.

2010-01-01

We tested a model considering the manner in which mothers' use of their own social relationships and efforts to facilitate their children's school-based social relationships were associated with two distinct types of school-based competence: academic achievement and levels of stress experienced within the school environment. Fourth grade children…

Community Involvement in School: Social Relationships in a Bedroom Community

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Preston, Jane P.

2013-01-01

The purpose of this qualitative case study was to describe how community involvement in school is associated with the social relationships existing/lacking within a bedroom community. Thirty-five interviews with school council members, teachers, and community members highlighted that traditional forms of community involvement in school generate…

Psychopathology and Academic Performance, Social Well-Being, and Social Preference at School : The TRAILS Study

NARCIS (Netherlands)

Sijtsema, J. J.; Verboom, C. E.; Penninx, Brenda; Verhulst, F. C.; Ormel, J.

Psychopathology during adolescence has been associated with poor academic performance, low social well-being, and low social preference by peers at school. However, previous research has not accounted for comorbid psychopathology, informant-specific associations between psychopathology and

Civic Virtue, Social Justice and Catholic Schools: Part II.

Science.gov (United States)

Ognibene, Richard; Paulli, Kenneth

2002-01-01

Details the history of the Catholic Church's involvement in social justice issues from the Second Vatican Council (1962-65) on. Describes social justice programs in schools in the diocese of Albany, New York, as well as other programs. Stresses that social justice activity rises out gratitude for the gift of life and should be seen in the context…

The salience of social referents: a field experiment on collective norms and harassment behavior in a school social network.

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Paluck, Elizabeth Levy; Shepherd, Hana

2012-12-01

Persistent, widespread harassment in schools can be understood as a product of collective school norms that deem harassment, and behavior allowing harassment to escalate, as typical and even desirable. Thus, one approach to reducing harassment is to change students' perceptions of these collective norms. Theory suggests that the public behavior of highly connected and chronically salient actors in a group, called social referents, may provide influential cues for individuals' perception of collective norms. Using repeated, complete social network surveys of a public high school, we demonstrate that changing the public behavior of a randomly assigned subset of student social referents changes their peers' perceptions of school collective norms and their harassment behavior. Social referents exert their influence over peers' perceptions of collective norms through the mechanism of everyday social interaction, particularly interaction that is frequent and personally motivated, in contrast to interaction shaped by institutional channels like shared classes. These findings clarify the development of collective social norms: They depend on certain patterns of and motivations for social interactions within groups across time, and are not static but constantly reshaped and reproduced through these interactions. Understanding this process creates opportunities for changing collective norms and behavior. (PsycINFO Database Record (c) 2012 APA, all rights reserved).

The process of socialization and education in school

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Peter Ondrejkovič

2014-04-01

Full Text Available Becoming a social being is not just a matter of education; it is a process of socialization, "learning in social conditions", and the process of formation and development of personality in the interdependence of a socially mediated social and physical environment. A theory of socialization at school must explain how social reproduction is associated with the development of one's personality and also must explain how they can work together in the critical development of entity and societal changes. It is an important part of education and is responsible for the identity formation of students. Without creating an identity "of me" it is not possible to speak about self-regulation.

Social Reproduction and Sex in German Primary Schools

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Smith, Daniel Scott; Wendt, Heike; Kasper, Daniel

2017-01-01

To understand the relationship between social background and sex in schooling, we use Bourdieu's theory of social reproduction and a feminist perspective of gender as practice. We pose two questions: (1) What is the relationship between economic and cultural capital and achievement for 4th-grade females versus males studying in Germany? (2) Is the…

An Investigation of High School Social Studies Teachers' Understandings of Vocabulary Teaching and Learning

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Harmon, Janis; Antuna, Marcos; Juarez, Lucinda; Wood, Karen D.; Vintinner, Jean

2018-01-01

This qualitative study focused on high school social studies teachers' understandings of and perspectives about vocabulary acquisition and instruction. The research questions were the following: (1) What do high school social studies teachers understand about vocabulary instruction? and (2) How do high school social studies teachers support…

Navigating Social Networking and Social Media in School Psychology: Ethical and Professional Considerations in Training Programs

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Pham, Andy V.

2014-01-01

Social networking and social media have undoubtedly proliferated within the past decade, allowing widespread communication and dissemination of user-generated content and information. Some psychology graduate programs, including school psychology, have started to embrace social networking and media for instructional and training purposes; however,…

Family-School Connectedness and Children's Early Social Development

Science.gov (United States)

Serpell, Zewelanji N.; Mashburn, Andrew J.

2012-01-01

This study examined the extent to which teacher ratings of the frequency of parent-teacher contacts and quality of parent-teacher relationships in prekindergarten were associated with teachers' perceptions of the quality of their relationship with children and children's social development. Participants were a diverse sample of 2966 four-year-olds…

Social Capital in the Classroom: A Study of In-Class Social Capital and School Adjustment

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Van Rossem, Ronan; Vermande, Marjolijn; Völker, Beate; Baerveldt, Chris

2015-01-01

Social capital is generally considered beneficial for students' school adjustment. This paper argues that social relationships among pupils generate social capital at both the individual and the class levels, and that each has its unique effect on pupils' performance and well-being. The sample in this study consists of 1036 children in 60…

A Peer-Delivered Social Interaction Intervention for High School Students with Autism

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Hughes, Carolyn; Harvey, Michelle; Cosgriff, Joseph; Reilly, Caitlin; Heilingoetter, Jamie; Brigham, Nicolette; Kaplan, Lauren; Bernstein, Rebekah

2013-01-01

Limited social interaction typically occurs between high school students with autism and their general education peers unless programming is introduced to promote interaction. However, few published social interaction interventions have been conducted among high school students with autism and their general education classmates. Such studies…

High Magnitude of Social Anxiety Disorder in School Adolescents

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Kindie Mekuria

2017-01-01

Full Text Available Introduction. Social phobia is the most prevalent and chronic type of anxiety disorder worldwide and it affects occupational, educational, and social affairs of the individual. Social phobia is also known for its association with depression and substance use disorder. Objective. The aim of this study was to assess the prevalence and associated factors of social phobia among high school students in Ethiopia. Methods. Cross-sectional study was conducted among 386 randomly selected students. Data were collected using pretested and self-administered questionnaire. Social phobia was assessed by using Social Phobia Inventory (SPIN. Logistic regression was used to analyze the data with 95% confidence interval and variables with p value less than 0.05 were considered as statistically significant. Results. From 386 study participants, 106 (27.5% of them were positive for social phobia. Being female (AOR = 3.1; 95% CI: 1.82–5.27, current alcohol drinking (AOR = 1.75; 95% CI: 1.03–2.98, poor social support (AOR = 2.40; 95% CI: 1.17–4.92, and living with single parent (AOR = 5.72; 95% CI: 2.98–10.99 were significantly associated with social phobia. Conclusion. The proportion of social phobia was higher compared to previous evidences. School-based youth-friendly mental health services might be helpful to tackle this problem.

Social Organization of Classes and Schools. Issue Paper 89-2.

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Florio-Ruane, Susan

This paper describes the importance of knowledge about the social organization of schools and classrooms for beginning teachers. The paper begins with a consideration of schools and classrooms as cultural settings and examines the beginning teacher's role within them. The remaining sections of the paper examine the interweaving of school social…

Household-level Social Capital in Cameroon and Children's Schooling

African Journals Online (AJOL)

This article examines household-level social capital as a determinant of children's schooling using a cross-sectional data of the 2001 Cameroon Household Survey. Reduced form demand equations of schooling for the entire sample, male and female children are estimated separately. Results indicate that parent's ...

Developing School Counseling Students' Social Justice Orientation through Service Learning

Science.gov (United States)

Ockerman, Melissa S.; Mason, Erin C. M.

2012-01-01

Counselor educators must examine the quality and intentionality of coursework and field experiences offered to their students as the role of school counselors continues to transform. The emphasis in the field on school counselors as social justice agents and advocates should be reflected in school counselor training programs. The authors present a…

An Analysis of Social Justice Research in School Psychology

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Graybill, Emily; Baker, Courtney N.; Cloth, Allison H.; Fisher, Sycarah; Nastasi, Bonnie K.

2018-01-01

The purpose of the current content analysis was to build upon previous empirical research both within school psychology and in other subdisciplines of psychology to refine the operationalized definition of social justice within school psychology research. Operationalizing the definition and substantiating it within the empirical literature is a…

A model to facilitate collaborative social support for pregnant students in secondary schools

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Matlala SF

2017-09-01

Full Text Available Sogo F Matlala Department of Public Health, University of Limpopo, Sovenga, South Africa Abstract: Pregnancy among secondary school students remains a public health problem and is associated with school dropout as well as poor maternal and child health outcomes. Schools in South Africa no longer expel pregnant students as was the case before 2000. Instead, the government encourages them to remain in class to complete their education, but pregnant students often face stigma, and some drop out of school as a result. To remain in class and access antenatal care, pregnant students require social support from teachers, parents and professional nurses. Unfortunately, teachers, parents and professional nurses support pregnant students on an ad hoc basis, and this calls for a model to facilitate collaborative social support. The purpose of this paper is to present and describe a model to facilitate collaborative social support for pregnant students attending secondary schools in South Africa, using the model description steps of Chinn and Kramer. The model is designed as a tool to enable pregnant students to remain in school, attend antenatal care and in the end, deliver healthy babies. The professional nurse, as a member and leader of the school health team which visits secondary schools to provide a package of school health services, is the agent or facilitator of the model. Keywords: communication, health team, learner pregnancy, maternal and child health, school health services, social network

Social Media for School Communication. Research into Practice

Science.gov (United States)

Williamson, Ronald

2012-01-01

It's easy to dismiss social media as a fascination of young people but to do so minimizes one of the fastest growing trends in technology. The Pew Internet and American Life Project recently found that over 71% of teens have a Facebook profile and 75% of adults have one too. Social media tools have become the way for a school or business to…

Contextualizing Intergroup Contact: Do Political Party Cues Enhance Contact Effects?

DEFF Research Database (Denmark)

Sønderskov, Kim Mannemar; Thomsen, Jens Peter Frølund

2015-01-01

This article examines intergroup contact effects in different political contexts. We expand on previous efforts of social psychologists by incorporating the messages of political parties as a contextual trigger of group membership awareness in contact situations. We argue that the focus among...... political parties on us-them categorizations heightens the awareness of group memberships. This focus in turn enhances the positive intergroup contact effect by stimulating majority members to perceive contacted persons as prototypical outgroup members. A multilevel analysis of 22 countries and almost 37......,000 individuals confirms that the ability of intergroup contact to reduce antiforeigner sentiment increases when political parties focus intensively on immigration issues and cultural differences. Specifically, both workplace contact and interethnic friendship become more effective in reducing antiforeigner...

Social Justice: The Missing Link in School Administrators' Perspectives on Teacher Induction

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Pinto, Laura Elizabeth; Portelli, John P.; Rottmann, Cindy; Pashby, Karen; Barrett, Sarah Elizabeth; Mujuwamariya, Donatille

2012-01-01

Critical scholars view schooling as one piece of a larger struggle for democracy and social justice. We investigated 41 school administrators' perceptions about the role and importance of equity, diversity and social justice in new teacher induction in the province of Ontario. Interviews reveal that principals were interested in shaping teacher…

Sexuality and Physical Contact in National Social Life, Health, and Aging Project Wave 2

OpenAIRE

Adena M. Galinsky; Martha K. McClintock; Linda J. Waite

2014-01-01

Introduction. Wave 2 of the National Social Life, Health, and Aging Project (NSHAP) includes new measures of sexual interest and behavior, as well as new measures of the context of sexual experience and the frequency and appeal of physical contact. This is the first time many of these constructs have been measured in a nationally representative sample.

Effect of social games on class social structure in the third triad of primary school with adapted programme for children with special needs

OpenAIRE

Kleinberger, Anja

2018-01-01

Building adequate social relationships and learning about them is very important in our society. Nowadays social games are often used in schools, especially to enhance good behaviour and improve relationships between students. By learning social skills in school we can improve the quality of life for our students during schooling as they will feel accepted in their class and as a result feel better about themselves. In addition, social games give them knowledge that they can use in adulthood ...

Socialization and organizational citizenship behavior among Turkish primary and secondary school teachers.

Science.gov (United States)

Çavuş, Mustafa Fedai

2012-01-01

The aim of the present study is to investigate the effects of organizational socialization levels of employees on organizational citizenship behavior (OCB). A total of 185 (70 female, 115 male) teachers were sampled at 27 primary and secondary schools. Their ages ranged from 23 to 55 years, with a mean (SD) of 36 (5.1). In this sample, 100 (54.1%) worked in primary schools, and 85 (45.9%) worked in secondary schools. A three-part questionnaire was designed for the study. The research scales were self-report measures of organizational socialization, OCB, and demographic variables. The hypothesized model was tested using Pearson correlation analyses and multiple regression analyses. The teachers demonstrated high level socialization (Mean 4.2, SD 0.7) and OCB (Mean 4.0, SD 0.54). Understanding, coworker support, and performance proficiency explained significant variance in organizational citizenship behavior; however, there was no relationship (p=0.286) between the organizational goals and values and OCB. The findings contribute to our understanding of the relationship between the level of organizational socialization and organizational citizenship behavior in educational settings. These findings suggest that high level organizational socialization supports organizational citizenship behavior in primary and secondary school teachers.

Family and school as a space of social capital creation [Rodzina i szkoła jako przestrzenie budowania kapitału społecznego

Directory of Open Access Journals (Sweden)

Joanna MALINOWSKA

2017-11-01

Full Text Available Social capital is a resource desired and perceived as a prerequisite for the economic development of the state and as the basis of civil society. Poland’s social capital is low and in the future this may impede Poland’s development. Family and school are the main spaces where social capital, which manifests itself in the attitude which fosters cooperation and communication, is created. Social capital does not refer to individuals, but to social networks – communities that these individuals are able to create. However, it may be used by individuals to achieve individual goals and change their own situation. In the family, which is among the primary groups, social capital is created by cultural mechanisms (based on norms, beliefs, trust etc.. The school generates social capital by integrating groups, teaching cooperation and democratic values that build trust. Social capital is expressed in the relationships among members of the community. The nature of particular relationships is dependent on the scope of duties and rights, the distribution of authority and power. The size of the capital may change depending on the shape of the relationship among people and the number of their roles in society. Children, who have a special position in the family (educational function of the family, do not live in two separate areas: family and education, they are members of both of these communities and are subjects of their interactions. The article is an attempt to investigate what happens at point of contact between these two spaces and to assess what are the possibilities and limitations of utilizing the social capital of a family in the context of the new role of school, which is understood as “public good”.

Building Social Justice among Academic Staffs of Tertiary ...

African Journals Online (AJOL)

DR Nneka

Institutions, the Influence of Acculturation, Networking and. School Management .... research on predictors of social justice building among teachers, and how it is related ... Acculturation theory has historically focused on individual and group ... behaviors are used to build and maintain informal contacts that enhance career.

Mental Health, School Problems, and Social Networks: Modeling Urban Adolescent Substance Use

Science.gov (United States)

Mason, Michael J.

2010-01-01

This study tested a mediation model of the relationship with school problems, social network quality, and substance use with a primary care sample of 301 urban adolescents. It was theorized that social network quality (level of risk or protection in network) would mediate the effects of school problems, accounting for internalizing problems and…

School Leadership that Builds Teacher Social Capital

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Minckler, Cheri Hoff

2014-01-01

This quantitative study explores the relationship between school leadership and the development and sustenance of teacher social capital. The literature review discusses aspects of leadership theory to elucidate understanding of how leadership influences teachers' working relationships. Quantitative methodology and analyses ascertain the…

Explaining Social Class Inequalities in Educational Achievement in the UK: Quantifying the Contribution of Social Class Differences in School "Effectiveness"

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Hobbs, Graham

2016-01-01

There are large social class inequalities in educational achievement in the UK. This paper quantifies the contribution of one mechanism to the production of these inequalities: social class differences in school "effectiveness," where "effectiveness" refers to a school's impact on pupils' educational achievement (relative to…

Keynote Speech: 90th Anniversary Symposium Indiana University School of Social Work

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Andrew Cuomo

2002-05-01

Full Text Available In celebration of 90 years of social work education at Indiana University, the School of Social Work sponsored an Anniversary Symposium on April 12, 2002. Andrew Cuomo, former U.S. Secretary of Housing and Urban Development and current candidate for New York State Governor, delivered the keynote address. In his address,Mr. Cuomo recognized the history and growth of Indiana University School of Social Work from its origin in 1911 to its current status as a state-wide, multi-campus enterprise. He discussed the formation of Project Help (Housing Enterprise for the Less Privileged and shared some of his experiences as Secretary of HUD. He also explored several contemporary social, political, and philosophical issues, including the potential long-term effects of the tragic events of September 11, 2001. Introduced by Ms. Jane Schlegel, M.S.W., Chair of the Indiana University School of Social Work Campaign Committee, Mr. Cuomo interspersed his prepared remarks with spontaneous reflections.His comments are presented here in unedited fashion.

The Analysis of Social Teachers' Performance in the Senior High Schools of Ciamis Regency

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Mulyadi, Endang; Yuniarsih, Tjutju; Disman; Supardan, Dadang

2016-01-01

This research is intended to analyze the principal's leadership, school cultures, teachers' welfare, achievement motivation and the competence of social teachers at Senior High Schools in Ciamis regency and their effects towards the teachers' performance. Population of this research are Social teachers at Senior High Schools in Ciamis regency,…

Do comprehensive schools reduce social mobility?

Science.gov (United States)

Boliver, Vikki; Swift, Adam

2011-03-01

This paper investigates the claim that the shift from a selective to a comprehensive school system had a deleterious effect on social mobility in Great Britain. Using data from the National Child Development Study, we compare the chances, for both class and income mobility, of those who attended different kinds of school. Where media attention focuses exclusively on the chances for upward mobility of those children from lowly origins who were (or would have been) judged worthy of selection into a grammar school, we offer more rounded analyses. We match respondents in a way that helps us to distinguish those inequalities in mobility chances that are due to differences between children from those due to differences between the schools they attended; we look at the effects of the school system on the mobility chances of all children, not merely those from less advantaged origins; and we compare comprehensive- and selective-system schools, not merely comprehensive and grammar schools. After matching, we find, first, that going to a grammar school rather than a comprehensive does not make low-origin children more likely to be upwardly mobile but it helps them move further if they are; second, that grammar schools do not benefit working-class children, in terms of class mobility, more than they benefit service-class children, but, in terms of income mobility, such schools benefit low-income children somewhat more than they benefit higher-income children - that benefit relating only to rather modest and limited movements within the income distribution. Finally, however, the selective system as a whole yields no mobility advantage of any kind to children from any particular origins: any assistance to low-origin children provided by grammar schools is cancelled out by the hindrance suffered by those who attended secondary moderns. Overall, our findings suggest that comprehensive schools were as good for mobility as the selective schools they replaced. © London School of

Leading Schools of Excellence in Academics, Character, and Social-Emotional Development

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Bencivenga, Anthony S.; Elias, Maurice J.

2003-01-01

In the 21st century, students' character, social-emotional skills, and academic competencies will define school excellence. This article describes characteristics of visionary leadership for such schools based on settings already characterized by strengths in "EQ + IQ = Best Leadership Practices for Caring and Successful Schools." Core beliefs…

Coping with Verbal and Social Bullying in Middle School

Science.gov (United States)

Donoghue, Christopher; Almeida, Angela; Brandwein, David; Rocha, Gabriela; Callahan, Ian

2014-01-01

Becoming a victim of verbal and social bullying in middle school can lead to illness, psychological stress, and maladjustment. The coping strategies that students utilize when they are bullied may influence the likelihood and severity of these negative effects. In this study, we examined the predictions made by students in two middle schools about…

Social Trust and the Growth of Schooling

DEFF Research Database (Denmark)

Bjørnskov, Christian

2009-01-01

The paper develops a simple model to examine how social trust might affect the growth of schooling through lowering transaction costs associated with employing educated individuals. In a sample of 52 countries, the paper thereafter provides empirical evidence that trust has led to faster growth...

Fitness as 'social heritage': a study of elementary school pupils in Berlin

DEFF Research Database (Denmark)

Pfister, Gertrud; Reeg, Annemarie

2006-01-01

information on attitudes towards the issue of sport and health as well as on sporting activities. In this contribution, we concentrate on the influence of parents and schools on the fitness and motor competencies of the children. The results of the test and the survey clearly showed correlations between...... the fitness level of the pupils and the education level of the parents. According to our results, fitness and physical skills are, at least to a certain extent, socially inherited. The fitness differences found in the different schools can be explained partly by the different social back ground......Health and fitness among children and adolescents is a subject currently receiving public attention. This article focuses on the fitness of German pupils (third and fourth grades) in five schools in Berlin with widely differing social catchment areas as well as children from differing social...

School Social Workers as Response to Intervention Change Champions

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Deneca Winfrey Avant

2016-02-01

Full Text Available School social workers (SSWs are known for serving students with social, emotional, and academic needs. Implementing Response to Intervention (RTI/Multi-Tiered System of Supports (MTSS is one avenue in which SSWs play an integral role by guiding the development and implementation of student interventions. RTI/MTSS requires substantive and multifaceted system changes that involve more than simply adopting new approaches. This paradigm shift brings change which may not be desired or easily accepted by school systems. However, developing collaborative relationships and using effective leadership strategies throughout the RTI/MTSS transformation can be a pathway to success. A survey of 192 SSWs in Illinois revealed the challenges that SSWs experienced as the process of implementing RTI/MTSS transformed them into change leaders. This revelation was viewed as an opportunity to closely align social and emotional practices with students’ academic achievement.

Intergroup Contact is Related to Evaluations of Interracial Peer Exclusion in African American Students.

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Ruck, Martin D; Park, Henry; Crystal, David S; Killen, Melanie

2015-06-01

There are few published studies on the influence of intergroup contact on ethnic minority public school students' evaluations of interracial exclusion. In this study, African American children and adolescents (N = 158, 4th, 7th, and 10th grade; 67.1%) were individually interviewed regarding peer exclusion for scenarios depicting cross-race peer exclusion in various contexts. The level of positive intergroup contact, attribution of motives for exclusion, wrongfulness ratings, reasoning about exclusion, estimations of the frequency of exclusion, and awareness of the use of stereotypes to justify racial exclusion were assessed. Intergroup contact was significantly related to attributions of racial motives, higher ratings of wrongfulness, greater use of moral reasoning, and higher estimations of the frequency of exclusion. In addition to context effects, with increasing grade participants were more likely to refer to the historical and social circumstances contributing to the manifestation of racial stereotypes used to justify exclusion. The findings are discussed in terms of the existing research on intergroup relations and evaluations of social exclusion.

Supporting Interethnic and Interracial Friendships among Youth to Reduce Prejudice and Racism in Schools: The Role of the School Counselor

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Pica-Smith, Cinzia; Poynton, Timothy A.

2015-01-01

Supporting interethnic and interracial friendships in schools among children and adolescents is an important part of a progressive educational agenda informed in equity, social justice frameworks, and critical multicultural education that leads to a reduction in racial prejudice. Positive intergroup contact is a necessary condition in prejudice…

School-based obesity policy, social capital, and gender differences in weight control behaviors.

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Zhu, Ling; Thomas, Breanca

2013-06-01

We examined the associations among school-based obesity policies, social capital, and adolescents' self-reported weight control behaviors, focusing on how the collective roles of community and adopted policies affect gender groups differently. We estimated state-level ecologic models using 1-way random effects seemingly unrelated regressions derived from panel data for 43 states from 1991 to 2009, which we obtained from the Centers for Disease Control and Prevention's Youth Risk Behavior Surveillance System. We used multiplicative interaction terms to assess how social capital moderates the effects of school-based obesity policies. School-based obesity policies in active communities were mixed in improving weight control behaviors. They increased both healthy and unhealthy weight control behaviors among boys but did not increase healthy weight control behaviors among girls. Social capital is an important contextual factor that conditions policy effectiveness in large contexts. Heterogeneous behavioral responses are associated with both school-based obesity policies and social capital. Building social capital and developing policy programs to balance outcomes for both gender groups may be challenging in managing childhood obesity.

Social Media as an Engagement Tool for Schools and Colleges of Pharmacy

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Chen, Emily

2018-01-01

Objective. To describe the importance of and potential approaches to social media strategy development for schools and colleges of pharmacy. Findings. In recent years, pharmacy educators have begun exploring the benefits of social media. Effectively utilizing social media as a tool to fulfill marketing, recruitment, and student engagement initiatives is contingent on having a fully developed social media strategy that is well-positioned for success. Developing a sustainable social media strategy involves the following important components: establishing goals and objectives, identifying target audiences, performing competitive and channel analyses, developing content strategy, activities planning, identifying roles, budget and resources planning, and analyzing ongoing performance. Summary. This paper provides relevant information and guidance for colleges and schools of pharmacy that wish to enhance their social media presence.

Social Media as an Engagement Tool for Schools and Colleges of Pharmacy.

Science.gov (United States)

Chen, Emily; DiVall, Margarita

2018-05-01

Objective. To describe the importance of and potential approaches to social media strategy development for schools and colleges of pharmacy. Findings. In recent years, pharmacy educators have begun exploring the benefits of social media. Effectively utilizing social media as a tool to fulfill marketing, recruitment, and student engagement initiatives is contingent on having a fully developed social media strategy that is well-positioned for success. Developing a sustainable social media strategy involves the following important components: establishing goals and objectives, identifying target audiences, performing competitive and channel analyses, developing content strategy, activities planning, identifying roles, budget and resources planning, and analyzing ongoing performance. Summary. This paper provides relevant information and guidance for colleges and schools of pharmacy that wish to enhance their social media presence.

Social-cognitive and school factors in initiation of smoking among adolescents: a prospective cohort study

DEFF Research Database (Denmark)

Bidstrup, Pernille Envold; Frederiksen, Kirsten; Siersma, Volkert

2009-01-01

AIMS: The aim of the present study was to examine the association between social-cognitive factors, school factors, and smoking initiation among adolescents who had never smoked. METHODS: The study was based on longitudinal data on Danish adolescents attending randomly selected public schools....... Adolescents enrolled in grade 7 (mean age, 13 years) who had never smoked (n = 912) were followed up for 6 months after baseline. Those who had still never smoked were followed up again 18 months after baseline, in grade 8 (n = 442). Social-cognitive factors were examined with five measures: self......-efficacy, social influence (norms), social influence (behavior), social influence (pressure), and attitude. We used multilevel analyses to estimate the associations between social-cognitive factors at baseline and smoking initiation as well as the random effects of school, school class, and gender group...

How can we strengthen students’ social relations in order to reduce school dropout?

DEFF Research Database (Denmark)

Ingholt, Liselotte; Sørensen, Betina Bang; Andersen, Susan

2015-01-01

on ethnographic methods, including 22 qualitative interviews with students 17-19 years old and fieldwork with participant observations at four vocational schools over 40 days, including informal interviews and discussion meetings with managers, teachers, counselors and students. As part of the fieldwork, four......BACKGROUND: This article describes the rationale and contents of an intervention program aimed at strengthening students' social relations in order to reduce dropout from vocational schools in Denmark. Taking its theoretical cue from the concept of 'social participation', a qualitative study...... was performed to investigate the specific relationships between the social environment within the schools and the institutional structures in order to analyse reasons for school dropout and their relation to well-being, cigarette smoking and substance use. METHODS: The development study was based...

Applying Social Justice Principles through School-Based Restorative Justice

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von der Embse, Nathan; von der Embse, Daniel; von der Embse Meghan; Levine, Ian

2009-01-01

Social justice has recently received attention within the school psychology community. Yet, social justice is a nebulous term, as opined by Connelly (2009), who cautioned against searching for what is wrong and instead striving for the highest standards and recognizing needs of every unique child. Shriberg and colleagues (2008) have sought to…

The Educational Governance of German School Social Science: The Example of Globalization

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Andrea Szukala

2016-10-01

Full Text Available Purpose: This article challenges the outsiders' views on European school social science adopting genuine cosmopolitan views, when globalisation is treated in social science classrooms. Method: The article is based on the theoretical framework of educational governance analysis and on qualitative corpus analysis of representative German Laenders' social science curricula from 1994-2014 (n=13. Findings: The article highlights tendencies of renationalisation of the global learning agenda and the problematisation of democracy in contexts of globalisation studies at German schools.

The Influence of Social Networks on High School Students' Performance

Science.gov (United States)

Abu-Shanab, Emad; Al-Tarawneh, Heyam

2015-01-01

Social networks are becoming an integral part of people's lives. Students are spending much time on social media and are considered the largest category that uses such application. This study tries to explore the influence of social media use, and especially Facebook, on high school students' performance. The study used the GPA of students in four…

Sense of belonging and social cohesion in a desegregated former House of Delegates school

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Ramodungoane Tabane

2010-01-01

Full Text Available The ideal of creating a non-racial and equitable school environment is embedded in the South African Constitution. This ideal is informed by a desire to overcome the divisions of the apartheid past by pursuing policies and strategies that will promote the achievement of social cohesion, without denying space for various identities. Schools are seen as important vehicles for driving social cohesion amongst learners and it is therefore important that all learners, irrespective of their race, experience a sense of belonging in the school. Using a case study and an interactive qualitative analysis research methodology, we explored the experiences of black and Indian learners in a desegregated former House of Delegates school to determine the successes and possible challenges of ensuring racial integration at the school level and therefore its contribution to social cohesion. The study demonstrates the importance of eight concepts (namely, the school as a welcoming space; belonging; respect; security; equality in the way we socialise; tender loving care; motivation; and freedom to the study of racial integration and social cohesion. This article focuses on the contribution that sense of belonging has on creating a school environment that is enabling, contributing to learner achievement and concludes that sense of belonging, integration, and social cohesion are intertwined and important in creating an environment that is welcoming and a "home" to diverse learners and educators.

Effects of Social Psychological Phenomena on School Psychologists' Ethical Decision-Making: A Preliminary Empirical Analysis

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Klose, Laurie McGarry; Lasser, Jon; Reardon, Robert F.

2012-01-01

This preliminary, exploratory study examines the impact of select social psychological phenomena on school-based ethical decision-making of school psychologists. Responses to vignettes and hypothetical statements reflecting several social psychological phenomena were collected from 106 practicing school psychologists. Participants were asked to…

The Social Modulation of Imitation Fidelity in School-Age Children

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Marsh, Lauren E.; Ropar, Danielle; Hamilton, Antonia F. de C.

2014-01-01

Children copy the actions of others with high fidelity, even when they are not causally relevant. This copying of visibly unnecessary actions is termed overimitation. Many competing theories propose mechanisms for overimitation behaviour. The present study examines these theories by studying the social factors that lead children to overimitate actions. Ninety-four children aged 5- to 8-years each completed five trials of an overimitation task. Each trial provided the opportunity to overimitate an action on familiar objects with minimal causal reasoning demands. Social cues (live or video demonstration) and eye contact from the demonstrator were manipulated. After the imitation, children's ratings of action rationality were collected. Substantial overimitation was seen which increased with age. In older children, overimitation was higher when watching a live demonstrator and when eye contact was absent. Actions rated as irrational were more likely to be imitated than those rated as rational. Children overimitated actions on familiar objects even when they rated those actions as irrational, suggesting that failure of causal reasoning cannot be driving overimitation. Our data support social explanations of overimitation and show that the influence of social factors increases with age over the 5- to 8-year-old age range. PMID:24465913

The social modulation of imitation fidelity in school-age children.

Directory of Open Access Journals (Sweden)

Lauren E Marsh

Full Text Available Children copy the actions of others with high fidelity, even when they are not causally relevant. This copying of visibly unnecessary actions is termed overimitation. Many competing theories propose mechanisms for overimitation behaviour. The present study examines these theories by studying the social factors that lead children to overimitate actions. Ninety-four children aged 5- to 8-years each completed five trials of an overimitation task. Each trial provided the opportunity to overimitate an action on familiar objects with minimal causal reasoning demands. Social cues (live or video demonstration and eye contact from the demonstrator were manipulated. After the imitation, children's ratings of action rationality were collected. Substantial overimitation was seen which increased with age. In older children, overimitation was higher when watching a live demonstrator and when eye contact was absent. Actions rated as irrational were more likely to be imitated than those rated as rational. Children overimitated actions on familiar objects even when they rated those actions as irrational, suggesting that failure of causal reasoning cannot be driving overimitation. Our data support social explanations of overimitation and show that the influence of social factors increases with age over the 5- to 8-year-old age range.

SOCIAL VIGILANCE OF SCHOOL JOURNALISTS: COGNITIVE ASPECT

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Tatyana Vladimirovna Sidorova

2013-11-01

Full Text Available In the article one of the stages and results of an ascertaining experiment aimed at identification of the level of high school students’ social vigilance formation are described. The scientific novelty of this work is to implement the pedagogical interpretation of the concept "social vigilance", and also in the selection and creation of valid methods for studying the phenomenon. Ascertaining experiment on cognitive criteria included a test on facts of social reality knowledge, the methods developed by the author "The analysis of the communicative situation," and “Continue the report”, content analysis of texts. The results show that teenagers’ social vigilance largely developed in respect of the microprocesses, but it’s low in respect of macroprocesses. The young journalists have little knowledge about the various social groups, social stratum. The obtained data show the directions of teaching activities to develop students’ social vigilance. Experimental results, methods and forms of research can be extrapolated to other types of educational activities.DOI: http://dx.doi.org/10.12731/2218-7405-2013-7-49

Caring Climate, Empathy, and Student Social Behaviors in High School Band

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Lalama, Susana M.

2016-01-01

The purpose of this study was to explore connections among perceived caring climate, empathy, and student social behaviors in high school bands. Nine high school band directors (N = 9 schools), along with their students (N = 203), completed an electronic questionnaire for variables of caring climate, cognitive empathy, affective empathy, social…

The intersection of class origin and immigration background in structuring social capital: the role of transnational ties.

Science.gov (United States)

Andersson, Anton; Edling, Christofer; Rydgren, Jens

2018-03-01

The study investigates inequalities in access to social capital based on social class origin and immigration background and examines the role of transnational ties in explaining these differences. Social capital is measured with a position generator methodology that separates between national and transnational contacts in a sample of young adults in Sweden with three parental backgrounds: at least one parent born in Iran or Yugoslavia, or two Sweden-born parents. The results show that having socioeconomically advantaged parents is associated with higher levels of social capital. Children of immigrants are found to have a greater access to social capital compared to individuals with native background, and the study shows that this is related to transnational contacts, parents' education and social class in their country of origin. Children of immigrants tend to have more contacts abroad, while there is little difference in the amount of contacts living in Sweden across the three groups. It is concluded that knowledge about immigration group resources help us predict its member's social capital, but that the analysis also needs to consider how social class trajectories and migration jointly structure national and transnational contacts. © London School of Economics and Political Science 2017.

How Effective Is the Health-Promoting School Approach in Building Social Capital in Primary Schools?

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Sun, Jing; Stewart, Donald

2007-01-01

Purpose: The purpose of this paper is to describe a study which investigated the relationship between the "health-promoting school" (HPS) approach and social capital and tested the proposition that the implementation of an HPS intervention leads to a significant improvement in HPS features and social capital. Design/methodology/approach:…

Why Social Media Must Have a Place in Schools

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Krutka, Daniel G.; Carpenter, Jeffrey P.

2016-01-01

While most young people regularly consume and produce social media content, many schools focus on what students should not do with these technologies rather than address what students and teachers can do. The authors share ways that some educators leverage social media to enhance the who, when, where, why, how, and what of educational processes.

Modeling of contact tracing in social networks

Science.gov (United States)

Tsimring, Lev S.; Huerta, Ramón

2003-07-01

Spreading of certain infections in complex networks is effectively suppressed by using intelligent strategies for epidemic control. One such standard epidemiological strategy consists in tracing contacts of infected individuals. In this paper, we use a recently introduced generalization of the standard susceptible-infectious-removed stochastic model for epidemics in sparse random networks which incorporates an additional (traced) state. We describe a deterministic mean-field description which yields quantitative agreement with stochastic simulations on random graphs. We also discuss the role of contact tracing in epidemics control in small-world and scale-free networks. Effectiveness of contact tracing grows as the rewiring probability is reduced.

Social network community structure and the contact-mediated sharing of commensal E. coli among captive rhesus macaques (Macaca mulatta).

Science.gov (United States)

Balasubramaniam, Krishna; Beisner, Brianne; Guan, Jiahui; Vandeleest, Jessica; Fushing, Hsieh; Atwill, Edward; McCowan, Brenda

2018-01-01

In group-living animals, heterogeneity in individuals' social connections may mediate the sharing of microbial infectious agents. In this regard, the genetic relatedness of individuals' commensal gut bacterium Escherichia coli may be ideal to assess the potential for pathogen transmission through animal social networks. Here we use microbial phylogenetics and population genetics approaches, as well as host social network reconstruction, to assess evidence for the contact-mediated sharing of E. coli among three groups of captively housed rhesus macaques ( Macaca mulatta ), at multiple organizational scales. For each group, behavioral data on grooming, huddling, and aggressive interactions collected for a six-week period were used to reconstruct social network communities via the Data Cloud Geometry (DCG) clustering algorithm. Further, an E. coli isolate was biochemically confirmed and genotypically fingerprinted from fecal swabs collected from each macaque. Population genetics approaches revealed that Group Membership, in comparison to intrinsic attributes like age, sex, and/or matriline membership of individuals, accounted for the highest proportion of variance in E. coli genotypic similarity. Social network approaches revealed that such sharing was evident at the community-level rather than the dyadic level. Specifically, although we found no links between dyadic E. coli similarity and social contact frequencies, similarity was significantly greater among macaques within the same social network communities compared to those across different communities. Moreover, tests for one of our study-groups confirmed that E. coli isolated from macaque rectal swabs were more genotypically similar to each other than they were to isolates from environmentally deposited feces. In summary, our results suggest that among frequently interacting, spatially constrained macaques with complex social relationships, microbial sharing via fecal-oral, social contact-mediated routes may

Pathways to School Readiness: Executive Functioning Predicts Academic and Social-Emotional Aspects of School Readiness

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Mann, Trisha D.; Hund, Alycia M.; Hesson-McInnis, Matthew S.; Roman, Zachary J.

2017-01-01

The current study specified the extent to which hot and cool aspects of executive functioning predicted academic and social-emotional indicators of school readiness. It was unique in focusing on positive aspects of social-emotional readiness, rather than problem behaviors. One hundred four 3-5-year-old children completed tasks measuring executive…

Facebook and socializing among high school students

OpenAIRE

Kordić, Boris; Babić, Lepa

2011-01-01

Facebook is currently the most popular friend-networking site in the world. The concept of friends on social networking site does not coincide with the notion of friends in real life. Nevertheless, Facebook is a social network that is based on real friends with the possibility of accepting strangers. In a study on a sample of 150 pupils from High School of Economics, we found that all have a profile on Facebook, the majority spends two hours a day on Facebook and has over a hundred Facebook f...

Socioemotional characteristics of elementary school children identified as exhibiting social leadership qualities.

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Scharf, Miri; Mayseless, Ofra

2009-03-01

Elementary school teachers identified characteristics in 4 major socioemotional domains associated with children's social leadership: self-perception, social anxiety, attachment orientation with peers, and interpersonal goals and skills in close friendships. Participants were 260 4th- and 5th-grade students (126 boys, 134 girls) from 10 classes in a school in northern Israel. Social leadership skills were associated with positive self-perceptions in various domains, low social anxiety, secure orientation to peers, higher levels of relationship-maintenance goal, lower levels of revenge goal in close friendships, and-unexpectedly-lower levels of accommodation as a strategy to solve conflicts with a friend. Positive self-concept and attachment security were indirectly associated with leadership qualities through their significant association with prosocial orientation skills. The authors discuss these findings as reflecting an internalization of positive model of self and positive model of others in children who exhibit social leadership qualities. The authors also discuss implications of these qualities for school and class ecology, as well as the importance of culture.

Racial and Ethnic Socialization as Moderators of Racial Discrimination and School Adjustment of Adopted and Non-adopted Korean American Adolescents

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Seol, Kyoung Ok; Yoo, Hyung Chol; Lee, Richard M.; Park, Ji Eun; Kyeong, Yena

2015-01-01

This study investigated roles of racial and ethnic socialization in the link between racial discrimination and school adjustment among a sample of 233 adopted Korean American adolescents from White adoptive families and 155 non-adopted Korean American adolescents from immigrant Korean families. Adopted Korean American adolescents reported lower levels of racial discrimination, racial socialization, and ethnic socialization than non-adopted Korean American adolescents. However, racial discrimination was negatively related to school belonging and school engagement, and ethnic socialization was positively related to school engagement for both groups. Racial socialization also had a curvilinear relationship with school engagement for both groups. Moderate level of racial socialization predicted positive school engagement, whereas low and high levels of racial socialization predicted negative school engagement. Finally, ethnic socialization moderated the link between racial discrimination and school belonging, which differed between groups. In particular, ethnic socialization exacerbated the relations between racial discrimination and school belonging for adopted Korean American adolescents, whereas, ethnic socialization buffered this link for non-adopted Korean American adolescents. Findings illustrate the complex relationship between racial and ethnic socialization, racial discrimination, and school adjustment. PMID:26479418

Social interactions of eating behaviour among high school students: a cellular automata approach

Science.gov (United States)

2012-01-01

Background Overweight and obesity in children and adolescents is a global epidemic posing problems for both developed and developing nations. The prevalence is particularly alarming in developed nations, such as the United States, where approximately one in three school-aged adolescents (ages 12-19) are overweight or obese. Evidence suggests that weight gain in school-aged adolescents is related to energy imbalance exacerbated by the negative aspects of the school food environment, such as presence of unhealthy food choices. While a well-established connection exists between the food environment, presently there is a lack of studies investigating the impact of the social environment and associated interactions of school-age adolescents. This paper uses a mathematical modelling approach to explore how social interactions among high school adolescents can affect their eating behaviour and food choice. Methods In this paper we use a Cellular Automata (CA) modelling approach to explore how social interactions among school-age adolescents can affect eating behaviour, and food choice. Our CA model integrates social influences and transition rules to simulate the way individuals would interact in a social community (e.g., school cafeteria). To replicate these social interactions, we chose the Moore neighbourhood which allows all neighbours (eights cells in a two-dimensional square lattice) to influence the central cell. Our assumption is that individuals belong to any of four states; Bring Healthy, Bring Unhealthy, Purchase Healthy, and Purchase Unhealthy, and will influence each other according to parameter settings and transition rules. Simulations were run to explore how the different states interact under varying parameter settings. Results This study, through simulations, illustrates that students will change their eating behaviour from unhealthy to healthy as a result of positive social and environmental influences. In general, there is one common characteristic of

High School Size, Participation in Activities, and Young Adult Social Participation: Some Enduring Effects of Schooling.

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Lindsay, Paul

1984-01-01

This study evaluates a model predicting that school size affects student participation in extracurricular activities and that these leisure interests will continue in young adult life. High school social participation, it is hypothesized, also is influenced by curriculum track placement and academic performance, which are affected by student…

Edmodo social learning network for elementary school mathematics learning

Science.gov (United States)

Ariani, Y.; Helsa, Y.; Ahmad, S.; Prahmana, RCI

2017-12-01

A developed instructional media can be as printed media, visual media, audio media, and multimedia. The development of instructional media can also take advantage of technological development by utilizing Edmodo social network. This research aims to develop a digital classroom learning model using Edmodo social learning network for elementary school mathematics learning which is practical, valid and effective in order to improve the quality of learning activities. The result of this research showed that the prototype of mathematics learning device for elementary school students using Edmodo was in good category. There were 72% of students passed the assessment as a result of Edmodo learning. Edmodo has become a promising way to engage students in a collaborative learning process.

Collecting data on leisure travel: The link between leisure contacts and social interactions

OpenAIRE

Kowald, Matthias; Frei, Andreas; Hackney, Jeremy K.; Illenberger, J.; Axhausen, Kay W.

2010-01-01

The aim of a new survey project is to collect data on the link between leisure contacts and leisure activities. The paper introduces briefly into former studies that applied the methods of social network analysis in transport planning. Using these projects as starting points the methodology and background of the new project are presented in detail. This is followed by first descriptive analyses checking how representative the data are for the Swiss population. The paper finishes by giving an ...

Do Hostile School Environments Promote Social Deviance by Shaping Neural Responses to Social Exclusion?

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Schriber, Roberta A; Rogers, Christina R; Ferrer, Emilio; Conger, Rand D; Robins, Richard W; Hastings, Paul D; Guyer, Amanda E

2018-03-01

The present study examined adolescents' neural responses to social exclusion as a mediator of past exposure to a hostile school environment (HSE) and later social deviance, and whether family connectedness buffered these associations. Participants (166 Mexican-origin adolescents, 54.4% female) reported on their HSE exposure and family connectedness across Grades 9-11. Six months later, neural responses to social exclusion were measured. Finally, social deviance was self-reported in Grades 9 and 12. The HSE-social deviance link was mediated by greater reactivity to social deviance in subgenual anterior cingulate cortex, a region from the social pain network also implicated in social susceptibility. However, youths with stronger family bonds were protected from this neurobiologically mediated path. These findings suggest a complex interplay of risk and protective factors that impact adolescent behavior through the brain. © 2018 Society for Research on Adolescence.

Inappropriate Lessons: Elementary Schools and the Social Organization of Sexuality

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Boas, Erica Misako

2013-01-01

This dissertation responds to the question: How is sexuality organized in elementary schools? I argue that despite the absence of overt discussions on sexuality in elementary schools, sexuality is "organized" through social processes that are recursively linked to ideology. Due to the widely held belief that "children" and…

School Systems' Practices of Controlling Socialization during Principal Succession: Looking through the Lens of an Organizational Socialization Theory

Science.gov (United States)

Bengtson, Ed; Zepeda, Sally J.; Parylo, Oksana

2013-01-01

The importance of effective school leadership is well known. The inevitable changing of school leaders raises concerns over the successfulness of the succession process. Directly linked to leader succession is socialization; therefore, the purpose of this study was to examine the processes and practices of school systems that control the…

A Study of Rural High School Principals' Perceptions as Social Justice Leaders

Science.gov (United States)

Albritton, Shelly; Huffman, Stephanie; McClellan, Rhonda

2017-01-01

This multisite case study explores how rural principals in high poverty schools in a Southern state that had identified themselves as social justice leaders perceived student diversity, specifically LGBTQ students, and how they sustained a socially-just school climate for all students. Using a qualitative approach lent itself to understanding the…

Preferences of lame cows for type of surface and level of social contact in hospital pens

DEFF Research Database (Denmark)

Jensen, Margit Bak; Herskin, Mette S; Thomsen, Peter T.

2015-01-01

To investigate preferences of lame cows for flooring and level of social contact, 37 lame, lactating dairy cows (diagnosed with sole ulcer or white line disease) were housed individually for 6 d in experimental hospital pens, where they could choose between 2 equally sized areas (6m × 4.5m......) with either deep-bedded sand or a rubber surface. On both surfaces, cows could choose between 2 equally sized areas either near or away from heifers in a neighboring group pen. Cows spent more time lying on the deep-bedded sand than on the rubber surface (870 vs. 71min/d), whereas they spent less time upright...... (standing or walking) on the sand than on the rubber surface (180 vs. 319min/d). In addition, cows spent less time self-grooming on the sand than on the rubber surface (2.2 vs. 4.7% of time spent upright). With regard to level of social contact, cows spent more time near the neighboring heifers than away...

Bullying and social exclusion anxiety in schools

DEFF Research Database (Denmark)

Søndergaard, Dorte Marie

2012-01-01

In this article, I develop a new conceptual framework, a new thinking technology, for understanding the bullying that takes place between children in schools. In addition, I propose a new definition of bullying. This new thinking technology reflects a shift in focus from individual characteristics...... to the social processes that may lead to bullying. The social approach theorises bullying as one of many reactions to particular kinds of social insecurity. The concepts I develop include the necessity of belonging, social exclusion anxiety and the production of contempt and dignity by both children and adults....... I also draw on Judith Butler’s concept of abjection. In the last part of the article, I employ Karen Barad’s theory of agential realism, focusing specifically on her concept of intraacting enacting forces. The entry to the theoretical development is based on empirical data generated in Denmark...

'Welzijn op Recept' (Social Prescribing): a helping hand in re-establishing social contacts - an explorative qualitative study.

Science.gov (United States)

Heijnders, Miriam L; Meijs, J J

2018-05-01

'Welzijn op Recept' is an intervention in which primary care providers refer patients with psychosocial problems to a community well-being organisation. Welzijn op Recept has been helping participants in the town of Nieuwegein, the Netherlands for more than three years. An impact study was carried out from September to December 2014. The qualitative study aimed to determine what happens in the chain of the social prescription and what changes the participant experiences in terms of social participation. The participants in this study were selected by the well-being coaches. A total of 10 semi-structured in-depth interviews were conducted. This study has shown that the participants had confidence in their referral to the community well-being organisation. The well-being coaches constitute a link between primary care providers, patients and the community well-being organisation. Participants have explicitly indicated that they experienced an increase in their own strength, self-confidence, self-reliance and the number of social contacts, and stated that they are experiencing better health. A point of special interest in the current programme is the planning of structured follow-up interviews after starting up an activity.

Social factors outside of family and school related to student dropout

Directory of Open Access Journals (Sweden)

Stepanović-Ilić Ivana

2017-01-01

Full Text Available The paper presents a systematisation of broader social factors affecting student dropout in Serbia from the framework of Bronfenbrenner’s approach. Although recognised by authors and commonly related to community and education as a system, these factors are rarely investigated. Starting from our previous research into dropout, focused primarily on family and school, this study is aimed at investigating community and systemic factors. The data were compiled by semi-structured interviews with respondents from the following groups (including relevant public statistical data: students who dropped out/are at risk and their parents; school principals and counsellors from schools with high and low attrition rates; teachers’, parents’ and students’ representatives from schools with high dropout rates; social workers in charge of schools with a low attrition rate; representatives of national educational institutions. The findings reveal that factors with a negative impact on children’s education dominate over supportive ones which could have a preventive effect on attrition. Negative influences exist in all social niches: in microsystems (peers prone to risky behaviour, poor neighbourhoods, in weak mesosystem connections of school and family with local institutions, in exosystems (undeveloped regions, up to the macrosystem level (legislative inefficiency, lack of cooperation within educational institutions and between governmental departments. Productive features were observed in mesosystem connections of schools as examples of good practice, as well as at macrosystem level in the form of recognising the dropout problem at the national level. Although preliminary, the obtained results provide useful guidelines for future investigations.

Body contact and body language

DEFF Research Database (Denmark)

Winther, Helle

2008-01-01

and the boundaries between self and world. In western societies, the modern premises for contact are in some ways developing from close contact to virtual communication. With this breadth of perspective in mind, the ques­tion is whether conscious and experimental work with body contact and body language in move......­ment psychology and education provide potential for intense personal develop­ment as well as for social and cultural learning processes. This performative research project originates from the research project entitled, Movement Psy­chol­ogy: The Language of the Body and the Psy­chol­ogy of Movement based......Body contact and body language are unique and existential and, although culturally dependent and socially embodied, they are also universal communication forms. For small children all over the world, warm, close and nourishing body contact is fundamental to their embodied experi­ence of themselves...

Preconceito e intenção em manter contato social: evidências acerca dos valores humanos Prejudice and intention to maintain social contact: Evidences concerning human values

Directory of Open Access Journals (Sweden)

Tatiana Cristina Vasconcelos

2004-12-01

Full Text Available Este trabalho objetivou conhecer como os valores humanos estão relacionados às atitudes preconceituosas e à intenção em manter o contato social com pessoas negras. Para tanto, contou-se com uma amostra de 303 pessoas da população geral da cidade de João Pessoa (PB, a maioria mulheres com idades compreendidas entre 12 e 74 anos (M = 30,5; DP = 14,2. Seguindo-se um procedimento padrão, foi pedido que respondessem aos seguintes instrumentos: Escala de Atitudes Preconceituosas, Escala de Intenção de Contato Social, Questionário dos Valores Humanos Básicos e um questionário de Caracterização da Amostra. Os resultados foram consistentes em relação a achados anteriores. As atitudes preconceituosas correlacionaram-se principalmente com os valores suprapessoais. Encontrou-se, ademais, que os valores suprapessoais e de realização atuaram como bons preditores para as atitudes preconceituosas, e que estas foram boas explicadoras da intenção em manter contato social com negros.The current research aimed to know how the human values is related to the prejudiced attitudes and to the intention to maintain social contact with Blacks. 303 subjects from the general population of João Pessoa (PB were considered. The respondents were mainly women, and the ages varying from 12 to 74 years (M = 30,5; DP = 14,2. The Prejudiced Attitudes Scale, Intention to Maintain Social Contact Scale, Basic Human Values Questionnaire and demographics questions were applied. Results showed that the prejudiced attitudes were primarily correlated with the suprapersonal values. Furthermore, the suprapersonals and of achievement values were good predictors, and satisfactory to explain the intention in maintaining social contact with Blacks.

The Moderating Effect of Valenced Contact: Slovak Language Media Use, Acculturation and L2 Confidence among Young Hungarian Speakers

Science.gov (United States)

Vincze, Laszlo; Gasiorek, Jessica

2016-01-01

Integrating the tenets of the social context model of L2 acquisition with insights from the parasocial contact hypothesis, the present paper addresses the role of mass media in L2 acquisition and acculturation among young Hungarian speakers in Slovakia. Questionnaire data were collected among Hungarian-speaking secondary school students (N = 310).…

Social Networking as a Strategic Tool in the Management of School-Based Violence

Science.gov (United States)

Eke, Chidi Idi; Singh, Shakila

2018-01-01

School-based violence is serious, and on the rise in South African schools. The violence affects learners, teachers, communities and the management of schools. Towards finding possible ways to manage school violence, this article presents social networking as a strategic tool in the management of school-based violence in high schools, based on the…

Democracy, Ethics and Social Justice: Implications for Secondary School Leadership in Kenya

Science.gov (United States)

Jwan, Julius O.; Kisaka, Sella T.

2017-01-01

Principals in Kenyan schools are required to adopt democratic school leadership practises as part of the government policy. Adopting an interpretive case study, this paper set out to explore the application of democracy, ethics and social justice in secondary schools in Kenya. The study was in two phases. Phase one: twelve school principals were…

Dyadic and Triadic Behaviours in Infancy as Precursors to Later Social Responsiveness in Young Children with Autistic Disorder

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Clifford, Sally; Dissanayake, Cheryl

2009-01-01

The relationship between dyadic (eye contact and affect) and triadic (joint attention) behaviours in infancy, and social responsiveness at pre-school age, was investigated in 36 children with Autistic Disorder. Measures of eye contact and affect, and joint attention, including requesting behaviours, were obtained retrospectively via parental…

School Social Workers Sanctioned by State Departments of Education and State Licensing Boards

Science.gov (United States)

Boland-Prom, Kim; Alvarez, Michelle E.

2014-01-01

This article presents the results of a study on the unprofessional conduct of school social workers who have been sanctioned by state regulatory boards (boards of education and licensing boards). The data represent information from 14 states and the District of Columbia. Results indicate that school social workers are rarely sanctioned at the…

Social Justice in India: Perspectives from School Leaders in Diverse Contexts

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Richardson, Jayson W.; Sauers, Nicholas J.

2014-01-01

This study focuses on social justice from the perspective of five school leaders in Delhi, India. Four of the schools in the study are affluent. One school serves primarily students who live in extreme poverty. Through interviewing these leaders, two major themes were identified. First, these leaders tended to view human rights as a driver of a…

Socialization and School Environment in an Inclusive Learning Community in the Province of Talca , Chile

OpenAIRE

Marí­a Teresa Muñoz Quezada; Boris Andrés Lucero Mondaca; Claudia Alejandra Cornejo Araya; Pablo Andrés Muñoz Molina; Nelson Eduardo Araya Saravia

2014-01-01

Currently there is concern for promoting healthy and inclusive coexistence in schools. The aim of this research was to assess the perception of socialization and school environment in an inclusive school in the Province of Talca, Chile. We conducted a cross-sectional case study in a sample of 180 students, 193 parents and 21 teachers. A questionnaire evaluating school life was applied to students, parents and teachers and another assessing the school's social climate and bullying was applied ...

Parent Social Networks and Parent Responsibility: Implications for School Leadership

Science.gov (United States)

Curry, Katherine A.; Adams, Curt M.

2014-01-01

Family-school partnerships are difficult to initiate and sustain in ways that actually promote student learning, especially in high-poverty communities. This quantitative study was designed to better understand how social forces shape parent responsibility in education. Based on social cognitive theory as the conceptual framework, the…

The School Counselor in Israel: An Agent of Social Justice?

Science.gov (United States)

Erhard, Rachel Lea; Sinai, Mirit

2012-01-01

In recent years, leaders in the school counseling profession worldwide have been calling on their colleagues to re-examine their role as "agents of social justice" in schools, with a view to promoting equal educational opportunities for all students. This research examines counselors' perceptions of the role, role behaviors, personal…

Using Social Cognitive Theory to Predict Physical Activity and Fitness in Underserved Middle School Children

Science.gov (United States)

Martin, Jeffrey J.; McCaughtry, Nate; Flory, Sara; Murphy, Anne; Wisdom, Kimberlydawn

2011-01-01

Few researchers have used social cognitive theory and environment-based constructs to predict physical activity (PA) and fitness in underserved middle-school children. Hence, we evaluated social cognitive variables and perceptions of the school environment to predict PA and fitness in middle school children (N = 506, ages 10-14 years). Using…

High School Social Studies Teachers' Beliefs and Education for Democratic Citizenship

Science.gov (United States)

Phipps, Stuart Beall

2010-01-01

This study explores secondary social studies teachers' beliefs about the concept of citizenship. The development of citizenship in young people is an often-stated goal for schooling in the USA. The most prominent social studies professional organization, the National Council for the Social Studies, describes education for citizenship as the…

Social Selection and Religiously Selective Faith Schools

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Pettinger, Paul

2014-01-01

This article reviews recent research looking at the socio-economic profile of pupils at faith schools and the contribution religiously selective admission arrangements make. It finds that selection by faith leads to greater social segregation and is open to manipulation. It urges that such selection should end, making the state-funded school…

Appropriate Pupilness: Social Categories Intersecting in School

Science.gov (United States)

Kofoed, Jette

2008-01-01

The analytical focus in this article is on how social categories intersect in daily school life and how intersections intertwine with other empirically relevant categories such as normality, pupilness and (in)appropriatedness. The point of empirical departure is a daily ritual where teams for football are selected. The article opens up for a…

Factors Related to Initiating Interpersonal Contacts on Internet Dating Sites: A View From the Social Exchange Theory

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Rivka Shtatfeld

2009-12-01

Full Text Available The purpose of this study was to identify factors that influence dating-site users to initiate contact with potential romantic partners. The study was carried out by observing online behaviors and analyzing the profiles and authentic messages of these users (N = 106 over seven months. Contacts made by and with the research participants were analyzed in terms of the relationships between initiators‘ and receivers‘ demographic variables (marital status, age, level of education, income, writing skills, and stated physical appearance. In addition, the relationship between contacting partners and site accessibility was examined. The findings revealed that dating-site users initiated contact primarily with those having a similar marital status or slightly better characteristics (income, education, writing skills. In regard to writing skills, it was found that skilled writers attracted more contacts than did less skilled writers. However, the factor that was found to be most significantly related to initiating contact was the length of time that elapsed from last connection to the site, which implies the perceived accessibility of potential romantic partners. The findings were explained in terms of the Social Exchange Theory: people are attracted to those who grant them rewards.

Social Skills Scores: The Impact of Primary School Population Characteristics and Parental Involvement

Science.gov (United States)

Dekker, Karien; Kamerling, Margje

2017-01-01

Purpose: The paper aims to examine to what extent and why parental involvement as well as characteristics of ethnic school population influence social skills scores (social position, behavioural skills) of students. Design/methodology/approach: The study used the COOL5-18 database (2010) that included 553 Dutch primary schools and nearly 38,000…

Powerful versus Popular: Definition and Distinction of Social Vocabulary in the Middle School

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Burwell, Julie; Stone, Robert

2012-01-01

Two middle school teachers consider the function of the word popular in middle school life and illustrate that the lesser used term powerful is often more applicable. They offer an alternative vocabulary for social standing and examine the factors that can influence that standing. By discussing the manifold ways that the social life of students…

Exploring Children's Perceptions of Two School-Based Social Inclusion Programs: A Pilot Study

Science.gov (United States)

Lindsay, Sally; McPherson, Amy C.; Aslam, Henna; McKeever, Patricia; Wright, Virginia

2013-01-01

Background: Although social exclusion among typically developing school-aged children has been well explored, it is under-researched for children with disabilities even though they are at a higher risk for being excluded. While there are a number of different programs available to improve social inclusion at school, the appeal of these programs to…

Monkeying around: Use of Survey Monkey as a Tool for School Social Work

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Massat, Carol Rippey; McKay, Cassandra; Moses, Helene

2009-01-01

This article describes the use of an online survey tool called Survey Monkey, which can be used by school social workers and school social work educators for evaluation of practice, needs assessment, and program evaluation. Examples of questions are given. Principles of writing good survey questions are described. (Contains 2 tables and 1…

Beyond the Assumptions: Religious Schools and Their Influence on Students' Social and Civic Development

Science.gov (United States)

Cross, Graeme; Campbell-Evans, Glenda; Gray, Jan

2018-01-01

Are religious schools fit to prepare students with the social competencies required for life in a pluralistic society, or do they offer a sheltered school experience, which deprives them of adequate socialization opportunities? This question has emerged in public discourse in response to the growing presence of religious schools in many western…

Social Benefits of Secondary School Farms in Rivers State, Nigeria ...

African Journals Online (AJOL)

The purpose of this study was to determine the social benefits of school farms in secondary schools in Rivers State. The study used two research questions and simple random sampling technique for data collection with a total of 560 questionnaires administered to teachers and students. The results showed that 75% of ...

Innovative Uses of Social Media in High Schools. Research Brief

Science.gov (United States)

Bravender, Marlena

2010-01-01

The use of social media is a phenomenon that is changing the way people communicate. Along with the Internet, social media provide unparalleled opportunity for schools to interact with students, families and community. They also provide incredible resources for improving curricular experiences and improving instruction. Because the growth of…

Analysis of the facilitatory effect of the ACTH-(4–9) analog ORG 2766 on active social contact in rats

NARCIS (Netherlands)

Ree, J.M. van; Niesink, R.J.M.

1984-01-01

Pairs of male rats were tested for active social interaction, either in a familiar test arena under low illumination or in an unfamiliar test arena under high illumination conditions. Rats tested in an unfamiliar environment and under high light, spent less time in active social contact than rats

Intergroup Contact Effects via Ingroup Distancing among Majority and Minority Groups: Moderation by Social Dominance Orientation.

Science.gov (United States)

Kauff, Mathias; Schmid, Katharina; Lolliot, Simon; Al Ramiah, Ananthi; Hewstone, Miles

2016-01-01

Five studies tested whether intergroup contact reduces negative outgroup attitudes through a process of ingroup distancing. Based on the deprovincialization hypothesis and Social Dominance Theory, we hypothesized that the indirect effect of cross-group friendship on outgroup attitudes via reduced ingroup identification is moderated by individuals' Social Dominance Orientation (SDO), and occurs only for members of high status majority groups. We tested these predictions in three different intergroup contexts, involving conflictual relations between social groups in Germany (Study 1; N = 150; longitudinal Study 2: N = 753), Northern Ireland (Study 3: N = 160; Study 4: N = 1,948), and England (Study 5; N = 594). Cross-group friendship was associated with reduced ingroup identification and the link between reduced ingroup identification and improved outgroup attitudes was moderated by SDO (the indirect effect of cross-group friendship on outgroup attitudes via reduced ingroup only occurred for individuals scoring high, but not low, in SDO). Although there was a consistent moderating effect of SDO in high-status majority groups (Studies 1-5), but not low-status minority groups (Studies 3, 4, and 5), the interaction by SDO was not reliably stronger in high- than low-status groups. Findings are discussed in terms of better understanding deprovincialization effects of contact.

Intergroup Contact Effects via Ingroup Distancing among Majority and Minority Groups: Moderation by Social Dominance Orientation.

Directory of Open Access Journals (Sweden)

Mathias Kauff

Full Text Available Five studies tested whether intergroup contact reduces negative outgroup attitudes through a process of ingroup distancing. Based on the deprovincialization hypothesis and Social Dominance Theory, we hypothesized that the indirect effect of cross-group friendship on outgroup attitudes via reduced ingroup identification is moderated by individuals' Social Dominance Orientation (SDO, and occurs only for members of high status majority groups. We tested these predictions in three different intergroup contexts, involving conflictual relations between social groups in Germany (Study 1; N = 150; longitudinal Study 2: N = 753, Northern Ireland (Study 3: N = 160; Study 4: N = 1,948, and England (Study 5; N = 594. Cross-group friendship was associated with reduced ingroup identification and the link between reduced ingroup identification and improved outgroup attitudes was moderated by SDO (the indirect effect of cross-group friendship on outgroup attitudes via reduced ingroup only occurred for individuals scoring high, but not low, in SDO. Although there was a consistent moderating effect of SDO in high-status majority groups (Studies 1-5, but not low-status minority groups (Studies 3, 4, and 5, the interaction by SDO was not reliably stronger in high- than low-status groups. Findings are discussed in terms of better understanding deprovincialization effects of contact.

School Ethos and Personal, Social, Health Education

Science.gov (United States)

Brown, Jackie; Busfield, Robert; O'Shea, Alison; Sibthorpe, Joanne

2011-01-01

This paper will discuss research undertaken within a London borough in 2009 that aimed to examine how Personal, Social, Health and Economic education (PSHE) was perceived and delivered. The ethos of schools was incorporated into the enquiry as a key determinate of both perception and delivery of PSHE. The findings are presented with particular…

Cortisol levels in response to starting school in children at increased risk for social phobia.

Science.gov (United States)

Russ, Stephanie J; Herbert, Joe; Cooper, Peter; Gunnar, Megan R; Goodyer, Ian; Croudace, Tim; Murray, Lynne

2012-04-01

Research on depression has identified hyperactivity of the HPA axis as a potential contributory factor to the intergenerational transmission of affective symptoms. This has not yet been examined in the context of social phobia. The current study compared HPA axis activity in response to a universal social stressor (starting school) in children of 2 groups of women: one with social phobia and one with no history of anxiety (comparison group). To determine specificity of effects of maternal social phobia, a third group of children were also examined whose mothers had generalised anxiety disorder (GAD). Children provided salivary cortisol samples in the morning, afternoon and at bedtime across 3 time-blocks surrounding the school start: a month before starting school (baseline), the first week at school (stress response), and the end of the first school term (stress recovery). Child behavioural inhibition at 14 months was assessed to explore the influence of early temperament on later stress responses. All children displayed an elevation in morning and afternoon cortisol from baseline during the first week at school, which remained elevated until the end of the first term. Children in the social phobia group, however, also displayed an equivalent elevation in bedtime cortisol, which was not observed for comparison children or for children of mothers with GAD. Children in the social phobia group who were classified as 'inhibited' at 14 months displayed significantly higher afternoon cortisol levels overall. A persistent stress response to school in the morning and afternoon is typical for all children, but children of mothers with social phobia also display atypical elevations in evening cortisol levels when at school--signalling longer-term disruption of the circadian rhythm in HPA axis activity. This is the first study to report HPA axis disruption in children at increased risk of developing social phobia. Future research should determine whether this represents a

Estimating the Effects of Students' Social Networks: Does Attending a Norm-Enforcing School Pay Off?

Science.gov (United States)

Carolan, Brian V.

2010-01-01

In an attempt to forge tighter social relations, small school reformers advocate school designs intended to create smaller, more trusting, and more collaborative settings. These efforts to enhance students' social capital in the form of social closure are ultimately tied to improving academic outcomes. Using data derived from ELS: 2002, this study…

Social connections among parents of pre-school-age children in an inner and outer area of Melbourne, Australia

Directory of Open Access Journals (Sweden)

Fiona Jane Andrews

2015-09-01

Full Text Available Parents’ social connectedness is an important factor in child health and development outcomes and has been strongly linked to place. This study aimed to compare social connectedness amongst parents in inner versus outer-suburbs of Melbourne using a mixed methods approach. Parents were recruited via playgroups, mother’s groups and preschools and interviewed face- to-face regarding their social networks, with a second open-ended interview focusing on parents’ ideals and experiences of raising children in their current location. Parents in the two areas identified a similar number of contacts, but had differently structured networks. Outer-suburban parents were more likely than inner-suburban parents to have very few contacts, and to name their general practitioner as among their significant contacts. They were less likely to have more extended networks or to include neighbours among their contacts. Parents in both areas had met at least some of their network members through local organisations or services with outer-suburban parents having met a greater proportion of their contacts in this way. Qualitative interview data supported the network analysis revealing the different priorities parents placed on neighbours, barriers experienced in connecting with neighbours in the outer- suburbs and the consequent heavy reliance on organised activities to form social connections. The different types of social connections parents in inner and outer Melbourne made in relation to raising their preschool-aged children revealed in this study have implications for both service delivery and social planning of new developments.

Parental social coaching promotes adolescent peer acceptance across the middle school transition.

Science.gov (United States)

Gregson, Kim D; Tu, Kelly M; Erath, Stephen A; Pettit, Gregory S

2017-09-01

The present study investigated longitudinal associations between behavioral and cognitive dimensions of parental social coaching (i.e., advice about how to behave or think about peer challenges) and young adolescents' peer acceptance, and whether such associations are moderated by youths' social skills. Time 1 (T1) participants included 123 young adolescents (M age = 12.03 years; 50% boys; 58.5% European American). Parents gave open-ended reports about their social coaching to hypothetical peer stress scenarios, which were coded from low to high quality on behavioral and cognitive dimensions. Parents and teachers reported on adolescent prosocial behavior (i.e., social-behavioral skills), and adolescents reported on their social appraisals and social self-efficacy (i.e., social-cognitive skills). At T1 (before the first year of middle school) and Time 2 (approximately 10 months later, after the first year of middle school), parents and teachers rated adolescent peer acceptance. Analyses revealed that parents' prosocial behavioral advice and benign cognitive framing independently predicted adolescents' higher peer acceptance prospectively (controlling for earlier levels of peer acceptance). Furthermore, adolescent social skills moderated links between coaching and peer acceptance. Specifically, adolescents with higher, but not lower, social-cognitive skills became more accepted in the context of higher-quality coaching, supporting a "capitalization" pattern, such that these youth may be better able to utilize coaching suggestions. Results underscore the utility of parents' behavioral advice and cognitive framing for adolescent peer adjustment across the middle school transition and suggest that optimal social-coaching strategies may depend in part on adolescent social skill level. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

The Impact of Participation and Social Contacts on International Attitudes of Youth (The Case of Bolivia and Chile).

Science.gov (United States)

Menanteau-Horta, Dario

Interviews with high school seniors in Bolivia (n=1,100) and Chile (n=2,460) demonstrated that individuals with international contacts hold more positive attitudes toward others than those individuals without this type of exposure. The study examined the students' opinions about other countries of the Latin American region, opportunities for…

Children's genuine participation and development of social capital in the school setting

DEFF Research Database (Denmark)

Stjernqvist, Nanna Wurr; Thualagant, Nicole; Terkildsen Maindal, Helle

participation is viewed as an integral part of social capital generation according to Putnam, which has been found beneficial for health and wellbeing, little is known regarding how social capital is generated in relation to children and drawing on children as active participants. Drawing on children’s......The concern of involving children in decision-making and activities related to their health and well-being in the school has increasingly becoming accepted politically as well as academically in line with the adoption of the UN Convention on the rights of the child. While formal and informal...... perspective and the concept of participation, the aims of this study are therefore to explore children’s experiences with their participation in everyday school situations and secondly, to contribute, theoretically, to the conceptualization of social capital in relation to children in the school setting...

Early Nonparental Care and Social Behavior in Elementary School: Support for a Social Group Adaptation Hypothesis

Science.gov (United States)

Pingault, Jean-Baptiste; Tremblay, Richard E.; Vitaro, Frank; Japel, Christa; Boivin, Michel; Côté, Sylvana M.

2015-01-01

This study examined the contribution of nonparental child-care services received during the preschool years to the development of social behavior between kindergarten and the end of elementary school with a birth cohort from Québec, Canada (N = 1,544). Mothers reported on the use of child-care services, while elementary school teachers rated…

QUALITATIVE STUDY ABOUT PEDAGOGICAL PRACTICES AND SOCIAL INCLUSION STRATEGIES IN URUGUAYAN SCHOOLS

Directory of Open Access Journals (Sweden)

Eduardo Rodríguez Zidán

2016-06-01

Full Text Available The following report presents some of the results of an investigation held in Uruguay aimed at providing knowledge about pedagogical practices and professional skills of teachers working in public primary schools located in high vulnerability social contexts. The universe of the study is composed by ten schools of Programa APRENDER. The consulted main actors are the early-career and expert teachers who develop their practice in these schools. From an approach that combined qualitative techniques, twenty-two in-depth interviews, field records and institutional documents are analyzed. The focus or research problem is to analyze and understand not only the significances given by early-career and expert teachers to professional skills but also other aspects associated with their representations about educational practices in socially inclusive schools. The document describes and categorizes these significances based on semantic relations and domain analysis. Due to the findings discussion, suggestions of some changes in educational policies are provided as well as recommendations for supervisors and managers of social inclusion programs.

Adolescent Problematic Social Networking and School Experiences: The Mediating Effects of Sleep Disruptions and Sleep Quality.

Science.gov (United States)

Vernon, Lynette; Barber, Bonnie L; Modecki, Kathryn L

2015-07-01

An important developmental task for adolescents is to become increasingly responsible for their own health behaviors. Establishing healthy sleep routines and controlling media use before bedtime are important for adequate, quality sleep so adolescents are alert during the day and perform well at school. Despite the prevalence of adolescent social media use and the large percentage of computers and cell phones in adolescents' bedrooms, no studies to date have investigated the link between problematic adolescent investment in social networking, their sleep practices, and associated experiences at school. A sample of 1,886 students in Australia aged between 12 and 18 years of age completed self-report data on problematic social networking use, sleep disturbances, sleep quality, and school satisfaction. Structural equation modeling (SEM) substantiated the serial mediation hypothesis: for adolescents, problematic social networking use significantly increased sleep disturbances, which adversely affected perceptions of sleep quality that, in turn, lowered adolescents' appraisals of their school satisfaction. This significant pattern was largely driven by the indirect effect of sleep disturbances. These findings suggest that adolescents are vulnerable to negative consequences from social networking use. Specifically, problematic social networking is associated with poor school experiences, which result from poor sleep habits. Promoting better sleep routines by minimizing sleep disturbances from social media use could improve school experiences for adolescents with enhanced emotional engagement and improved subjective well-being.

A Competency-Based Approach to Hiring School Counselors, Psychologists and Social Workers

Science.gov (United States)

O'Hara, Dennis P.; Probst, Carolyn J.

2016-01-01

Hiring decisions offer an immense opportunity for school leaders to influence the trajectory of their organizations in the immediate and long-term. However, very few school administrators have appropriate training, if any at all, in how to select the best candidates. Effective hiring for school counselors, psychologists, and social workers…

Too Many Problems and Not Enough Help: Exploring the Need for School Social Workers in the Hashemite Kingdom of Jordan

Science.gov (United States)

Alhajjaj, Huda A.

2017-01-01

Social work encompasses many different fields of practice. School social workers provide services to students encountering a wide spectrum of psychosocial and behavioral challenges at school, home, and society. While school social workers exist in many countries across the globe, many countries such as Jordan remain without school social workers.…

Social Goals, Aggression, Peer Preference, and Popularity: Longitudinal Links during Middle School

Science.gov (United States)

Ojanen, Tiina; Findley-Van Nostrand, Danielle

2014-01-01

Social goals are associated with behaviors and adjustment among peers. However, it remains unclear whether goals predict adolescent social development. We examined prospective associations among goals, physical and relational aggression, social preference, and popularity during middle school (N = 384 participants, ages 12-14 years). Agentic…

School Social Worker's Perceptions of the Frequency of Actual and Preferred Engagement in Role Related Activities

Science.gov (United States)

Arthur, Elizabeth

2009-01-01

The purpose of this study was (1) to determine the frequency in which school social workers in Virginia engage in and prefer to engage in social work related activities and (2) to determine if the frequency in which the social work related activities the school social workers engage in is related to select variables. After a comprehensive review…

When Daddy Comes to School: Father-School Involvement and Children's Academic and Social-Emotional Skills

Science.gov (United States)

Baker, Claire E.

2018-01-01

The present study used a large sample of mostly non-resident fathers (74%) to determine whether father-school involvement (e.g. attending parent-teacher conferences) predicted better academic and social emotional skills after controlling for the influence of mother-school involvement, the quality of children's home learning environment, and…

The Role of Classroom Teacher Social Capital in a Comprehensive School Physical Activity Program

Science.gov (United States)

Jordan, Michelle E.; Lorenz, Kent; Stylianou, Michalis; Kulinna, Pamela Hodges

2018-01-01

This study examined classroom teachers' involvement in a yearlong Comprehensive School Physical Activity Programs (CSPAP) implemented in one K-8 rural U.S. school district. Its purpose was to describe patterns of social interaction among teachers, administrators, and families associated with the intervention (i.e., social capital) and whether…

Mapping of Junior High School Students’ Social Relation Problem and the Needed Assisting Model

OpenAIRE

Arbin Janu Setiyowati; Marthen Pali; Bambang Budi Wiyono; Triyono

2017-01-01

This research aims to describe Junior High School students’ social relation problem and the needed assisting model. This research used descriptive design with survey method. The subjects of this research were Junior High School students in the three cities in East Java. This research used purposive sampling as well. The data was collected by using questionnaire. The data analysis was conducted descriptively. This research found that Junior High School students’ social relation problems includ...

Sufficient Social Support as a Possible Preventive Factor against Fighting and Bullying in School Children.

Science.gov (United States)

Šmigelskas, Kastytis; Vaičiūnas, Tomas; Lukoševičiūtė, Justė; Malinowska-Cieślik, Marta; Melkumova, Marina; Movsesyan, Eva; Zaborskis, Apolinaras

2018-04-26

Background: This study aims to explore how sufficient social support can act as a possible preventive factor against fighting and bullying in school-aged children in 9 European countries. Methods : Data for this study were collected during the 2013/2014 Health Behaviour in School-aged Children (HBSC) survey. The sample consisted of 9 European countries, involving 43,667 school children in total, aged 11, 13 and 15 years. The analysed data focus on social context (relations with family, peers, and school) as well as risk behaviours such as smoking, drunkenness, fighting and bullying in adolescents. The relationships between social support and violent behaviour variables were estimated using multiple regression models and multivariate analyses. Results : Bullying, across 9 countries, was more prevalent than fighting, except for Armenia, Israel, and Poland. The prevalence among countries differed considerably, with fighting being most expressed in Armenia and bullying—in Latvia and Lithuania. The strongest risk factors for bullying and fighting were male gender (less expressed for bullying), smoking and alcohol consumption. In addition, for bullying the social support was similarly strong factor like above-mentioned factors, while for fighting—less significant, but still independent. All forms of social support were significantly relate with lower violent behaviour of school children, and family support was associated most strongly. Regardless the socioeconomic, historical, and cultural differences among selected countries, the enhancement and reinforcement of the social support from possible many different resources should be taken into consideration in prevention programs against school violence behaviours.

The Effect of Eye Contact Is Contingent on Visual Awareness

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Shan Xu

2018-02-01

Full Text Available The present study explored how eye contact at different levels of visual awareness influences gaze-induced joint attention. We adopted a spatial-cueing paradigm, in which an averted gaze was used as an uninformative central cue for a joint-attention task. Prior to the onset of the averted-gaze cue, either supraliminal (Experiment 1 or subliminal (Experiment 2 eye contact was presented. The results revealed a larger subsequent gaze-cueing effect following supraliminal eye contact compared to a no-contact condition. In contrast, the gaze-cueing effect was smaller in the subliminal eye-contact condition than in the no-contact condition. These findings suggest that the facilitation effect of eye contact on coordinating social attention depends on visual awareness. Furthermore, subliminal eye contact might have an impact on subsequent social attention processes that differ from supraliminal eye contact. This study highlights the need to further investigate the role of eye contact in implicit social cognition.

Socialization and School Environment in an Inclusive Learning Community in the Province of Talca , Chile

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Marí­a Teresa Muñoz Quezada

2014-06-01

Full Text Available Currently there is concern for promoting healthy and inclusive coexistence in schools. The aim of this research was to assess the perception of socialization and school environment in an inclusive school in the Province of Talca, Chile. We conducted a cross-sectional case study in a sample of 180 students, 193 parents and 21 teachers. A questionnaire evaluating school life was applied to students, parents and teachers and another assessing the school's social climate and bullying was applied to students in the last two grades. The results indicate that students perceive a positive social climate with a low risk of bullying. Issues of conflict were students’ respect for the rules, being on friendly terms with the teachers, and disciplinary actions on the part of the families. We observed that the inclusive learning system contributes to school life and a positive climate and interactions.

Effects of peer victimization in schools and perceived social support on adolescent well-being.

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Rigby, K

2000-02-01

It has been suggested that the mental health of schoolchildren can be undermined by repeated bullying at school and further exacerbated by having inadequate social support. To evaluate this claim, the General Health Questionnaire (GHQ) was administered anonymously to 845 adolescent schoolchildren attending coeducational secondary schools in South Australia, together with measures of the extent to which each reported being bullied at school and the social support available to them. Multiple regression analyses indicated that for both sexes frequent peer victimization and low social support contributed significantly and independently to relatively poor mental health. Copyright 2000 The Association for Professionals in Services for Adolescents.

Perceptions of Cultural Competence among Urban School Social Workers: Does Experience Make a Difference?

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Teasley, Martell L.; Baffour, Tiffany D.; Tyson, Edgar H.

2005-01-01

This exploratory study examined the contribution of social work experience and licensure to self-reported levels of cultural competence of social workers in urban public school systems. In addition, it examined the influence of practitioners race or ethnicity on perceived levels of culturally competent practice in urban schools. Using survey…

The Effects of Social Capital Levels in Elementary Schools on Organizational Information Sharing

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Ekinci, Abdurrahman

2012-01-01

This study aims to assess the effects of social capital levels at elementary schools on organizational information sharing as reported by teachers. Participants were 267 teachers selected randomly from 16 elementary schools; schools also selected randomly among 42 elementary schools located in the city center of Batman. The data were analyzed by…

Communication Disorders in the School: Perspectives on Academic and Social Success an Introduction

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Thatcher, Karen L.; Fletcher, Kathryn; Decker, Blair

2008-01-01

The critical role of communication in schools cannot be understated. Communication skills are a necessity both in the academic and social atmosphere of the school environment. Unfortunately, there are a large number of children in the schools today identified with speech and language disorders. This special edition of "Psychology in the Schools"…

Childhood overweight and social correlates among school-going ...

African Journals Online (AJOL)

The purpose of this study was to investigate overweight and obesity and social correlates among school children in Dominica and Jamaica. The total sample included 3265 adolescents aged primarily 13 to 16 years from nationally representative samples from two Caribbean countries. Bivariate and multivariable analyses ...

Social media use and cybercivility guidelines in U.S. nursing schools: A review of websites.

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De Gagne, Jennie C; Yamane, Sandra S; Conklin, Jamie L; Chang, Jianhong; Kang, Hee Sun

This research analyzes to what extent U.S. nursing schools use social media, their policies or guidelines on cybercivility in social media, online classrooms, and email correspondence, and whether these protocols are readily available to students. This website-based study employs a descriptive, cross-sectional, non-experimental search design. Data were collected in nursing schools offering master's programs (n=197) and online graduate programs in master's degree (n=110) listed in the 2017 edition of U.S. News and World Report. School ranking was positively correlated with the total number of social networking sites being used in the schools, but not with the presence of cybercivility guidelines. About a third of the nursing schools in the sample had policies/guidelines concerning social media, while fewer than 10% had policies/guidelines about online classroom conduct (n=14) or email use (n=16). Key features of these protocols were professionalism, expected behaviors, and consequences. Establishing and implementing policies and guidelines regarding cybercivility is a vital step to promote a culture of civility online. It is especially important to do so in nursing schools where standards should reflect the values of the profession. Copyright © 2017 Elsevier Inc. All rights reserved.

Does Social Labelling Encourage Child Schooling and Discourage Child Labour in Nepal?

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Chakrabarty, Sayan; Grote, Ulrike; Luchters, Guido

2011-01-01

This paper explores the determinants of child labour vis-a-vis child schooling. It further examines the influence of non-governmental organisations (NGOs) which are engaged in social labelling, on the incidence of child labour and schooling trade-off. The empirical results show that the probability of child schooling increases as well as child…

Academic and social achievement goals: Their additive, interactive, and specialized effects on school functioning.

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Liem, Gregory Arief D

2016-03-01

Students' pursuit of academic and social goals has implications for school functioning. However, studies on academic and social achievement goals have been relatively independent and mainly conducted with students in culturally Western settings. Guided by multiple-goal perspectives, this study examined the role of academic and social achievement goals in outcome variables relevant to academic (achievement, effort/persistence), social (peer relationship satisfaction, loneliness), and socio-academic (cooperative learning, competitive learning, socially regulated, and self-regulated learning) functioning. A total of 356 Indonesian high-school students (mean age = 16 years; 36% girls) participated in the study. A self-report survey comprising items drawn from pre-existing instruments was administered to measure distinct dimensions of achievement goals and outcomes under focus. Regression analysis was performed to examine additive, interactive, and specialized effects of achievement goals on outcomes. Aligned with the hierarchical model of goal relationships (Wentzel, 2000, Contemp. Educ. Psychol., 25, 105), academic and social achievement goals bore additive effects on most outcomes. Findings also revealed a specialized effect on academic achievement and notable interactive effects on cooperative learning. In general, mastery-approach and performance-approach goals were more adaptive than their avoidance counterparts. The effects of social development goals were positive, whereas those of social demonstration-approach goals were mixed. Contrary to prior findings, social demonstration-avoidance goals did not appear to be inimical for school functioning. Findings underscore the importance of both academic and social achievement goals in day-to-day school functioning and the need to consider the meaning of goals and the coordination of multiple goals from cultural lenses. © 2015 The British Psychological Society.

Middle School Science Teachers' Perceptions of Social Justice: A Study of Two Female Teachers

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Upadhyay, Bhaskar

2010-01-01

The focus of this qualitative study is to document two middle school science teachers' perceptions of social justice and how these teachers implement various aspects of social justice in their science instruction. The two teachers teach science in an urban school that serves students from low-income, immigrant, and ethnic minority families. The…

Ethnic diversity and personal contact at work and school in the Netherlands: a comparison of natives and ethnic minorities

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Huijts, T.; Sluiter, R.; Scheepers, P.; Kraaykamp, G.

2014-01-01

We examined to what extent ethnic diversity in neighborhoods and municipalities in the Netherlands is related to personal contacts at work and at school with the ethnic in- and out-groups, among the native majority as well as ethnic minorities. Constrict theory, ethnic competition theory, and

Advancing Collaboration between School- and Agency-Employed School-Based Social Workers: A Mixed-Methods Comparison of Competencies and Preparedness

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Bronstein, Laura R.; Ball, Annahita; Mellin, Elizabeth A.; Wade-Mdivanian, Rebecca; Anderson-Butcher, Dawn

2011-01-01

The purpose of this article is to share results of a mixed-methods research study designed to shed light on similarities and differences between school-employed and agency-employed school-based social workers' preparation and practice as a precursor for collaboration in expanded school mental health. Online survey data from a national sample of…

The Political Socialization of Youth: Exploring the Influence of School Experience.

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Banks, Michael H.; Roker, Debra

1994-01-01

Examined possible role of educational experience in political socialization by comparing political attitudes of girls (n=127) from similar family backgrounds attending either private or state schools. Found significant differences in political attitudes between two samples. Results led to formation of model of role of school in political…

Cross-gender Social Normative Effects for Violence in Middle School: Do Girls Carry a Social Multiplier Effect for At-risk Boys?

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Pasch, Keryn E.; Brown, H. Shelton; Perry, Cheryl L.; Komro, Kelli A.

2014-01-01

A social multiplier effect is a social interaction in which the behavior of a person in a social network varies with the normative behavior of others in the network, also known as an endogenous interaction. Policies and intervention efforts can harness social multiplier effects because, in theory, interventions on a subset of individuals will have “spillover effects” on other individuals in the network. This study investigates potential social multiplier effects for violence in middle schools, and whether there is evidence for a social multiplier effect transmitted from girls to boys. Three years of longitudinal data (2003–2005) from Project Northland Chicago (PNC) were used to investigate this question, with a sample consisting of youth in Grades 6 through 8 in 61 Chicago Public Schools (N = 4233 at Grade 6, N = 3771 at Grade 7, and N = 3793 at Grade 8). The sample was 49.3% female, and primarily African American (41.9%) and Latino/a (28.7%), with smaller proportions of whites (12.9%), Asians (5.2%) and other ethnicities. Results from two sets of regression models estimating the effects of 20th (low), 50th (average), and 80th (high) percentile scores for girls and boys on levels of violence in each gender group revealed evidence for social multiplier effects. Specifically, boys and girls were both influenced by social multiplier effects within their own gender group, and boys were also affected by normative violence scores among girls, typically those of the best-behaved (20th percentile) girls. The finding that girls may have positive social influence on boys’ levels of violent behavior extends prior findings of beneficial social effects of girls on boys in the domains of education and risky driving. Further, this social normative effect presents a potential opportunity to improve school-based intervention efforts for reducing violence among youth by leveraging girls as carriers of a social multiplier effect for reduced violence in the middle school