Measuring social exclusion in healthcare settings: a scoping review.

Science.gov (United States)

O'Donnell, Patrick; O'Donovan, Diarmuid; Elmusharaf, Khalifa

2018-02-02

Social exclusion is a concept that has been widely debated in recent years; a particular focus of the discussion has been its significance in relation to health. The meanings of the phrase "social exclusion", and the closely associated term "social inclusion", are contested in the literature. Both of these concepts are important in relation to health and the area of primary healthcare in particular. Thus, several tools for the measurement of social exclusion or social inclusion status in health care settings have been developed. A scoping review of the peer-reviewed and grey literature was conducted to examine tools developed since 2000 that measure social exclusion or social inclusion. We focused on those measurement tools developed for use with individual patients in healthcare settings. Efforts were made to obtain a copy of each of the original tools, and all relevant background literature. All tools retrieved were compared in tables, and the specific domains that were included in each measure were tabulated. Twenty-two measurement tools were included in the final scoping review. The majority of these had been specifically developed for the measurement of social inclusion or social exclusion, but a small number were created for the measurement of other closely aligned concepts. The majority of the tools included were constructed for engaging with patients in mental health settings. The tools varied greatly in their design, the scoring systems and the ways they were administered. The domains covered by these tools varied widely and some of the tools were quite narrow in the areas of focus. A review of the definitions of both social inclusion and social exclusion also revealed the variations among the explanations of these complex concepts. There are several definitions of both social inclusion and social exclusion in use and they differ greatly in scope. While there are many tools that have been developed for measuring these concepts in healthcare settings, these

Fighting poverty and exclusion through social investment

DEFF Research Database (Denmark)

Kvist, Jon

The fight against poverty and social exclusion is at the heart of the Europe 2020 strategy for smart, sustainable and inclusive growth. With more than 120 million people in the EU at risk of poverty or social exclusion, EU leaders have pledged to bring at least 20 million people out of poverty an...

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....

Gender, Marginalisation and Social Exclusion

DEFF Research Database (Denmark)

D. Munk, Martin

The paper is focused on the fact that marginalisation and social exclusion are gender-related in the EU. Even when boys and girls experience the same kinds of strain and social inheritance, they react socially different. Likewise women and men are marginalised in different ways. The differing...... access to the five ressources: cultural, financial, mental, social and powerrelated resources is highlighted. It is demonstrated how gender involves living in different realities, and requires different solutions to create equal possibilities....

Social Exclusion/Inclusion: Foucault's Analytics of Exclusion, the Political Ecology of Social Inclusion and the Legitimation of Inclusive Education

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Peters, Michael A.; Besley, Tina A. C.

2014-01-01

This article offers a broad philosophical and historical background to the dyad of social exclusion/inclusion by examining the analytics and politics of exclusion first by reference to Michel Foucault who studies the modern history of exclusion and makes it central to his approach in understanding the development of modern institutions of emerging…

Social exclusion, health and hidden homelessness.

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Watson, J; Crawley, J; Kane, D

2016-10-01

Homelessness and poverty are extreme forms of social exclusion which extend beyond the lack of physical or material needs. The purpose of this study was to explore and expand the concept of social exclusion within the social determinants of health perspective - to understand how the social environment, health behaviours and health status are associated with material and social deprivation. Fundamental qualitative description with tones of focused ethnography. Participants who identified as hidden homeless described their everyday living conditions and how these everyday conditions were impacted and influenced by their social environments, coping/health behaviours and current health status. Research Ethics Board approval was granted and informed consents were obtained from 21 participants prior to the completion of individual interviews. Qualitative content analysis examined the descriptions of men and women experiencing hidden homelessness. Participants described the 'lack of quality social interactions and supports' and their 'daily struggles of street life'. They also shared the 'pain of addiction' and how coping strategies influenced health. Participants were hopeful that their insights would 'better the health of homeless people' by helping shape public policy and funding of community resources that would reduce barriers and improve overall health. Health professionals who understand health behaviours as coping mechanisms for poor quality social environments can provide more comprehensive and holistic care. The findings of this study can be used to support the importance of housing as a key factor in the health and well-being of people experiencing poverty, homelessness and social exclusion; and consequently, reinforces the need for a national housing strategy. Copyright © 2016 The Royal Society for Public Health. Published by Elsevier Ltd. All rights reserved.

Who Are the Children Most Vulnerable to Social Exclusion? The Moderating Role of Self-Esteem, Popularity, and Nonverbal Intelligence on Cognitive Performance Following Social Exclusion.

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Tobia, Valentina; Riva, Paolo; Caprin, Claudia

2017-05-01

Social exclusion has a profound emotional impact on children. However, there is still limited and partly conflicting experimental evidence for the possible effect of social exclusion on children's cognitive performance. In the present study, we tested the possibility that some children are more vulnerable than others to the negative effects of social exclusion on cognitive performance. We selected 4 potential candidates that could moderate the effects of social exclusion: relational self-esteem, peer ratings of popularity, rejection sensitivity and nonverbal intelligence. Individual differences in these 4 potential moderating factors were first assessed in a sample of 318 children (45.6 % females; mean age = 9.92 years). Then, in a subsequent experimental session, the participants were either socially included or excluded using a typical manipulation (i.e., the Cyberball paradigm). Following the manipulation, the children's cognitive performance was assessed using a logical reasoning test. The results showed that the children with lower scores for relational self-esteem (the bottom 37.46 % of the sample), lower popularity (43.49 %) or weaker nonverbal intelligence (37.80 %) performed worse on the logical reasoning test following social exclusion. Moreover, children with combined low self-esteem, popularity and nonverbal intelligence were the most affected by social exclusion. This study identified factors that make some children more vulnerable to the negative effects of social exclusion. Overall, the present work underscores the value of considering basic cognitive and relational individual differences when developing interventions aimed at preventing the negative effects of social exclusion among children.

Rationality alters the rank between peer punishment and social exclusion

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Sui, Xiukai; Wu, Bin; Wang, Long

2018-02-01

Peer punishment and social exclusion are two ways to punish free-riders. Previous work usually focuses on how their presence, either peer punishment or social exclusion, shapes the evolution of cooperation. Little attention has been given to which of these two strategies is favored by natural selection when they are both present. Here we investigate how rationality alters the ranking of these two strategies. Under weak rationality, for compulsory public goods games, peer punishment has an evolutionary advantage over social exclusion if the efficiency of punishment or the cost of exclusion is high. Furthermore, this rank is preserved for voluntary public goods games where loners are involved. Under strong rationality, however, peer punishment cannot prevail over social exclusion for both compulsory and voluntary public goods games. This indicates that rationality greatly alters the rank between peer punishment and social exclusion. Moreover, we find that this ranking is sensitive to the rationality. Our work thus gives an insight into how different types of punishment evolve.

Social exclusion domains of the elderly: A systematic review

Directory of Open Access Journals (Sweden)

Maliheh Khalvati

2015-03-01

Full Text Available Background: The elderly are considered as one of the vulnerable groups as they are subjected to the risk of decrease of participation in different domains of their life due to losing their jobs, a drop in salary and the increase of health-related problems. The current research was aimed to seek the elderly social exclusion domains in various countries around the world. Methods: This systematic review analyzed the published studies from 1999 to 2013. The articles were searched using the keywords of social exclusion along with old people, aging, elderly both in Persian and English in Google search engine and the Iranian and international databases. From among 77 studies obtained, 16 studies met the inclusion criteria for this research. Results: the findings indicated that the majority of studies (9 were conducted in Britain and the most common logical model was distributional and relational approach. Indicators were categorized in 5 domains: economic, social, health, environmental and neighborhood, and discrimination and elderly-oriented. In 50 percent of studies, access or lack of access to services, civil participations and social relations, in 12.5 percent of studies, access to proper health and in 18.7 percent of studies, living in secure environment and neighborhood were the indicators which attracted the most attention in evaluating the elderly social exclusion. Conclusion: Generally, choosing a logical and proper model to design and evaluate social exclusion contributed to decreasing the problems of social exclusion evaluation. Using the data gathered in family panels can also facilitate access to the data related to periodical evaluation of social exclusion.

Peer Exclusion During the Pubertal Transition: The Role of Social Competence.

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Carter, Rona; Halawah, Amira; Trinh, Sarah L

2018-01-01

For some youth, early puberty is accompanied by peer exclusion. Yet early developers may experience less peer exclusion if they have social competence, which would bolster their ability to develop and maintain positive relationships with their peers. Accordingly, the present study tests whether pubertal timing and tempo predicts decrements in children's social competence and whether decrements in social competence account for associations between puberty (timing and tempo) and peer exclusion over time. Longitudinal data were drawn from 1364 families (48% female; 76% White; M = 9.32 years, SD = .48, at Wave 3) who participated in Waves 3-5 (i.e., grades 4-6) of Phase III of the NICHD-SECCYD. The results from latent growth curve models indicated that earlier pubertal timing and more rapid pubertal tempo among girls were associated with high initial levels of peer exclusion. Moreover, mediation analyses revealed that early developers' susceptibility to peer exclusion was associated with their initial level of social competence. In boys, pubertal timing and tempo were not directly associated with peer exclusion; instead, indirect effects of pubertal timing on peer exclusion (intercept, slope) occurred through initial levels of social competence. On average, early developers' who had low levels of social competence also had high initial levels of peer exclusion but experienced decrements in peer exclusion over time. The association between the intercepts for puberty and peer exclusion and the slopes for social competence and peer exclusion were stronger for boys than girls. Overall, our findings suggest that early developers' susceptibility to and experiences of peer exclusion are associated with their development of social competence.

The neural correlates of dealing with social exclusion in childhood.

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van der Meulen, Mara; Steinbeis, Nikolaus; Achterberg, Michelle; Bilo, Elisabeth; van den Bulk, Bianca G; van IJzendoorn, Marinus H; Crone, Eveline A

2017-08-01

Observing social exclusion can be a distressing experience for children that can be followed by concerns for self-inclusion (self-concerns), as well as prosocial behavior to help others in distress (other-concerns). Indeed, behavioral studies have shown that observed social exclusion elicits prosocial compensating behavior in children, but motivations for the compensation of social exclusion are not well understood. To distinguish between self-concerns and other-concerns when observing social exclusion in childhood, participants (aged 7-10) played a four-player Prosocial Cyberball Game in which they could toss a ball to three other players. When one player was excluded by the two other players, the participant could compensate for this exclusion by tossing the ball more often to the excluded player. Using a three-sample replication (N = 18, N = 27, and N = 26) and meta-analysis design, we demonstrated consistent prosocial compensating behavior in children in response to observing social exclusion. On a neural level, we found activity in reward and salience related areas (striatum and dorsal anterior cingulate cortex (dACC)) when participants experienced inclusion, and activity in social perception related areas (orbitofrontal cortex) when participants experienced exclusion. In contrast, no condition specific neural effects were observed for prosocial compensating behavior. These findings suggest that in childhood observed social exclusion is associated with stronger neural activity for self-concern. This study aims to overcome some of the issues of replicability in developmental psychology and neuroscience by using a replication and meta-analysis design, showing consistent prosocial compensating behavior to the excluded player, and replicable neural correlates of experiencing exclusion and inclusion during middle childhood. Copyright © 2017 Elsevier Ltd. All rights reserved.

Children's judgements and emotions about social exclusion based on weight.

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Nguyen, Christine; Malti, Tina

2014-09-01

This study examined children's judgements and emotions associated with weight-based social exclusion using an ethnically diverse sample of one hundred and seventeen 9- and 13-year-old children. Children were interviewed about three scenarios depicting weight-based exclusion in athletic, academic, and social contexts. Children's judgements of exclusion, emotions attributed to the excluder and excluded targets, and justifications for judgements and emotions were examined. Overall, children judged weight-based exclusion to be wrong for moral reasons. However, they viewed weight-based exclusion in athletic contexts as less wrong compared with academic contexts, and they used more social-conventional reasoning to justify judgements and emotions attributed to excluders in athletic contexts compared with academic and social contexts. Children also expected excluded targets to feel negative emotions, whereas a range of positive and negative emotions was attributed to excluders. In addition, older children were more accepting of weight-based exclusion in athletic contexts than in academic and social contexts. We discuss the results in relation to the development of children's understanding of, and emotions associated with, exclusion based on weight. © 2014 The British Psychological Society.

Alcohol, poverty and social exclusion: Alcohol consumption among the homeless and those at risk of social exclusion in Madrid.

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Panadero, Sonia; Vázquez, José Juan; Martín, Rosa María

2016-06-14

The work analyzes different aspects related to alcohol consumption among homeless people and people at risk of social exclusion. The data was gathered from a representative sample of homeless people in Madrid (n = 188) and a sample of people at risk of social exclusion (n = 164) matched in sex, age, and origin (Spaniards vs. foreigners). The results showed that homeless people present a greater consumption of alcohol and have experienced more problems derived from its consumption than people at risk of social exclusion. Most of the homeless people who had alcohol-related problems had had them prior to their homelessness, and they stated they had poorer health and had experienced a greater number of homelessness episodes. Despite the relevance of problems related to alcohol among our sample, only a small percentage of the sample had participated in treatment programs for alcohol consumption.

Ombuds' Corner: Social exclusion

CERN Document Server

Vincent Vuillemin

2012-01-01

In this special video edition of the Ombuds' Corner, Vincent Vuillemin takes a look at a social exclusion at CERN. Please note that the characters and situations appearing in this work are fictitious, and any resemblance to real persons or events is purely coincidental.   Contact the Ombuds Early!

Career Guidance and Social Exclusion: A Cautionary Tale.

Science.gov (United States)

Watts, A. G.

2001-01-01

Examines the relationship of career guidance to public-policy interventions designed to address social exclusion. Analyzes the nature and origin of the concept of social exclusion and reviews the roles of career guidance in response to it, particularly in relation to young people who have dropped out of formal education or are at high risk of…

Corporate Social Responsibility Initiatives Addressing Social Exclusion in Bangladesh

Science.gov (United States)

2009-01-01

The private sector is often seen as a driver of exclusionary processes rather than a partner in improving the health and welfare of socially-excluded populations. However, private-sector initiatives and partnerships—collectively labelled corporate social responsibility (CSR) initiatives—may be able to positively impact social status, earning potential, and access to services and resources for socially-excluded populations. This paper presents case studies of CSR projects in Bangladesh that are designed to reduce social exclusion among marginalized populations and explores whether CSR initiatives can increase economic and social capabilities to reduce exclusion. The examples provide snapshots of projects that (a) increase job-skills and employment opportunities for women, disabled women, and rehabilitated drug-users and (b) provide healthcare services to female workers and their communities. The CSR case studies cover a limited number of people but characteristics and practices replicable and scaleable across different industries, countries, and populations are identified. Common success factors from the case studies form the basis for recommendations to design and implement more CSR initiatives targeting socially-excluded groups. The analysis found that CSR has potential for positive and lasting impact on developing countries, especifically on socially-excluded populations. However, there is a need for additional monitoring and critical evaluation. PMID:19761088

Corporate social responsibility initiatives addressing social exclusion in Bangladesh.

Science.gov (United States)

Werner, Wendy J

2009-08-01

The private sector is often seen as a driver of exclusionary processes rather than a partner in improving the health and welfare of socially-excluded populations. However, private-sector initiatives and partnerships- collectively labelled corporate social responsibility (CSR) initiatives-may be able to positively impact social status, earning potential, and access to services and resources for socially-excluded populations. This paper presents case studies of CSR projects in Bangladesh that are designed to reduce social exclusion among marginalized populations and explores whether CSR initiatives can increase economic and social capabilities to reduce exclusion. The examples provide snapshots of projects that (a) increase job-skills and employment opportunities for women, disabled women, and rehabilitated drug-users and (b) provide healthcare services to female workers and their communities. The CSR case studies cover a limited number of people but characteristics and practices replicable and scaleable across different industries, countries, and populations are identified. Common success factors from the case studies form the basis for recommendations to design and implement more CSR initiatives targeting socially-excluded groups. The analysis found that CSR has potential for positive and lasting impact on developing countries, especifically on socially-excluded populations. However, there is a need for additional monitoring and critical evaluation.

Theta signal as the neural signature of social exclusion.

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Cristofori, Irene; Moretti, Laura; Harquel, Sylvain; Posada, Andres; Deiana, Gianluca; Isnard, Jean; Mauguière, François; Sirigu, Angela

2013-10-01

The feeling of being excluded from a social interaction triggers social pain, a sensation as intense as actual physical pain. Little is known about the neurophysiological underpinnings of social pain. We addressed this issue using intracranial electroencephalography in 15 patients performing a ball game where inclusion and exclusion blocks were alternated. Time-frequency analyses showed an increase in power of theta-band oscillations during exclusion in the anterior insula (AI) and posterior insula, the subgenual anterior cingulate cortex (sACC), and the fusiform "face area" (FFA). Interestingly, the AI showed an initial fast response to exclusion but the signal rapidly faded out. Activity in the sACC gradually increased and remained significant thereafter. This suggests that the AI may signal social pain by detecting emotional distress caused by the exclusion, whereas the sACC may be linked to the learning aspects of social pain. Theta activity in the FFA was time-locked to the observation of a player poised to exclude the participant, suggesting that the FFA encodes the social value of faces. Taken together, our findings suggest that theta activity represents the neural signature of social pain. The time course of this signal varies across regions important for processing emotional features linked to social information.

Child Social Exclusion Risk and Child Health Outcomes in Australia.

Directory of Open Access Journals (Sweden)

Itismita Mohanty

Full Text Available This paper studies the relationship between the risk of child social exclusion, as measured by the Child Social Exclusion (CSE index and its individual domains, and child health outcomes at the small area level in Australia. The CSE index is Australia's only national small-area index of the risk of child social exclusion. It includes five domains that capture different components of social exclusion: socio-economic background, education, connectedness, housing and health services.The paper used data from the National Centre for Social and Economic Modelling (NATSEM, University of Canberra for the CSE Index and its domains and two key Australian Institute of Health and Welfare (AIHW data sources for the health outcome measures: the National Hospital Morbidity Database and the National Mortality Database.The results show positive associations between rates of both of the negative health outcomes: potentially preventable hospitalisations (PPH and avoidable deaths, and the overall risk of child social exclusion as well as with the index domains. This analysis at the small-area level can be used to identify and study areas with unexpectedly good or bad health outcomes relative to their estimated risk of child social exclusion. We show that children's health outcomes are worse in remote parts of Australia than what would be expected solely based on the CSE index.The results of this study suggest that developing composite indices of the risk of child social exclusion can provide valuable guidance for local interventions and programs aimed at improving children's health outcomes. They also indicate the importance of taking a small-area approach when conducting geographic modelling of disadvantage.

Social inclusion/exclusion as matters of social (in)justice: a call for nursing action.

Science.gov (United States)

Yanicki, Sharon M; Kushner, Kaysi E; Reutter, Linda

2015-06-01

Social inclusion/exclusion involves just/unjust social relations and social structures enabling or constraining opportunities for participation and health. In this paper, social inclusion/exclusion is explored as a dialectic. Three discourses--discourses on recognition, capabilities, and equality and citizenship--are identified within Canadian literature. Each discourse highlights a different view of the injustices leading to social exclusion and the conditions supporting inclusion and social justice. An Integrated Framework for Social Justice that incorporates the three discourses is developed and used to critique the dominant focus on distributive justice within foundational Canadian nursing documents. We propose a broader conceptualization of social (in)justice that includes both relational and structural dimensions. Opportunities for multilevel interventions to promote social justice are identified. This framework is congruent with nursing's moral imperative to promote health equity and with the multiple roles played by nurses to promote social justice in everyday practice. © 2014 John Wiley & Sons Ltd.

Social exclusion impairs distractor suppression but not target enhancement in selective attention.

Science.gov (United States)

Xu, Mengsi; Li, Zhiai; Diao, Liuting; Fan, Lingxia; Zhang, Lijie; Yuan, Shuge; Yang, Dong

2017-11-01

Social exclusion has been thought to weaken one's ability to exert inhibitory control. Existing studies have primarily focused on the relationship between exclusion and behavioral inhibition, and have reported that exclusion impairs behavioral inhibition. However, whether exclusion also affects selective attention, another important aspect of inhibitory control, remains unknown. Therefore, the current study aimed to explore whether social exclusion impairs selective attention, and to specifically examine its effect on two hypothesized mechanisms of selective attention: target enhancement and distractor suppression. The Cyberball game was used to manipulate social exclusion. Participants then performed a visual search task while event-related potentials were recorded. In the visual search task, target and salient distractor were either both presented laterally or one was presented on the vertical midline and the other laterally. Results showed that social exclusion differentially affected target and distractor processing. While exclusion impaired distractor suppression, reflected as smaller distractor-positivity (Pd) amplitudes for the exclusion group compared to the inclusion group, it did not affect target enhancement, reflected as similar target-negativity (Nt) amplitudes for both the exclusion and inclusion groups. Together, these results extend our understanding of the relationship between exclusion and inhibitory control, and suggest that social exclusion affects selective attention in a more complex manner than previously thought. Copyright © 2017. Published by Elsevier B.V.

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

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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…

Social Exclusion of Disadvantaged Groups in the Modern Russian Society

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Evelina Ravilevna Galieva

2017-09-01

Full Text Available Social exclusion is both a scientific theory and a socio-political discourse. This paper deals with the study of social exclusion of deprived groups such as drug users, which is based on an analysis of complex issues arising from the spread and use of psychoactive substances. The spread of drug abuse as a phenomenon is the cause of the stigmatization of communities and the exclusion of drug users from societies. The problem carriers are not only patients with drug addiction, but also those who have experience of one-time, episodic experiments with drugs and psychotropic substances. This paper is based on the results of empirical studies, which the subject was the study of drug use practices in modern society. The combination of a quantitative and qualitative strategy for data collection and analysis represented a dynamic accumulation of information at different levels about the object under study – social exclusion of drug users: methods of document analysis were applied such as regulatory legal acts, interviews with drug users and experts in the field of drug use and questionnaire survey, as well as secondary analysis of data from all-Russian sociological research. The social exclusion of deprived groups and ways to overcome it directly depend on the nature of the scenarios for social exclusion, which is the result of the stigmatization of deprived groups.

Exclusion from School and Attention-Deficit / Hyperactivity Disorder.

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Fintan O’Regan

2010-11-01

Full Text Available The exclusion of children from school, either on a fixed-term or a permanent basis, is a disciplinary tool used in primary and secondary schools throughout the United Kingdom. Students with special educational needs (SEN are more likely to be permanently excluded than pupils without SEN (Department for Children, Schools and Families 2009. In this review paper, I will examine the role of underlying behavioural difficulties in school exclusion and specifically explore the potential role of ADHD in disruptive behaviours. Finally, with a view to initiating a discussion that emphasizes early recognition and proactive management of the causes of disruptive behaviour, I will use the evidence from this review to identify areas for further consideration. The over-arching intent of this effort is to encourage continued debate among all stakeholders in this important issue that impacts children’s potential and incurs a significant societal cost.

Global brain dynamics during social exclusion predict subsequent behavioral conformity.

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Wasylyshyn, Nick; Hemenway Falk, Brett; Garcia, Javier O; Cascio, Christopher N; O'Donnell, Matthew Brook; Bingham, C Raymond; Simons-Morton, Bruce; Vettel, Jean M; Falk, Emily B

2018-02-01

Individuals react differently to social experiences; for example, people who are more sensitive to negative social experiences, such as being excluded, may be more likely to adapt their behavior to fit in with others. We examined whether functional brain connectivity during social exclusion in the fMRI scanner can be used to predict subsequent conformity to peer norms. Adolescent males (n = 57) completed a two-part study on teen driving risk: a social exclusion task (Cyberball) during an fMRI session and a subsequent driving simulator session in which they drove alone and in the presence of a peer who expressed risk-averse or risk-accepting driving norms. We computed the difference in functional connectivity between social exclusion and social inclusion from each node in the brain to nodes in two brain networks, one previously associated with mentalizing (medial prefrontal cortex, temporoparietal junction, precuneus, temporal poles) and another with social pain (dorsal anterior cingulate cortex, anterior insula). Using predictive modeling, this measure of global connectivity during exclusion predicted the extent of conformity to peer pressure during driving in the subsequent experimental session. These findings extend our understanding of how global neural dynamics guide social behavior, revealing functional network activity that captures individual differences.

Excluded and behaving unethically: social exclusion, physiological responses, and unethical behavior.

Science.gov (United States)

Kouchaki, Maryam; Wareham, Justin

2015-03-01

Across 2 studies, we investigated the ethical consequences of physiological responses to social exclusion. In Study 1, participants who were socially excluded were more likely to engage in unethical behavior to make money and the level of physiological arousal experienced during exclusion--measured using galvanic skin response--mediated the effects of exclusion on unethical behavior. Likewise, in Study 2, results from a sample of supervisor-subordinate dyads revealed a positive relationship between experience of workplace ostracism and unethical behaviors as rated by the immediate supervisors. This relationship was mediated by employees' reports of experienced physiological arousal. Together, the results of these studies demonstrate that physiological arousal accompanies social exclusion and provides an explanatory mechanism for the increased unethical behavior in both samples. Theoretical implications of these findings for research on ethical behavior and social exclusion in the workplace are discussed. PsycINFO Database Record (c) 2015 APA, all rights reserved.

Bullying as an effect of intra-active material-discursive forces, anxiety of social exclusion and strategies of soothing by contempt production

DEFF Research Database (Denmark)

Søndergaard, Dorte Marie

-active enactment of discursive-material phenomena, and Judith Butler’s further development of the concept of abjection, I argue bullying to be an effect of the anxiety about social exclusion. That anxiety follows intra-action among a variety of social, cultural, psychological and material forces in schools...

Sexism and Permanent Exclusion from School

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Carlile, Anna

2009-01-01

Focussing on narratives collected during a two year participant observation research project in the children's services department of an urban local authority, this article addresses the intersection between incidents of permanent exclusion from school and assumptions made on the basis of a young person's gender. The article considers gendered…

Inclusion/exclusion and Social Media

DEFF Research Database (Denmark)

Tække, Jesper

Observations I Danish upper secondary schools show social media as either an attention distracting factor or as a factor drawing attention back to teaching again. The cursing point is if the teacher can manage to use social media in a constructive way, or if (s)he tries to prohibit or ignores...... the media use. At the same time social media has extensive scoop for improving both the organization and the quality of the teaching. In this paper we will put forward and analyze empirical findings showing that the community of the class also are challenged by informal networks, based on social media......, in the class, sometimes excluding the teacher form the class-interaction, sometimes excluding single students or groups from social interactions during school time....

Social exclusion intensifies anxiety-like behavior in adolescent rats.

Science.gov (United States)

Lee, Hyunchan; Noh, Jihyun

2015-05-01

Social connection reduces the physiological reactivity to stressors, while social exclusion causes emotional distress. Stressful experiences in rats result in the facilitation of aversive memory and induction of anxiety. To determine the effect of social interaction, such as social connection, social exclusion and equality or inequality, on emotional change in adolescent distressed rats, the emotional alteration induced by restraint stress in individual rats following exposure to various social interaction circumstances was examined. Rats were assigned to one of the following groups: all freely moving rats, all rats restrained, rats restrained in the presence of freely moving rats and freely moving rats with a restrained rat. No significant difference in fear-memory and sucrose consumption between all groups was found. Change in body weight significantly increased in freely moving rats with a restrained rat, suggesting that those rats seems to share the stressful experience of the restrained rat. Interestingly, examination of the anxiety-like behavior revealed only rats restrained in the presence of freely moving rats to have a significant increase, suggesting that emotional distress intensifies in positions of social exclusion. These results demonstrate that unequally excluded social interaction circumstances could cause the amplification of distressed status and anxiety-related emotional alteration. Copyright © 2015 Elsevier B.V. All rights reserved.

Global Brain Dynamics During Social Exclusion Predict Subsequent Behavioral Conformity

OpenAIRE

Wasylyshyn, Nick; Hemenway, Brett; Garcia, Javier O.; Cascio, Christopher N.; O'Donnell, Matthew Brook; Bingham, C. Raymond; Simons-Morton, Bruce; Vettel, Jean M.; Falk, Emily B.

2017-01-01

Individuals react differently to social experiences; for example, people who are more sensitive to negative social experiences, such as being excluded, may be more likely to adapt their behavior to fit in with others. We examined whether functional brain connectivity during social exclusion in the fMRI scanner can be used to predict subsequent conformity to peer norms. Adolescent males (N = 57) completed a two-part study on teen driving risk: a social exclusion task (Cyberball) during an fMRI...

European-American Children's and Adolescents' Evaluations of Interracial Exclusion.

Science.gov (United States)

Killen, M; Kelly, M; Richardson, C; Crystal, D; Ruck, M

2010-05-01

No research, to date, has investigated the role of ethnic school composition (and intergroup contact) on European-American youth's use of stereotypes to explain interracial discomfort in the context of peer exclusion. In this study European-American 4 th , 7 th and 10 th grade students ( N = 414), attending low and high ethnically diverse public schools (with low and high self-reports of cross-race/ethnic friendships, respectively) evaluated three contexts of interracial exclusion (at lunch time, at a school dance, and at a sleepover). In addition to age and context effects, participants enrolled in high diversity schools were less likely to use stereotypes to explain racial discomfort, more likely to view racial exclusion as wrong, and more likely to estimate that racial exclusion occurs, than were participants enrolled in low diversity schools. These findings have implications for the role of social experience on racial attitudes and judgments about exclusion.

Happiness and Social Exclusion of Indigenous Peoples in Taiwan - A Social Sustainability Perspective

Science.gov (United States)

Wang, Jiun-Hao

2015-01-01

Introduction Happiness and social inclusion are important indicators of social sustainability, as recommended in the Sustainable Development Goals; however, little is known about the social sustainable development of ethnic minorities. To fill this knowledge gap, special attention is paid to understanding the issues of social exclusion and happiness in relation to the indigenous peoples in Taiwan. Methods Data used were drawn from a nationwide representativeness survey of the Taiwanese Indigenous People in 2007; it included 2,200 respondents. This study employed binary logistic regression to examine the effects of different domains of social exclusion on the likelihood of perceiving happiness; other exogenous factors, were controlled. Results The results show that among the respondents, mountain indigenous peoples, females, the elderly and those who are healthier, wealthier, highly educated, possessing western beliefs, and are more likely to be happy, compared to their counterparts. As expected, the results reveal that the likelihood of being happy is higher for those who have received medical benefits, as well as those persons without housing problems or financial difficulties, compared to their excluded counterparts. However, no significant association is found between happiness and some social exclusion domains, such as child and youth benefits, and unemployment benefits. Conclusions The disengagement of the indigenous peoples in mainstream society, with respect to the accessibility of welfare provisions, is a crucial element in regard to social exclusion and happiness. Several policy implications for the social sustainability of indigenous peoples can be inferred from these findings. For example, providing a mobile clinical tour, on-site health counseling, or homecare service can contribute to the removal of institutional and geographic barriers to medical welfare provisions for the mountain indigenes. Moreover, the government may devote more welfare resources

Happiness and social exclusion of indigenous peoples in Taiwan--a social sustainability perspective.

Science.gov (United States)

Wang, Jiun-Hao

2015-01-01

Happiness and social inclusion are important indicators of social sustainability, as recommended in the Sustainable Development Goals; however, little is known about the social sustainable development of ethnic minorities. To fill this knowledge gap, special attention is paid to understanding the issues of social exclusion and happiness in relation to the indigenous peoples in Taiwan. Data used were drawn from a nationwide representativeness survey of the Taiwanese Indigenous People in 2007; it included 2,200 respondents. This study employed binary logistic regression to examine the effects of different domains of social exclusion on the likelihood of perceiving happiness; other exogenous factors, were controlled. The results show that among the respondents, mountain indigenous peoples, females, the elderly and those who are healthier, wealthier, highly educated, possessing western beliefs, and are more likely to be happy, compared to their counterparts. As expected, the results reveal that the likelihood of being happy is higher for those who have received medical benefits, as well as those persons without housing problems or financial difficulties, compared to their excluded counterparts. However, no significant association is found between happiness and some social exclusion domains, such as child and youth benefits, and unemployment benefits. The disengagement of the indigenous peoples in mainstream society, with respect to the accessibility of welfare provisions, is a crucial element in regard to social exclusion and happiness. Several policy implications for the social sustainability of indigenous peoples can be inferred from these findings. For example, providing a mobile clinical tour, on-site health counseling, or homecare service can contribute to the removal of institutional and geographic barriers to medical welfare provisions for the mountain indigenes. Moreover, the government may devote more welfare resources to assist indigenous families and tribal

Effects of Social Exclusion on Cardiovascular and Affective Reactivity to a Socially Evaluative Stressor.

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Williamson, Timothy J; Thomas, KaMala S; Eisenberger, Naomi I; Stanton, Annette L

2018-04-03

Socially disconnected individuals have worse health than those who feel socially connected. The mechanisms through which social disconnection influences physiological and psychological outcomes warrant study. The current study tested whether experimental manipulations of social exclusion, relative to inclusion, influenced subsequent cardiovascular (CV) and affective reactivity to socially evaluative stress. Young adults (N = 81) were assigned through block randomization to experience either social exclusion or inclusion, using a standardized computer-based task (Cyberball). Immediately after exposure to Cyberball, participants either underwent a socially evaluative stressor or an active control task, based on block randomization. Physiological activity (systolic blood pressure (SBP), diastolic blood pressure (DBP), heart rate (HR)) and state anxiety were assessed throughout the experiment. Excluded participants evidenced a significant increase in cardiovascular and affective responses to a socially evaluative stressor. Included participants who underwent the stressor evidenced similar increases in anxiety, but systolic blood pressure, diastolic blood pressure, and heart rate did not change significantly in response to the stressor. Results contribute to the understanding of physiological consequences of social exclusion. Further investigation is needed to test whether social inclusion can buffer CV stress reactivity, which would carry implications for how positive social factors may protect against the harmful effects of stress.

Positioning Young Refugees in Australia: Media Discourse and Social Exclusion

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MacDonald, Fiona

2017-01-01

The aim of this article was to examine how media attention affects the social exclusion of young refugees negotiating their way towards settlement in Australia. Emerging stereotypes and prejudices against young male refugees require new ways of understanding the impact of global, national and local issues on their social exclusion. The article…

Children's Rights, School Exclusion and Alternative Educational Provision

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McCluskey, Gillean; Riddell, Sheila; Weedon, Elisabet

2015-01-01

This paper examines findings from a recent study in Wales of school exclusion and alternative educational provision. Many, but not all, children in alternative provision have been excluded from school. The most recent statistics reveal that nearly 90% of pupils in alternative provision have special educational needs, nearly 70% are entitled to…

An Evidence Review of Exclusion from Social Relations: From Genes to the Environment

NARCIS (Netherlands)

Burholt, V.; Winter, B.; Aartsen, M.; Constantinou, C.; Dahlberg, E.; de Jong Gierveld, J.; van Regenmortel, S.; Waldegrave, C.

2017-01-01

In this article we synthesise the evidence on the risks for and outcomes of exclusion from social relations, and the connections with other spheres or domains of social exclusion. Drawing on a recent scoping review of social exclusion literature by Walsh, Scharf and Keating (2017) in this article we

Social Exclusion Based on Group Membership is a Form of Prejudice.

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Cooley, Shelby; Elenbaas, Laura; Killen, Melanie

Children around the world are affected by bias, prejudice, and discrimination. In this chapter, we argue that intergroup social exclusion-exclusion of peers on the basis of group membership-is a form of prejudice. As such, research efforts should be directed at uncovering the negative intergroup attitudes that sustain these behaviors, and encouraging the development of children's capacity to resist biases in favor of inclusion and just treatment of others. In order to interpret what is known about intergroup social exclusion in childhood, as well as identify compelling issues for current investigation, we introduce our integrative social reasoning developmental model, which emphasizes how children weigh moral and social concerns in everyday peer contexts. This chapter emphasizes three areas of research that have contributed to understanding social inclusion and exclusion decisions in childhood which include the roles of: (1) intergroup contact and friendship, (2) peer group norms, and (3) messages from parents and teachers. While providing a background on the state of research to date, this chapter also pinpoints recent work, shedding new light on the complex interplay of moral reasoning and intergroup attitudes in children's inclusion and exclusion decisions. © 2016 Elsevier Inc. All rights reserved.

Descendants of Hardship: Prevalence, Drivers and Scarring Effects of Social Exclusion in Childhood

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J. Cok Vrooman

2015-07-01

Full Text Available The social exclusion of children is problematic for two reasons. Young people typically inherit their marginal position from their family, and therefore cannot be held responsible for their hardship themselves; and social exclusion in childhood may affect their wellbeing and subsequent development, possibly leading to a “scarring effect” in later life. In this contribution we develop an instrument for measuring social exclusion among children. Social exclusion is regarded as a theoretical construct with four sub-dimensions: material deprivation, limited social participation, inadequate access to social rights, and a lack of normative integration. First we analyse data from a survey of 2,200 Dutch children, which contains a large set of social exclusion items. We applied nonlinear principal components analysis in order to construct a multidimensional scale. Measured in this way, the prevalence of social exclusion among children is 4.5%. Boys and children living in large families are more likely to experience social exclusion than girls and children with few siblings. The parental level of education and dependency on social security benefits are also important driving factors of childhood social exclusion. Subsequently we investigate the scarring effect. Longitudinal administrative income and household data covering 25 years were combined with a new survey of just under 1,000 Dutch adults, a third of whom were poor as a child. The survey assessed their past and current degree of social exclusion, and their health and psychosocial development, educational career, past family circumstances, etc. In an absolute sense scarring turns out to have been limited during this period: a very large majority of those who were poor or excluded as a child are above the threshold values in adult life. However, the “descendants of hardship” are still more likely to be socially excluded as adults than people who grew up in more favourable conditions. A

The Role of Community Paediatrics in Supporting Schools to Avoid Exclusions That Have a Basis in Health

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Paget, Amelia; Emond, Alan

2016-01-01

In this commentary, Paget and Emond note that school exclusion is not just an education issue, but is increasingly recognised as pertinent to child health, with implications for how education, health, social care, and voluntary sector services should interact to support children at risk in a holistic, integrated manner. Children who are excluded…

Social exclusion modulates pre-reflective interpersonal body representation

DEFF Research Database (Denmark)

Ambrosini, Ettore; Blomberg, Olle; Mandrigin, Alisa

2014-01-01

social exclusion condition. The results were that the SAE that normally occurs when the mug is in the avatar’s reaching space is extinguished by the induced social exclusion. This indicates that judgments about one’s own social status modulate the effect of IBR.......Perception of an affordance is enhanced not only when the relevant object is located in one’s own peripersonal space, as compared to when it is located within extrapersonal space, but also when the object is located in another person’s peripersonal space (as measured by a Spatial Alignment Effect...... (SAE)). It has been suggested that this reflects the existence of an interpersonal body representation (IBR) that allows us to represent the perceptual states and action possibilities of others. Here, we address the question of whether IBR can be modulated by higher level/reflective social cognition...

Social exclusion anxiety

DEFF Research Database (Denmark)

Søndergaard, Dorte Marie

2014-01-01

. The concepts I work with are the need for belonging, social exclusion anxiety and the production of contempt and dignity by both children and adults. I develop a new definition of bullying, drawing upon Judith Butler’s (1999) concept of ‘abjection’ as well as Karen Barad’s concept of ‘intra-acting forces......’ (Barad 2007). My definition in this chapter contributed to the shorter definition of bullying in the Introduction (see page XX), but it is more fully developed here in relation to the types of mechanisms and processes involved. Barad’s term ‘intra-action’ helps draw attention to the mutually...

Leading Schools to Promote Social Inclusion: Developing a Conceptual Framework for Analysing Research, Policy and Practice

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Raffo, Carlo; Gunter, Helen

2008-01-01

Although much research has focussed on how various educational policy initiatives have attempted to improve problems of social exclusion, little research has systematically examined, categorised and synthesised the types of leadership in schools that might assist improving social inclusion. Given the importance of school leadership in New Labour…

Neural responses to exclusion predict susceptibility to social influence.

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Falk, Emily B; Cascio, Christopher N; O'Donnell, Matthew Brook; Carp, Joshua; Tinney, Francis J; Bingham, C Raymond; Shope, Jean T; Ouimet, Marie Claude; Pradhan, Anuj K; Simons-Morton, Bruce G

2014-05-01

Social influence is prominent across the lifespan, but sensitivity to influence is especially high during adolescence and is often associated with increased risk taking. Such risk taking can have dire consequences. For example, in American adolescents, traffic-related crashes are leading causes of nonfatal injury and death. Neural measures may be especially useful in understanding the basic mechanisms of adolescents' vulnerability to peer influence. We examined neural responses to social exclusion as potential predictors of risk taking in the presence of peers in recently licensed adolescent drivers. Risk taking was assessed in a driving simulator session occurring approximately 1 week after the neuroimaging session. Increased activity in neural systems associated with the distress of social exclusion and mentalizing during an exclusion episode predicted increased risk taking in the presence of a peer (controlling for solo risk behavior) during a driving simulator session outside the neuroimaging laboratory 1 week later. These neural measures predicted risky driving behavior above and beyond self-reports of susceptibility to peer pressure and distress during exclusion. These results address the neural bases of social influence and risk taking; contribute to our understanding of social and emotional function in the adolescent brain; and link neural activity in specific, hypothesized, regions to risk-relevant outcomes beyond the neuroimaging laboratory. Results of this investigation are discussed in terms of the mechanisms underlying risk taking in adolescents and the public health implications for adolescent driving. Copyright © 2014 Society for Adolescent Health and Medicine. All rights reserved.

Exclusion as a Criterion for Selecting Socially Vulnerable Population Groups

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Aleksandra Anatol’evna Shabunova

2016-05-01

Full Text Available The article considers theoretical aspects of a scientific research “The Mechanisms for Overcoming Mental Barriers of Inclusion of Socially Vulnerable Categories of the Population for the Purpose of Intensifying Modernization in the Regional Community” (RSF grant No. 16-18-00078. The authors analyze the essence of the category of “socially vulnerable groups” from the legal, economic and sociological perspectives. The paper shows that the economic approach that uses the criterion “the level of income and accumulated assets” when defining vulnerable population groups prevails in public administration practice. The legal field of the category based on the economic approach is defined by the concept of “the poor and socially unprotected categories of citizens”. With the help of the analysis of theoretical and methodological aspects of this issue, the authors show that these criteria are a necessary but not sufficient condition for classifying the population as being socially vulnerable. Foreign literature associates the phenomenon of vulnerability with the concept of risks, with the possibility of households responding to them and with the likelihood of losing the well-being (poverty theory; research areas related to the means of subsistence, etc.. The asset-based approaches relate vulnerability to the poverty that arises due to lack of access to tangible and intangible assets. Sociological theories presented by the concept of social exclusion pay much attention to the breakdown of social ties as a source of vulnerability. The essence of social exclusion consists in the inability of people to participate in important aspects of social life (in politics, labor markets, education and healthcare, cultural life, etc. though they have all the rights to do so. The difference between the concepts of exclusion and poverty is manifested in the displacement of emphasis from income inequality to limited access to rights. Social exclusion is

Feeling psychologically restrained: the effect of social exclusion on tonic immobility

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Nora Mooren

2014-03-01

Full Text Available Background: A variety of studies have demonstrated posttraumatic stress disorder (PTSD symptoms in victims of bullying. Because bullying with only relational aggression, such as social exclusion, does not involve physical aggression that could explain PTSD symptoms, it remains unclear why these relational aggression situations are also linked to PTSD symptoms. Objective: The aim of the present study was to investigate whether the fear-response tonic immobility (Ti can occur during social exclusion. Since Ti, as an indicator of peritraumatic dissociation, is an important predictor of PTSD symptoms, we expected that the presence of Ti during social exclusion might contribute to possible explanations of PTSD symptoms in victims of relational aggression. Method: Social exclusion was manipulated by a virtual Cyberball game in which participants were excluded and included by virtual confederates. During the game, Ti was measured, both physiologically (heart rate and psychologically (subjective symptoms. Also, the underlying concepts of Ti, high levels of fear and psychological restraint (threatened sense of control, were measured. Results: Excluded participants experienced higher levels of subjective and physiological Ti symptoms (lower heart rates in comparison to social inclusion. Also, as expected, social exclusion resulted in higher levels of fear and psychological restraint in comparison to social inclusion. Conclusion: Social exclusion can evoke symptoms of Ti, fear, and psychological restraint, which might be important mechanisms to consider in explaining PTSD symptoms after relational forms of bullying in the absence of physical aggression. Limitations: The sample only contains healthy, female participants. Whether our results translate to bullying victims of relational aggression is therefore not known. Also, the physiological measurement of Ti (average heart rate was rather limited and could be expanded in future studies.

Social exclusion of older persons: a scoping review and conceptual framework.

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Walsh, Kieran; Scharf, Thomas; Keating, Norah

2017-03-01

As a concept, social exclusion has considerable potential to explain and respond to disadvantage in later life. However, in the context of ageing populations, the construct remains ambiguous. A disjointed evidence-base, spread across disparate disciplines, compounds the challenge of developing a coherent understanding of exclusion in older age. This article addresses this research deficit by presenting the findings of a two-stage scoping review encompassing seven separate reviews of the international literature pertaining to old-age social exclusion. Stage one involved a review of conceptual frameworks on old-age exclusion, identifying conceptual understandings and key domains of later-life exclusion. Stage two involved scoping reviews on each domain (six in all). Stage one identified six conceptual frameworks on old-age exclusion and six common domains across these frameworks: neighbourhood and community; services, amenities and mobility; social relations; material and financial resources; socio-cultural aspects; and civic participation. International literature concentrated on the first four domains, but indicated a general lack of research knowledge and of theoretical development. Drawing on all seven scoping reviews and a knowledge synthesis, the article presents a new definition and conceptual framework relating to old-age exclusion.

Deprivation profile in Cameroon: A combined analysis of Poverty and Social Exclusion

OpenAIRE

Miamo Wendji, Clovis

2015-01-01

In this study, we analyze the privations welfare in Cameroon considering poverty and social exclusion. The framework provided by the capability approach and construction of indicators of poverty and social exclusion by the fuzzy method from ECAM III survey data shows that the overall level of poverty and social exclusion (respectively 0.4008 and 0.2291), are still very high. The definition of two-dimensional profile of welfare deprivation reveals that the determinants of deprivation are diffe...

The distortion of social identity structure as a result of social exclusion

OpenAIRE

Suvorova I.Yu.

2016-01-01

The article describes the mechanism of human’s interaction with social system through the analysis of its distortion as a result of social exclusion. It was assumed that the impossibility to satisfy basic social needs destroys symbolic links between an individual and a social system. It causes the distortion of the structure of social identity and control over social reality. Third year students of Ecological faculty of People’s Friendship University of Rus- sia participated in the experiment...

European-American Children’s and Adolescents’ Evaluations of Interracial Exclusion

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Killen, M.; Kelly, M.; Richardson, C.; Crystal, D.; Ruck, M.

2014-01-01

No research, to date, has investigated the role of ethnic school composition (and intergroup contact) on European-American youth’s use of stereotypes to explain interracial discomfort in the context of peer exclusion. In this study European-American 4th, 7th and 10th grade students (N = 414), attending low and high ethnically diverse public schools (with low and high self-reports of cross-race/ethnic friendships, respectively) evaluated three contexts of interracial exclusion (at lunch time, at a school dance, and at a sleepover). In addition to age and context effects, participants enrolled in high diversity schools were less likely to use stereotypes to explain racial discomfort, more likely to view racial exclusion as wrong, and more likely to estimate that racial exclusion occurs, than were participants enrolled in low diversity schools. These findings have implications for the role of social experience on racial attitudes and judgments about exclusion. PMID:25328425

Social Exclusion Index-for Health Surveys (SEI-HS): a prospective nationwide study to extend and validate a multidimensional social exclusion questionnaire.

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van Bergen, Addi P L; Hoff, Stella J M; Schreurs, Hanneke; van Loon, Annelies; van Hemert, Albert M

2017-03-14

Social exclusion (SE) refers to the inability of certain groups or individuals to fully participate in society. SE is associated with socioeconomic inequalities in health, and its measurement in routine public health monitoring is considered key to designing effective health policies. In an earlier retrospective analysis we demonstrated that in all four major Dutch cities, SE could largely be measured with existing local public health monitoring data. The current prospective study is aimed at constructing and validating an extended national measure for SE that optimally employs available items. In 2012, a stratified general population sample of 258,928 Dutch adults completed a version of the Netherlands Public Health Monitor (PHM) questionnaire in which 9 items were added covering aspects of SE that were found to be missing in our previous research. Items were derived from the SCP social exclusion index, a well-constructed 15-item instrument developed by the Netherlands Institute for Social Research (SCP). The dataset was randomly divided into a development sample (N =129,464) and a validation sample (N = 129,464). Canonical correlation analysis was conducted in the development sample. The psychometric properties were studied and compared with those of the original SCP index. All analyses were then replicated in the validation sample. The analysis yielded a four dimensional index, the Social Exclusion Index for Health Surveys (SEI-HS), containing 8 SCP items and 9 PHM items. The four dimensions: "lack of social participation", "material deprivation", "lack of normative integration" and "inadequate access to basic social rights", were each measured with 3 to 6 items. The SEI-HS showed adequate internal consistency for both the general index and for two of four dimension scales. The internal structure and construct validity of the SEI-HS were satisfactory and similar to the original SCP index. Replication of the SEI-HS in the validation sample confirmed its

When interoception helps to overcome negative feelings caused by social exclusion

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Olga ePollatos

2015-06-01

Full Text Available Social exclusion affects mental and physical health. The ability to regulate emotional responses to social exclusion is therefore essential for our well-being. As individual differences in detecting bodily signals (interoceptive sensitivity, IS have been associated with the ability of emotion regulation, we aimed at exploring whether IS fosters coping with social exclusion and flexibility in emotion regulation.The first study investigated subjective feelings and behavioral affiliation tendencies in response to ostracism using a cyberball paradigm. 69 participants were assessed who differed with respect to IS. The second study examined habitual emotion regulation processes focusing on suppression and reappraisal as well as IS in 116 participants. Main results were that the effect of ostracism on distress and behavioral affiliation tendencies were qualified by IS – being ostracized had less impact on participants with stronger IS. Furthermore, Study 2 revealed that IS was associated with habitually stronger emotion regulation strategies. We conclude that having access to bodily signals helps (IS reducing aversive states provoked by social exclusion, probably due to the fact that IS is associated with emotion regulation strategies..

The Effect of Poverty, Gender Exclusion, and Child Labor on Out-of-School Rates for Female Children

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Laborda Castillo, Leopoldo; Sotelsek Salem, Daniel; Sarr, Leopold Remi

2014-01-01

In this article, the authors analyze the effect of poverty, social exclusion, and child labor on out-of-school rates for female children. This empirical study is based on a dynamic panel model for a sample of 216 countries over the period 1970 to 2010. Results based on the generalized method of moments (GMM) of Arellano and Bond (1991) and the…

Inclusive education and social exclusion

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Maria Luisa Bissoto

2013-01-01

Full Text Available The aim of this paper is critically examining assumptions underlying the Inclusive Education concept, arguing that this can only be effectively considered when understood in a broader context of social inclusion and exclusion. Methodologically, this article relies on international documents and bibliographic references about Inclusive Education, that have been chosen by systematize and characterize different social and educational inclusive practices, encouraging the elaboration of a general overview on this topic. The results of this analysis conclude that it is essential for Inclusive Education that educational institutions review their goals and reasons of social existence. In the concluding remarks it is argued that education is better understood as the act of encouraging and welcoming the efforts of individuals in their attempts to engage in social networking, which sustains life. This includes the acceptance of other reality interpretations and understanding that educational action cannot be restricted by the walls of institutions. It requires the participation of the whole community. Action perspectives likely to promote social inclusion and inclusive education are suggested.

Problematising internal security: Crime, community and social exclusion

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Kari Bruun

2016-12-01

Full Text Available This article examines the problematisation of crime, crime prevention and security in contemporary security policy programmes using three Finnish internal security programmes and theory-based content analysis. The study is based on the theory (the perspective of an analytics of government. The findings highlight the central meaning of social exclusion and community as security practices wherein social exclusion is seen as a threat to security and a risk for crime. Indeed, community-based crime prevention plays a central role in the programmes along with the worry about serious crimes and the high level of homicides. A fluid governing policy without crime and accidents is the implicit goal of these programmes.

Social Inclusion and Exclusion: A Review

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Nabin Rawal

2008-10-01

Full Text Available The concept of social exclusion/inclusion figured prominently in the policy discourse in France in the mid 1970s. The concept was later adopted by the European Union in the late 1980s as a key concept in social policy and in many instances replaced the concept of poverty. This concept which had first appeared in Europe as a response to the crisis of the welfare State has now gained considerable currency over the last five years in both official and development discourses in Nepal. The issue gained considerable leverage when the Nepal Government recognized inclusion as a policy issue as one of the four pillars of 2003 Poverty Reduction Strategy Paper (PRSP, which is also Nepal's Tenth Plan. The debates surrounding inclusion/exclusion have ascended to conspicuous importance in the present political transition in Nepal with several groups such as Dalit, women, ethnic communities, donor communities, Madhesi communities and region voicing their demands for an inclusive state by virtue of which, the issue has now come to be a part of the popular public discourse. However, what has to be borne in mind is that the concept lacks universality in the way it has been defined and employed. While some claim that social exclusion is more illuminating and holds the promise of understanding disadvantaged groups better, others argue that this concept is so evocative, ambiguous, multidimensional and elastic that it can be defined in many different ways and owing to its ambiguity in definition it may mean all things to all people. Howsoever, the term has been used, defined, conceptualized, the article here makes an effort to review accessible literature on the topic.DOI = 10.3126/dsaj.v2i0.1362Dhaulagiri Journal of Sociology and Anthropology Vol.2 pp.161-180

The Exclusive Pursuit of Social Inclusion

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Goodson, Ivor

2005-01-01

Despite its best intentions, social exclusion has grown rather than diminished under New Labour's education policies. In order to understand this, Ivor Goodson argues that we need to engage with the history of the formal curriculum and the long and continuing fight over what counts as proper knowledge. Taking science and environmental science as…

[Social exclusion and discrimination of chronically mentally ill people in the Lodz region].

Science.gov (United States)

Rasmus, Paweł; Nowaczyńska, Ewa; Stetkiewicz-Lewandowicz, Agnieszka; Rasmus, Alicja; Sobów, Tomasz

2013-11-01

Mental crisis exerts a negative effect on somatic, psychological and social functioning of a mentally ill person. Mental disease is often accompanied by factors increasing the social exclusion and discrimination of patients. Another problem is deeply rooted stereotypes and prejudices functioning in the public opinion, according to which people who suffer from mental disorder are considered insane and often dangerous for society. In Poland, thanks to, amongst others, the ESF (The European Social Fund) funds, it is possible to finance and implement research concerning social exclusion and discrimination of people who have experienced a mental crisis. The aim of the study was to evaluate the level of social exclusion and discrimination of people suffering from mental disorders from the Lodz region on the basis of seven points scale assessing their personal, occupational, and social functioning. MATERIAL AND METHODS; The study included a group of 101 patients with mental disorders. Participants were selected randomly from mental health institutions from the region of Lodz. To evaluate the problem of social exclusion in the group of patients a interview questionnaire was used. Social exclusion concerned people suffering from schizophrenia and psychosis, more than six years of illness, those with allocated disability pension, non-working and non-learning, with the lowest levels of education and maintaining a one-person household or living with one parent. Those who experienced the lowest degree of social exclusion were mainly people suffering from mood disorders, people with higher education, learning and working, living with both parents. Groups experiencing discrimination were mostly people with schizophrenia, disorders due to psychoactive substances, those with secondary and professional education, patients having a certificate of disability and maintaining a one-person household. Social exclusion of mentally ill people was mainly related to their low education, civic

Dropout in VET – institutional selection and social exclusion

DEFF Research Database (Denmark)

Jørgensen, Christian Helms

Dropout – institutional selection and social exclusion For the last ten years dropout of vocational education has increased strongly in Denmark. The questions addressed in this paper are why and how dropout in VET takes place. The objective is to provide more detailed and qualified knowledge...... of the complex processes of dropping out. The present study is part of a large national research project on retention in VET. The paper aims to understand dropout as a result of the interplay of students’ agentic actions and social interactions and the opportunities for participation afforded by the colleges...... area, sub-cultural style, etc. It is shown how the students, through the interplay of institutional selection and social in- and exclusion, pass through different trajectories of participation in the programmes....

School Social Capital and School Effectiveness

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Tsang, Kwok-Kuen

2009-01-01

This article argues that school social capital is crucial for school effectiveness, but it has been disregarded in the traditional school administrative theory. Therefore, this article tries to illustrate the significance of school social capital to school effectiveness. School social capital is defined as the social resources embedded in internal…

Changes in Social Exclusion Indicators and Psychological Distress Among Homeless People Over a 2.5-Year Period.

Science.gov (United States)

Van Straaten, Barbara; Rodenburg, Gerda; Van der Laan, Jorien; Boersma, Sandra N; Wolf, Judith R L M; Van de Mheen, Dike

2018-01-01

Although homelessness is inherently associated with social exclusion, homeless individuals are rarely included in conventional studies on social exclusion. Use of longitudinal survey data from a cohort study on homeless people in four major Dutch cities ( n  = 378) allowed to examine: changes in indicators of social exclusion among homeless people over a 2.5-year period after reporting to the social relief system, and associations between changes in indicators of social exclusion and changes in psychological distress. Multinomial logistic regression analysis was applied to investigate the associations between changes in indicators of social exclusion and changes in psychological distress. Improvements were found in various indicators of social exclusion, whereas financial debts showed no significant improvement. Changes in unmet care needs, health insurance, social support from family and relatedness to others were related to changes in psychological distress. This study demonstrated improvements in various indicators of social exclusion among homeless people over a period of 2.5 years, and sheds light on the concept of social exclusion in relation to homelessness.

Concepts for Contemporary Social Work: Globalization, Oppression, Social Exclusion, Human Rights, Etc.

Directory of Open Access Journals (Sweden)

2005-05-01

Full Text Available The society wrestles with mass social change congruent with economic globalization and the communications revolution. This change creates new challenges for the social work profession in the areas of social and economic justice. This article analyzes the terminology of the new global era, words that signify a paradigm shift in outlook, most of them a reaction to the new authoritarianism of the age. Globalization, oppression, social exclusion, human rights, harm reduction, and restorative justice are the representative terms chosen.

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

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Panajotis Cakirpaloglu

2014-12-01

over time. There was no statistically significant difference between cognitive functioning in both groups of children. No negative effects of pre-school education were identified. The results are in partial contradiction to other research and literature - specifically the outcome in cognitive functioning was unexpected. This can be attributed to limited number of participants. However we suppose that the results support the importance of pre-school education. Its impact could be further studied using longitudinal studies as well as focusing in more detail on the individual aspects of social exclusion and its effects on school readiness.

Deprivation, Social Exclusion and Subjective Well-Being

Science.gov (United States)

Bellani, Luna; D'Ambrosio, Conchita

2011-01-01

This paper aims at investigating empirically the relationship between self-declared satisfaction with life and an individual's well-being as measured by the indices of deprivation and social exclusion proposed in the income distribution literature. Results on European countries show that life satisfaction decreases with an increase in deprivation…

Secure attachment partners attenuate neural responses to social exclusion: An fMRI investigation

NARCIS (Netherlands)

Karremans, J.C.; Heslenfeld, D.J.; van Dillen, L.F.; van Lange, P.A.M.

2011-01-01

Research has shown that social exclusion has devastating psychological, physiological, and behavioral consequences. However, little is known about possible ways to shield individuals from the detrimental effects of social exclusion. The present study, in which participants were excluded during a

Effect of social exclusion on the risk of teenage pregnancy: development of hypotheses using baseline data from a randomised trial of sex education

OpenAIRE

Bonell, C P; Strange, V J; Stephenson, J M; Oakley, A R; Copas, A J; Forrest, S P; Johnson, A M; Black, S

2003-01-01

Study objective: The UK government argues that social exclusion increases risk of teenage pregnancy and that educational factors may be dimensions of such exclusion. The evidence cited by the government is limited to reporting that socioeconomic disadvantage and educational attainment influence risk. Evidence regarding young people’s attitude to school is not cited, and there is a lack of research concerning the UK. This paper develops hypotheses on the relation between socioeconomic and educ...

The Role of Social-Cognitive and Emotional Factors on Exclusive Breastfeeding Duration.

Science.gov (United States)

Shepherd, Lee; Walbey, Cherokee; Lovell, Brian

2017-08-01

Previous research has suggested that exclusive breastfeeding is likely to be predicted by social-cognitive variables and fear. However, there is little research assessing the role of regret and self-conscious emotions (e.g., pride and guilt) in promoting exclusive breastfeeding. Research aim: The primary aim of this research was to determine whether social-cognitive variables, fear, regret, and self-conscious emotions predict exclusive breastfeeding duration. The secondary aim of this research was to assess whether these factors predict infant-feeding choice (i.e., exclusively breastfed, combination fed, or generally formula fed). In this nonexperimental one-group self-report survey, 375 mothers rated social-cognitive variables toward breastfeeding (attitude, subjective norm, perceived control, and self-efficacy), their fear toward inadequate nutrition from breastfeeding and breastfeeding damaging their physical appearance, and the extent to which mothers may feel pride toward breastfeeding and negative self-conscious emotions (guilt and shame) and regret for not breastfeeding their infant. Exclusive breastfeeding duration was positively predicted by self-efficacy, pride, and regret but negatively predicted by the fear toward inadequate nutrition. We also found that in contrast with exclusive breastfeeding, generally formula feeding an infant was associated with lower self-efficacy, pride, and regret but higher subjective norm and fear toward inadequate nutrition through breastfeeding. The authors argue that it is important to consider the role of self-conscious emotions and regret on exclusive breastfeeding.

Stimulation of Work Integration Social Enterprises (WISES) and Combatting Social Exclusion at the Local Level

NARCIS (Netherlands)

Boesveldt, N.F.

2016-01-01

WISES are social enterprises that work with people marginalized from the regular labour market, including people with severe handicaps, with disabilities and those who suffer addiction and homelessness. WISES offer an alternative to regular social programs: they breach social exclusion and stimulate

Social exclusion of students with visual impairments at a tertiary ...

African Journals Online (AJOL)

2012-04-13

Apr 13, 2012 ... of social, environmental and attitudinal challenges, as well ... is based on a study that aimed to describe the social exclusion of students ... Academic Leader and Professor in Social Work, Howard College Campus, University of KwaZulu-Natal, Durban ... Participants were invited to share their experiences.

THE ASPECTS OF PROVISION OF SOCIAL SERVICES CONSIDERING THE SOCIAL EXCLUSION DIMENSIONS IN THE CONTEXT OF RATIONAL CHOICE THEORY

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Janina Cizikiene

2018-03-01

Full Text Available The article analyses the aspects of provision of social services, reducing social exclusion, in the view of rational choice theory. This approach was selected due to the fact that provision of social services often leads to discussions explaining the appropriate and rational choice of assistance for the socially excluded members of society. The authors discuss the key aspects of provision of social services, considering the dimensions and factors of social exclusion in the context of rational choice theory.

The group-lending model and social closure: microcredit, exclusion, and health in Bangladesh.

Science.gov (United States)

Schurmann, Anna T; Johnston, Heidi Bart

2009-08-01

According to social exclusion theory, health risks are positively associated with involuntary social, economic, political and cultural exclusion from society. In this paper, a social exclusion framework has been used, and available literature on microcredit in Bangladesh has been reviewed to explore the available evidence on associations among microcredit, exclusion, and health outcomes. The paper addresses the question of whether participation in group-lending reduces health inequities through promoting social inclusion. The group-lending model of microcredit is a development intervention in which small-scale credit for income-generation activities is provided to groups of individuals who do not have material collateral. The paper outlines four pathways through which microcredit can affect health status: financing care in the event of health emergencies; financing health inputs such as improved nutrition; as a platform for health education; and by increasing social capital through group meetings and mutual support. For many participants, the group-lending model of microcredit can mitigate exclusionary processes and lead to improvements in health for some; for others, it can worsen exclusionary processes which contribute to health disadvantage.

The Group-lending Model and Social Closure: Microcredit, Exclusion, and Health in Bangladesh

Science.gov (United States)

Johnston, Heidi Bart

2009-01-01

According to social exclusion theory, health risks are positively associated with involuntary social, economic, political and cultural exclusion from society. In this paper, a social exclusion framework has been used, and available literature on microcredit in Bangladesh has been reviewed to explore the available evidence on associations among microcredit, exclusion, and health outcomes. The paper addresses the question of whether participation in group-lending reduces health inequities through promoting social inclusion. The group-lending model of microcredit is a development intervention in which small-scale credit for income-generation activities is provided to groups of individuals who do not have material collateral. The paper outlines four pathways through which microcredit can affect health status: financing care in the event of health emergencies; financing health inputs such as improved nutrition; as a platform for health education; and by increasing social capital through group meetings and mutual support. For many participants, the group-lending model of microcredit can mitigate exclusionary processes and lead to improvements in health for some; for others, it can worsen exclusionary processes which contribute to health disadvantage. PMID:19761085

Social exclusion modulates fairness consideration in the ultimatum game: an ERP study.

Science.gov (United States)

Qu, Chen; Wang, Yuru; Huang, Yunyun

2013-01-01

Previous neuroimaging research has identified brain regions activated when people's fairness consideration changes under conditions of social exclusion. The current study used EEG data to examine the temporal process of changes in fairness consideration under social exclusion. In this study, a Cyberball game was administered to manipulate participants' social exclusion or inclusion. Then, in the following Ultimatum game (UG), participants' brain potentials were recorded while they received fair/unfair offers from someone who previously excluded them, someone who previously included them, or a stranger. Results showed that feedback-related negativity (FRN) after onset of distribution outcome was more pronounced for unfair offers compared to fair offers. Moreover, the FRN was more negative-going in response to unfair offers from people who previously excluded them than from the includer and the stranger. Fair offers elicited a larger P300 than unfair offers. In addition, P300 was more positive-going for unfair offers from the stranger than from the excluder and the includer. This study reveals a temporal process in which the effects of social exclusion on fair consideration are reflected in FRN in the early stage of outcome evaluation. These data also suggest that the FRN is modulated by the subjective evaluation of outcome events in a social context.

Social exclusion modulates fairness consideration in the ultimatum game: an ERP study

Directory of Open Access Journals (Sweden)

Chen eQu

2013-08-01

Full Text Available Previous neuroimaging research has identified brain regions activated when people’s fairness consideration changes under conditions of social exclusion. The current study used EEG data to examine the temporal process of changes in fairness consideration under social exclusion. In this study, a Cyberball game was administered to manipulate participants’ social exclusion or inclusion. Then, in the following Ultimatum game, participants’ brain potentials were recorded while they received fair/unfair offers from someone who previously excluded them, someone who previously included them, or a stranger. Results showed that feedback related negativity (FRN after onset of distribution outcome was more pronounced for unfair offers compared to fair offers. Moreover, the FRN was more negative-going in response to unfair offers from people who previously excluded them than from the includer and the stranger. Fair offers ¬¬¬elicited a larger P300 than unfair offers. In addition, P300 was more positive-going for unfair offers from the stranger than from the excluder and the includer. This study reveals a temporal process in which the effects of social exclusion on fair consideration are reflected in FRN in the early stage of outcome evaluation. These data also suggest that the FRN is modulated by the subjective evaluation of outcome events in a social context.

Social exclusion, caste & health: a review based on the social determinants framework.

Science.gov (United States)

Nayar, K R

2007-10-01

Poverty and social exclusion are important socio-economic variables which are often taken for granted while considering ill-health effects. Social exclusion mainly refers to the inability of our society to keep all groups and individuals within reach of what we expect as society to realize their full potential. Marginalization of certain groups or classes occurs in most societies including developed countries and perhaps it is more pronounced in underdeveloped countries. In the Indian context, caste may be considered broadly as a proxy for socio-economic status and poverty. In the identification of the poor, scheduled caste and scheduled tribes and in some cases the other backward castes are considered as socially disadvantaged groups and such groups have a higher probability of living under adverse conditions and poverty. The health status and utilization patterns of such groups give an indication of their social exclusion as well as an idea of the linkages between poverty and health. In this review, we examined broad linkages between caste and some select health/health utilization indicators. We examined data on prevalence of anaemia, treatment of diarrhoea, infant mortality rate, utilization of maternal health care and childhood vaccinations among different caste groups in India. The data based on the National Family Health Survey II (NFHS II) highlight considerable caste differentials in health. The linkages between caste and some health indicators show that poverty is a complex issue which needs to be addressed with a multi-dimensional paradigm. Minimizing the suffering from poverty and ill-health necessitates recognizing the complexity and adopting a perspective such as holistic epidemiology which can challenge pure technocentric approaches to achieve health status.

School Social Work Outcomes: Perspectives of School Social Workers and School Administrators

Science.gov (United States)

Bye, Lynn; Shepard, Melanie; Partridge, Jamie; Alvarez, Michelle

2009-01-01

In an era of fiscal constraint and increased accountability, consistent perceptions of the expectations, means of funding, and reporting of outcomes between administrators and school social workers is vital. School social workers and school administrators in four school districts in Minnesota were surveyed regarding outcomes expected as a result…

Microbiota: an index of group membership, and the dynamics of social inclusion and exclusion

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Augusto Jacobo Montiel Castro

2017-12-01

Full Text Available The possibility that microbiota mediates social behaviour and the implications of such relationship, is still a relatively recent field of research that starts to attract the interest of the scientific community. The present review compiles studies suggesting that microbiota is homogenized between different individuals through social interactions, and that, in turn, it may be differentiated as a consequence of social isolation or social exclusion. Therefore, that the study of such possibilities suggests its utility as a novel index of the dynamics of social inclusion and exclusion. One useful in evaluating whether subjects belong to specific social groups or not. We consider that these possibilities should motivate relevant empirical studies regarding the link between the homogenization of microbiota, social inclusion and exclusion, a useful effort from a diversity of research fields.

Social exclusion weakens storage capacity and attentional filtering ability in visual working memory.

Science.gov (United States)

Xu, Mengsi; Qiao, Lei; Qi, Senqing; Li, Zhiai; Diao, Liuting; Fan, Lingxia; Zhang, Lijie; Yang, Dong

2018-01-01

Social exclusion has been found to impair visual working memory (WM), while the underlying neural processes are currently unclear. Using two experiments, we tested whether the poor WM performance caused by exclusion was due to reduced storage capacity, impaired attentional filtering ability or both. The Cyberball game was used to manipulate social exclusion. Seventy-four female participants performed WM tasks while event-related potentials were recorded. In Experiment 1, participants were made to remember the orientations of red rectangles while ignoring salient green rectangles. Results showed that exclusion impaired the ability to filter out irrelevant items from WM, as reflected by the similar contralateral delay activity (CDA) amplitudes for one-target-one-distractor condition and two-targets condition, as well as the similar CDA amplitudes for two-targets-two-distractors condition and four-targets condition in excluded individuals. In Experiment 2, participants were asked to remember 1-5 colored squares. Results showed that exclusion reduced storage capacity, as the CDA amplitudes reached asymptote at loads of two items for exclusion group and at loads of three items for inclusion group. Together, these two experiments provided complementary evidence that WM deficits caused by social exclusion were due to reduced storage capacity and impaired attentional filtering ability. © The Author (2017). Published by Oxford University Press.

Differential brain responses to social exclusion by one's own versus opposite-gender peers.

Science.gov (United States)

Bolling, Danielle Z; Pelphrey, Kevin A; Vander Wyk, Brent C

2012-07-01

Human peer relations provide tangible benefits, including food and protection, as well as emotional benefits. While social exclusion poses a threat to all of these benefits, the psychological threat is particularly susceptible to modulation by the relation of the excluders to the excluded person. The current study used functional magnetic resonance imaging to explore the effects of manipulating the gender relation of participants to their excluders during an interactive ball-toss game. Ventral anterior cingulate cortex activation was higher during exclusion by same-gender peers, while right ventrolateral prefrontal cortex activation negatively correlated with self-reported distress in other-gender exclusion. Results imply that exclusion by one's own gender is fundamentally different from exclusion by the opposite gender, and suggest a regulatory role for ventrolateral prefrontal cortex in response to out-group exclusion. Individual differences in implicit gender attitudes modulated neural responses to exclusion. The importance of these findings to investigations of social cognition is discussed.

Concepts of social inclusion, exclusion and mental health: a review of the international literature.

Science.gov (United States)

Wright, N; Stickley, T

2013-02-01

Social inclusion and exclusion are concepts which have been widely associated with politics and policy in the first decade of the 2000s. People with mental health problems have become the focus of a range of social inclusion initiatives. A literature review was conducted to explore the peer-reviewed evidence relating social inclusion/exclusion and mental health. In total 36 papers were included in the review from the UK, Canada, Australia and Scandinavia. The papers had used a range of different approaches to research and evaluation. The included papers associated being socially included to: social roles and responsibilities such as employment, participation in social activities, environmental work and voting. Although some papers engaged in a critical discussion of the concept, many offered only simplistic accounts or definitions. Social inclusion is such a widely used term within political and policy discourses that it is surprising so little research is available within the mental health realm. There was a lack of clarity related to the concept of social exclusion and the qualitative studies focused entirely on the experiences of being excluded within an institutional or semi-institutional setting. The relationship between exclusion, inequality and injustice is identified and the relevance of the concept to current and future mental health policy is questioned. © 2012 Blackwell Publishing.

Faith communities, social exclusion, homelessness and disability: Transforming the margins in the City of Tshwane

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Thinandavha D. Mashau

2015-11-01

Full Text Available Social exclusion is a reality in South Africa today. Its faces are diverse and varied; social exclusion can be defined in terms of social, economic, political and religious dimensions. This diversity also applies to the context of homelessness in the City of Tshwane. The research on which this article is based sought to explore the issue of social exclusion from a religious perspective; it looked closely at how social exclusion manifests from a religious perspective in the context of homelessness and disability in the City of Tshwane. The thrust of this article is captured in the following question: how do homeless people and persons with disability experience social exclusion from faith communities? What do they say about the role that faith communities should play in addressing their marginalisation? These questions were answered by doing Contextual Bible Study of Acts 3:1–10 with the homeless in the City of Tshwane, thereby allowing them space for their voices to be heard as to how the faith community should respond to their plight. It became clear in this research that faith communities should always act as transforming agents to those in the margins.

The problem of social exclusion diminishing in the context of European parliament recommendations

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Arvydas

2015-12-01

Full Text Available European Parliament is one of the most significant EU institutions which are responsible for the tasks of social dimension‘s aims declaration and implementation. One of the most actual tasks, solved by European Parliament, is social security measures fitness to real minimal subsistence level and social inequality and exclusion diminishing in the member states. Strengthening of social dimension and lessening of social exclusion can also suffer from economic difficulties, which appeared in the member states after 2008–2009 economic crisis – when there is still no breaking with the crisis past and the new downfall is still possible. In the article the impact of crisis for social exclusion diminishing is analyzed in the context of European Parliament recommendations. Social security measures had only limited impact for stabilization in the member states, however, the author argues and the European Parliament documents prove, that social security measures are not the burden, but the reserve for development in the member states. In this case, European Parliament together with International Labour Organization, according the author, are the most socially exposed organizations in the world. In the end of the article there is suggested the significant social reintegration indicator for the measurement of social security‘s efficiency and effectiveness.

Electrified emotions: Modulatory effects of transcranial direct stimulation on negative emotional reactions to social exclusion.

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Riva, Paolo; Romero Lauro, Leonor J; Vergallito, Alessandra; DeWall, C Nathan; Bushman, Brad J

2015-01-01

Social exclusion, ostracism, and rejection can be emotionally painful because they thwart the need to belong. Building on studies suggesting that the right ventrolateral prefrontal cortex (rVLPFC) is associated with regulation of negative emotions, the present experiment tests the hypothesis that decreasing the cortical excitability of the rVLPFC may increase negative emotional reactions to social exclusion. Specifically, we applied cathodal transcranial direct current stimulation (tDCS) over the rVLPFC and predicted an increment of negative emotional reactions to social exclusion. In Study 1, participants were either socially excluded or included, while cathodal tDCS or sham stimulation was applied over the rVLPFC. Cathodal stimulation of rVLPFC boosted the typical negative emotional reaction caused by social exclusion. No effects emerged from participants in the inclusion condition. To test the specificity of tDCS effects over rVLPFC, in Study 2, participants were socially excluded and received cathodal tDCS or sham stimulation over a control region (i.e., the right posterior parietal cortex). No effects of tDCS stimulation were found. Our results showed that the rVLPFC is specifically involved in emotion regulation and suggest that cathodal stimulation can increase negative emotional responses to social exclusion.

Moral Judgments and Emotions: Adolescents' Evaluations in Intergroup Social Exclusion Contexts

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Cooley, Shelby; Elenbaas, Laura; Killen, Melanie

2012-01-01

This article examines children's moral judgments and emotional evaluations in the context of social exclusion. As they age, children and adolescents face increasingly complex situations in which group membership and allegiance are in opposition with morally relevant decisions, such as the exclusion of an individual from a group. While adolescents…

The different behavioral intentions of collectivists and individualists in response to social exclusion.

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Pfundmair, Michaela; Graupmann, Verena; Frey, Dieter; Aydin, Nilüfer

2015-03-01

We investigated how participants with collectivistic and individualistic orientation cope with social exclusion on a behavioral level. In Studies 1 and 2, we found participants with more individualistic orientation to indicate more antisocial behavioral intentions in response to exclusion than in response to inclusion; however, participants with more collectivistic orientation did not differ in their behavioral intentions between exclusion and inclusion. In the third and fourth study, we replicated our findings across cultures: German and U.S. participants indicated more antisocial and avoiding behavioral intentions under exclusion than under inclusion, whereas Turkish and Indian participants did not differ in their behavioral intentions between exclusion and inclusion. In Studies 3 and 4, only German and U.S. participants were significantly affected by exclusion, showing more negative mood, which correlated with their behavioral intentions. In Study 4, the different behavioral intentions of collectivists and individualists were mediated by a different threat experience. The findings emphasize the role of self-construal and culture, as well as the self-threat inherent in exclusion. © 2015 by the Society for Personality and Social Psychology, Inc.

A Review of New Labour's Policy on School Exclusion: The Political Challenge of School Disaffection in England

Science.gov (United States)

Reed, Jodie

2003-01-01

Shortly after coming to power, Tony Blair's New Labour government expressed its strong commitment to tackling the problem of school expulsion. The Treasury's 1998 Spending Review included the bold target to achieve "a reduction by one third in... exclusions (from 12,500 to 8,400 permanent exclusions a year) by 2002". This article gives…

Poverty and Social Exclusion in India : Women

OpenAIRE

Das, Maitreyi Bordia; Mehta, Soumya Kapoor

2012-01-01

This brief describes the poverty and social exclusion of Women in India. The last few decades have seen remarkable progress in the status of women and girls, yet the cultural roots of gender inequality are still strong and affect a range of outcomes. The high salaries and independent lifestyles of women in urban India have captured public imagination. Yet progress has been very uneven and ...

Social uses of prescribed school culture in the secondary education

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Norberto Dallabrida

2012-05-01

Full Text Available This paper seeks to understand the social uses of prescribed school culture nationally in three secondary schools of Florianopolis in the 1950s. Focused on Colégio Catarinense, administered by the Jesuits and dedicated exclusively to men; the Colégio Coração de Jesus, run by the Sisters of Divine Providence and with female customers; and the State College Dias Velho, public, free and for boys and girls. According to Roger Chartier, educational institutions are considered to appropriate themselves of cultural goods in different and creative ways. This socio-historical analysis is based on written documents and testimonials of teachers and students who worked at or attended these schools.

The Empirical Measurement of a Theoretical Concept: Tracing Social Exclusion among Racial Minority and Migrant Groups in Canada

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Luann Good Gingrich

2015-07-01

Full Text Available This paper provides an in-depth description and case application of a conceptual model of social exclusion: aiming to advance existing knowledge on how to conceive of and identify this complex idea, evaluate the methodologies used to measure it, and reconsider what is understood about its social realities toward a meaningful and measurable conception of social inclusion. Drawing on Pierre Bourdieu’s conceptual tools of social fields and systems of capital, our research posits and applies a theoretical framework that permits the measurement of social exclusion as dynamic, social, relational, and material. We begin with a brief review of existing social exclusion research literature, and specifically examine the difficulties and benefits inherent in quantitatively operationalizing a necessarily multifarious theoretical concept. We then introduce our conceptual model of social exclusion and inclusion, which is built on measurable constructs. Using our ongoing program of research as a case study, we briefly present our approach to the quantitative operationalization of social exclusion using secondary data analysis in the Canadian context. Through the development of an Economic Exclusion Index, we demonstrate how our statistical and theoretical analyses evidence intersecting processes of social exclusion which produce consequential gaps and uneven trajectories for migrant individuals and groups compared with Canadian-born, and racial minority groups versus white individuals. To conclude, we consider some methodological implications to advance the empirical measurement of social inclusion.

Social exclusion and high speed rail: The case study of Spain

Energy Technology Data Exchange (ETDEWEB)

Pagliara, F.; Menicocci, F.; Vassallo, J.M.; Gomez, J.

2016-07-01

Very few contributions in the literature have dealt with the issue of social exclusion related to High Speed Rail systems. The objective of this manuscript is to understand what are the factors excluding users from choosing High Speed Rail services considering as case study Spain. For this purpose, a Revealed Preference survey was employed in November and December 2015. A questionnaire was submitted to users of the Spanish transport systems travelling for long distance-journeys. The aim was that of investigating their perception of High Speed Rail system and the factors inhibiting passengers or excluding them from its use. Data about their socioeconomic characteristics were collected as well. The main result of the survey has been that a relationship between social exclusion and High Speed Rail in Spain is present, especially in terms of geographical exclusion. (Author)

Differential brain responses to social exclusion by one’s own versus opposite gender peers

Science.gov (United States)

Bolling, Danielle Z.; Pelphrey, Kevin A.; Wyk, Brent C. Vander

2015-01-01

Human peer relations provide tangible benefits including food and protection, as well as emotional benefits. While social exclusion poses a threat to all of these benefits, the psychological threat is particularly susceptible to modulation by the relation of the excluders to the excluded person. The current study used functional magnetic resonance imaging to explore the effects of manipulating the gender relation of participants to their excluders during an interactive ball toss game. Ventral anterior cingulate cortex activation was higher during exclusion by same-gender peers, while right ventrolateral prefrontal cortex activation negatively correlated with self-reported distress in other-gender exclusion. Results imply that exclusion by one’s own gender is fundamentally different from exclusion by the opposite gender, and suggest a regulatory role for ventrolateral prefrontal cortex in response to out-group exclusion. Individual differences in implicit gender attitudes modulated neural responses to exclusion. The importance of these findings to investigations of social cognition is discussed. PMID:21981758

Social exclusion in the rural areas – chosen non-monetary indicators in the region of Wielkopolska

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Sławomir Kalinowski

2010-01-01

Full Text Available Together with the European integration, an opportunity to increase the transparency of key policy priorities of overcoming of social exclusion appeared. Selected indicators of social exclusion related to unemployment and education level were discussed in this paper. The paper also aims to reveal the problems of social exclusion and discuss the most significant activities towards its reduction. The influence of long-term and permanent unemployment on exclusion from society was presented. The impact of education on unemployment size, as well as the need for greater and more efficient investment in human capital were discussed.

The trauma of peer abuse: Effects of relational peer victimization and social anxiety disorder on physiological and affective reactions to social exclusion

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Benjamin eIffland

2014-03-01

Full Text Available Background: Social exclusion elicits emotional distress, negative mood and physiological stress. Recent studies showed that these effects were more intense and persisting in socially anxious subjects. The present study examined whether the abnormal reactions of socially anxious subjects can be traced back to previous experiences of relational peer victimization during childhood and adolescence. Methods: Participants (N = 74 were patients with a diagnosis of social anxiety disorder as well as healthy controls. The patient and control groups were subdivided into two subgroups according to the subject’s reports about previous relational peer victimization. Immediate and delayed physiological (skin conductance level and heart rate and affective reactions to a simulated social exclusion in a ball-toss game (Cyberball were recorded.Results: Overall, subjects’ immediate reactions to social exclusion were an increase in skin conductance and a reduction of positive affect. Regardless of the diagnostic status, subjects with a history of relational peer victimization showed a more intense self-reported affective change that was accompanied by a blunted skin conductance response. However, the mood of the subjects with a history of peer victimization recovered during a 15 min waiting period. A diagnosis of social anxiety disorder did not affect the reactions to social exclusion on any measure.Conclusions: Findings indicate that stress reactions to social exclusion depend more on previous experiences of peer victimization than on a diagnosis of social anxiety disorder. The findings indicate that memories of negative social experiences can determine the initial stress reaction to social threats.

Exclusión y seguridad social en el plan de desarrollo Exclusion and social security in the Development Plan

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Rodríguez Salazar Oscar

1999-06-01

Full Text Available Este articulo analiza la forma en que el Plan de Desarrollo "Cambio para contruir la Paz" trata el sistema de seguridad social y su interpretacion sobre las causas de la exclusion social. El plan carece de una vision de conjunto del sistema por cuanto no aborda los aspectos reisgos profesionles y pensiones; articula el concepto de solidaridad a las relaciones interpersonales y, asi, subestima el papel del Estado en el logro de esa meta. Por otra parte, las politicas laborales esbozadas en el Plan conducen en forma inexorable a una mayor exclusion social. En cuanto al sistema de seguridad social en salud, dado que la cobertura se ha extendido mediante el regimen subsidiado, la ausencia de una politica que promueva el control social puede acentuar la clientelizacion que Estado manifiesta querer combatir.This article analyzes the way that the Development Plan "Changeto Build Peace" treats the social security system and its interpretation of the causes of social exclusion. The Plan lacks a vision of the system as a whole as it does not address the aspects of professional risks and pensions; it articula tes the concept of solidarity to interpersonal relations and thus underestimates the role of the State in achieving that goal. Moreover, the labor policies outlined in the Plan lead inexorably to greater social exclusion. As far as the social security system for health, given that coverage has been extended by meansof the subsidized regime, the absence of a policy that promotes social control may accentuate the clientelization of the State which the Plan claims to want to combato.

Digital margins: Social and digital exclusion of Gypsy-Travelers in the Netherlands

NARCIS (Netherlands)

Salemink, Koen

2016-01-01

Research on digital inclusion increasingly focuses on vulnerable groups, with the prevailing idea that social exclusion leads to digital exclusion. The role of the socio-spatial context is often faded into the background due to user-centric (individual) approaches. This article explores how a

Determining the Effect (the Social Costs) of Exclusion under the ...

African Journals Online (AJOL)

Determining the Effect (the Social Costs) of Exclusion under the South African Exclusionary Rule: Should Factual Guilt Tilt the Scales in Favour of the Admission of Unconstitutionally Obtained Evidence?

Human capital, social capital and social exclusion: impacts on the opportunity of households with youth to leave poverty.

Science.gov (United States)

Wong, Hung

2006-01-01

Based on a sample survey, this paper, analyzes the impact of human capital, social capital and social exclusion on the opportunity of Hong Kong families with youth members to leave poverty. Educational attainment of the youth members and adult family members, as well as the quantity and quality of social networks were found to have significant positive impacts, while social exclusion from the labor market of the adult members was found to have significant negative impact on their opportunity to leave poverty. Among all factors, quality of social network is the most influential. The author suggests that in order to help families out of poverty and enable positive development of youth members, poverty alleviation policies or programs should be targeted to help the youth in poor families to build up a quality social network.

Doença arterial coronária no climatério e exclusão social Coronary artery disease in climacteric and social exclusion

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Sônia Lima Medeiros

2007-04-01

Full Text Available A Doença Arterial Coronária (DAC é uma doença multifatorial e muitos dos fatores de risco para o seu desenvolvimento (ligados aos aspectos biológicos já foram estudados e devidamente mensurados em sua importância. Os determinantes sociais dessa doença, responsável pelo maior número de mortes na cidade de São Paulo, foram pouco estudados e sua importância, negligenciada. No Brasil, as pesquisas sobre o tema são ainda incipientes e a importância da DAC, em mulheres, continua sendo subestimada, mesmo quando os dados estatísticos mostram que ela vem crescendo. As mulheres, hoje, vivem mais e, portanto, têm a possibilidade de enfrentar a doença e ainda de sobreviverem muitos anos após a menopausa, trazendo esse fato um grande impacto social. Nosso objetivo, nessa pesquisa, de caráter descritivo, foi estabelecer uma relação entre o perfil socioeconômico e cultural e os indicadores de exclusão social, encontrados em mulheres após a menopausa e com DAC, em tratamento no ambulatório de Coronariopatias do Instituto Dante Pazzanese de Cardiologia. Os resultados podem nos ajudar a entender melhor a doença e as necessidades das pacientes diante das várias formas de exclusão social que vivenciam em seu cotidiano e apontar medidas mais eficazes para programas de prevenção secundária. O diálogo entre as diferentes áreas de conhecimento, como a Medicina, a História e o Serviço Social, estabelecido para a análise dos resultados, trouxe uma compreensão abrangente dos fenômenos estudados trazendo à luz aspectos da exclusão social e discriminação de gênero, vivenciados pelas pacientes até então desconhecidos e, portanto, não valorizados pela equipe multidisciplinar.Coronary Artery Disease (CAD is a multifactorial disease and many of the risk factors for its development, linked to biological aspects, have been well studied and their importance measured. On the other hand, the study of the social determinants of this

Contextualising Inequalities in Rates of School Exclusion in English Schools: Beneath the "Tip of the Ice-Berg"

Science.gov (United States)

Gazeley, Louise; Marrable, Tish; Brown, Chris; Boddy, Janet

2015-01-01

There is an increasing emphasis internationally on better understanding the links between inequalities and processes within school systems. In England there has been a particular focus on rates of school exclusion because the national data has consistently highlighted troubling patterns of over-representation. This paper argues that a move away…

Measures of Transport-Related Social Exclusion: A Critical Review of the Literature

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Md. Kamruzzaman

2016-07-01

Full Text Available Quantitative measures of transport disadvantage are reviewed in this paper from the perspective of their effectiveness to investigate social exclusion. The effectiveness is assessed using criteria derived through a review of the concepts of transport disadvantage and social exclusion and their operationalisation. The specified criteria are related to issues of spatial (e.g., urban accessibility, and public transport accessibility, temporal (e.g., public transport availability, and facility opening hours, and social attributes of travel and activity participation (e.g., personal mobility, and disability. Four groups of transport disadvantage measures are identified and evaluated. These include deprivation-based measures, mobility-based measures, accessibility-based measures, and activity-based measures. The review suggests that although the first three categories of measures have traditionally been used to identify transport disadvantage, they do not satisfy issues surrounding activity participation—the key outcome of social exclusion. The activity space concept is a way in which these issues can be incorporated, as it is a measure of the outcomes of activity participation and their associated travel to that activity. Participation in an activity means that an individual has overcome the spatial, temporal and social barriers of travel for that activity. The research using the activity space concept has, however, inadequately identified individual travel and activity participation. This has been due to a separate application of a range of different indicators to assess activity space size. These indicators are by their nature multidimensional—e.g., area visited, distance travelled, and number of activity sites visited. Although each indicator represents a specific qualitative/quantitative aspect of travel and activity participation, researchers have treated these indicators in an isolated manner to identify transport disadvantage and

Social exclusion and people with intellectual disabilities: a rural-urban comparison.

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Nicholson, L; Cooper, S-A

2013-04-01

Research suggests that social exclusion is a problem both for people with intellectual disabilities (ID) and for people living in rural areas. This may give rise to a double disadvantage for people with ID living in rural areas. Conversely, aspects of rural life such as community spirit and social support may protect against social exclusion in this population. This study was designed to compare a number of measures of social exclusion in adults with ID living in rural and urban areas, with the aim of identifying whether a double disadvantage exists. Adults with ID were recruited from a rural and an urban area in Scotland. Participants participated in a face-to-face interview and their medical notes were accessed. Social exclusion was investigated using a number of measures comprising: daytime opportunities and physical access to community facilities (using part of the British Institute of Learning Disabilities questionnaire), recent contact with others and the quality of personal relationships (using a modified Interview Measure of Social Relationships questionnaire) and area deprivation by postcode (using the Scottish Index of Multiple Deprivation). The data were analysed using a series of binary logistic regression models that adjusted for variables including age, gender, level of ID, mental illhealth and common physical co-morbidities. A representative sample of adults with ID from rural (n = 39) and urban (n = 633) areas participated. Participants from rural areas were significantly more likely to have any regular daytime opportunity [odds ratio (OR) = 10.8, 95% CI = 2.3-51.5] including employment (OR = 22.1, 95% CI = 5.7-85.5) and attending resource centres (OR = 6.7, 95% CI = 2.6-17.2) than were participants from urban areas. They were also more likely to have been on holiday (OR = 17.8, 95% CI = 4.9-60.1); however, were less likely to use community facilities on a regular basis. Participants from urban and rural areas had a similar number of contacts with

Social Exclusion and Austerity Policies in England: The Role of Sports in a New Area of Social Polarisation and Inequality?

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Mike Collins

2015-06-01

Full Text Available Poverty still counts as the core of social exclusion from sport and many other domains of people’s lives. In the first part of this paper, we shortly describe the recent poverty trends in England, and identify groups that are more at-risk of being poor and socially excluded. We then focus on the relationship between poverty, social exclusion and leisure/sports participation, and describe a case study that addresses young people’s social exclusion through the use of sports (i.e., Positive Futures. Although further analysis is warranted, it would seem that growing structural inequalities (including sport participation—with their concomitant effects on health and quality of life—are further widened and deepened by the policy measures taken by the Conservative-Liberal Democrat coalition in the UK. In addition, within a climate of austerity, sport-based social inclusion schemes are likely to become wholly inadequate in the face of exclusionary forces such schemes envision to combat.

Trait-level temporal lobe hypoactivation to social exclusion in unaffected siblings of children and adolescents with autism spectrum disorders

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Danielle Z. Bolling

2015-06-01

Full Text Available Social exclusion elicits powerful feelings of negative affect associated with rejection. Additionally, experiencing social exclusion reliably recruits neural circuitry associated with emotion processing. Recent work has demonstrated abnormal neural responses to social exclusion in children and adolescents with autism spectrum disorders (ASD. However, it remains unknown to what extent these abnormalities are due to atypical social experiences versus genetic predispositions to atypical neural processing. To address this question, the current study investigated brain responses to social exclusion compared to a baseline condition of fair play in unaffected siblings of youth with ASD using functional magnetic resonance imaging. We identified common deviations between unaffected siblings and ASD probands that might represent trait-level abnormalities in processing Social Exclusion vs. Fair Play, specifically in the right anterior temporoparietal junction extending into posterior superior temporal sulcus. Thus, hypoactivation to Social Exclusion vs. Fair Play in this region may represent a shared genetic vulnerability to developing autism. In addition, we present evidence supporting the idea that one's status as an unaffected sibling moderates the relationship between IQ and neural activation to Social Exclusion vs. Fair Play in anterior cingulate cortex. These results are discussed in the context of previous literature on neural endophenotypes of autism.

Trait-level temporal lobe hypoactivation to social exclusion in unaffected siblings of children and adolescents with autism spectrum disorders.

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Bolling, Danielle Z; Pelphrey, Kevin A; Vander Wyk, Brent C

2015-06-01

Social exclusion elicits powerful feelings of negative affect associated with rejection. Additionally, experiencing social exclusion reliably recruits neural circuitry associated with emotion processing. Recent work has demonstrated abnormal neural responses to social exclusion in children and adolescents with autism spectrum disorders (ASD). However, it remains unknown to what extent these abnormalities are due to atypical social experiences versus genetic predispositions to atypical neural processing. To address this question, the current study investigated brain responses to social exclusion compared to a baseline condition of fair play in unaffected siblings of youth with ASD using functional magnetic resonance imaging. We identified common deviations between unaffected siblings and ASD probands that might represent trait-level abnormalities in processing Social Exclusion vs. Fair Play, specifically in the right anterior temporoparietal junction extending into posterior superior temporal sulcus. Thus, hypoactivation to Social Exclusion vs. Fair Play in this region may represent a shared genetic vulnerability to developing autism. In addition, we present evidence supporting the idea that one's status as an unaffected sibling moderates the relationship between IQ and neural activation to Social Exclusion vs. Fair Play in anterior cingulate cortex. These results are discussed in the context of previous literature on neural endophenotypes of autism. Copyright © 2015 The Authors. Published by Elsevier Ltd.. All rights reserved.

[Palliative care practices at home: instead of social exclusion of older people in later life?].

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Hébert, Marijo; Nour, Kareen; Durivage, Patrick; Wallach, Isabelle; Billette, Véronique; Freitas, Zelda

2011-06-01

The understanding of palliative care practices at home (PCH) is limited by the lack of available scientific knowledge. This is explained by the fact that its practices are relatively recent and they question our relationship with death and dying individuals. This study aims to contribute to the advancement of knowledge about PCH with the elderly. More specifically, with a perspective of social exclusion, it aims to understand how practices either do or do not produce social exclusion with seniors receiving palliative care. Nineteen participants from two local community services centers were interviewed and six multidisciplinary meetings were attended for observation. This study suggests that positive representations concerning the elderly in palliative care and recognition of their autonomy can avoid social exclusion, including its symbolic and identificatory dimensions. However, standardization of practices seems to contribute to institutional exclusion and foster nonrecognition.

Chronic Childhood Peer Rejection is Associated with Heightened Neural Responses to Social Exclusion During Adolescence.

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Will, Geert-Jan; van Lier, Pol A C; Crone, Eveline A; Güroğlu, Berna

2016-01-01

This functional Magnetic Resonance Imaging (fMRI) study examined subjective and neural responses to social exclusion in adolescents (age 12-15) who either had a stable accepted (n = 27; 14 males) or a chronic rejected (n = 19; 12 males) status among peers from age 6 to 12. Both groups of adolescents reported similar increases in distress after being excluded in a virtual ball-tossing game (Cyberball), but adolescents with a history of chronic peer rejection showed higher activity in brain regions previously linked to the detection of, and the distress caused by, social exclusion. Specifically, compared with stably accepted adolescents, chronically rejected adolescents displayed: 1) higher activity in the dorsal anterior cingulate cortex (dACC) during social exclusion and 2) higher activity in the dACC and anterior prefrontal cortex when they were incidentally excluded in a social interaction in which they were overall included. These findings demonstrate that chronic childhood peer rejection is associated with heightened neural responses to social exclusion during adolescence, which has implications for understanding the processes through which peer rejection may lead to adverse effects on mental health over time.

Social Exclusion in Watershed Development: Evidence From the Indo-German Watershed Development Project in Maharashtra

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Eshwer Kale

2011-09-01

Full Text Available The concept of social exclusion is context-specific and there is no uniform paradigm of exclusion across the world. This paper attempts to analyse exclusion of resource-poor groups in watershed development programmes in the Indian context. It aims to explore excluded community groups from the perspective of people’s equal opportunity and equal access to newly generated economic benefits in watershed development programmes. The paper also traces the determinant factors responsible for denial and exclusion of resource-poor groups and describes the detailed processes involved in their exclusion from institutional and livelihood opportunities in watershed programmes. At the same time, the paper also explores suggestions and views of resource-poor groups about their meaningful social inclusion in watershed programme. The Gadiwat Indo-German Watershed Development Project in Aurangabad district in the State of Maharashtra is studied in detail in terms of its social, economic and political realities through mix-method and multi-stakeholder approaches. The key findings of the paper are that landownership, caste, gender, membership in village institutions and/or watershed institutions or close relationship with members, as well as the limitations of the programme guidelines, are the major determinants of institutional inclusion and the extent of resulting economic benefits. The exclusion of resource-poor groups mainly takes the form of their exclusion from institutional representation. In order to promote meaningful social inclusion of resource-poor groups, there is need for a more livelihood-oriented focus and their equal representation and participation in watershed institutions.

Preliminary evidence for increased parasympathetic activity during social inclusion and exclusion in adolescents with functional abdominal pain.

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Gulewitsch, Marco Daniel; Jusyte, Aiste; Mazurak, Nazar; Weimer, Katja; Schönenberg, Michael

2017-07-01

Peer victimization (e.g. social exclusion) has been shown to be associated with physical health problems such as functional somatic complaints and especially symptoms of pain. To date, no study has investigated the mechanisms underlying this association in clinical pediatric samples. The aim of this study was to evaluate the parasympathetic activity during a social exclusion experience in adolescents with functional abdominal pain (FAP). Twenty adolecents with FAP and 21 matched healthy participants were compared regarding parameters of parasympathetic activation before, during, and after participating in the Cyberball-game, a well-established paradigm to induce social exclusion. Adolescents with FAP showed an increase in parasympathetic activation during both consecutive phases of the Cyberball game (inclusion as well as exclusion condition) whereas the healthy control group remained stable. There were no differences in subjective experience of in- and exclusion between the groups. The parasympathetic activation pattern may indicate altered processing of social stimuli in adolescents with FAP. Copyright © 2017 Elsevier Inc. All rights reserved.

Educational Exclusion: Drop Out, Push Out, and School-to-Prison Pipeline among LGBTQ Youth

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Gay, Lesbian and Straight Education Network (GLSEN), 2016

2016-01-01

"Educational Exclusion: Drop Out, Push Out, and the School-to-Prison Pipeline among LGBTQ Youth" provides an in-depth look at the conditions that effectively push LGBTQ youth out of school and potentially into the criminal justice system. The report provides specific, real world guidance to address the hostile school climates and…

Neural Temporal Dynamics of Social Exclusion Elicited by Averted Gaze: An Event-Related Potentials Study

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Yue Leng

2018-02-01

Full Text Available Eye gaze plays a fundamental role in social communication. The averted eye gaze during social interaction, as the most common form of silent treatment, conveys a signal of social exclusion. In the present study, we examined the time course of brain response to social exclusion by using a modified version of Eye-gaze paradigm. The event-related potentials (ERPs data and the subjective rating data showed that the frontocentral P200 was positively correlated with negative mood of excluded events, whereas, the centroparietal late positive potential (LPP was positively correlated with the perceived ostracism intensity. Both the P200 and LPP were more positive-going for excluded events than for included events. These findings suggest that brain responses sensitive to social exclusion can be divided into the early affective processing stage, linking to the early pre-cognitive warning system; and the late higher-order processes stage, demanding attentional resources for elaborate stimuli evaluation and categorization generally not under specific situation.

The transfer of social exclusion and inclusion functions through derived stimulus relations.

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Munnelly, Anita; Martin, Georgina; Dack, Charlotte; Zedginidze, Ann; McHugh, Louise

2014-09-01

Previous studies have found that social exclusion can cause distress to those excluded. One method used to study social exclusion is through a virtual ball-toss game known as Cyberball. In this game, participants may be excluded from or included in the ball-toss game and typically report lower feelings of self-esteem, control, belonging, and meaningful existence following exclusion. Experiments 1 and 2 sought to explore the transfer of feelings of exclusion and inclusion through stimulus equivalence classes. In both experiments, participants were trained to form two three-member equivalence classes (e.g., A1-B1, B1-C1; A2-B2, B2-C2) and were tested with novel stimulus combinations (A1-C1, C1-A1, A2-C2, C2-A2). Thereafter, participants were exposed to the Cyberball exclusion and inclusion games. In these games, one stimulus (C1) from one equivalence class was assigned as the Cyberball inclusion game name, whereas one stimulus (C2) from the other equivalence class was assigned as the Cyberball exclusion game name. In Experiment 2, participants were only exposed to the Cyberball exclusion game. During a subsequent transfer test, participants were asked to rate how included in or excluded from they thought they would be in other online games, corresponding to members of both equivalence classes. Participant reported that they felt they would be excluded from online games if the games were members of the same equivalence class as C2. In contrast, participants reported that they felt they would be included in online games if the games were members of the same equivalence class as C1. Results indicated the transfer of feelings of inclusion (Experiment 1) and feelings of exclusion (Experiments 1 and 2) through equivalence classes.

School Social Workers as Partners in the School Mission

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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,…

Transport-Related Social Exclusion amongst Older People in Rural Southwest England and Wales

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Shergold, Ian; Parkhurst, Graham

2012-01-01

Rural dwelling and older age are both associated with a higher risk of social exclusion, with accessibility identified as having an important facilitating role. The interactions between transport-related exclusion and older age, particularly in a rural context, are considered though analysis of quantitative and qualitative data collected from over…

Opening the Floodgates? The Social Maladjustment Exclusion and State SED Prevalence Rates.

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Skiba, Russell; And Others

1994-01-01

Surveyed state special education directors in 50 states and District of Columbia regarding social maladjustment exclusionary clause in federal definition of serious emotional disturbance (SED). Thirty-four states included social maladjustment clause or some form of exclusion in SED definition. Found no significant relationship between presence of…

Combat to social exclusion, awareness, and action through nuclear energy applications

Energy Technology Data Exchange (ETDEWEB)

Komatsu, Cintia Nagako, E-mail: cintia@ctmsp.mar.mil.br [Centro Tecnologico da Marinha em Sao Paulo (CTMSP), Sao Paulo, SP (Brazil); Aquino, Afonso Rodrigues de, E-mail: araquino@ipen.com [Instituto de Pesquisas Energeticas e Nucleares (IPEN/CNEN-SP), Sao Paulo, SP (Brazil)

2013-07-01

Gradually the world becomes more and more supportive and human. Small actions in our daily behavior contribute in a positive way to the social inclusion of people who has not the same opportunities due to physical appearance, social position or education level. The Companies, the basis of our Economy, can also demonstrate this social inclusion mission offering benefits that do not meet only one social layer, but everybody. This paper aims to make a research about the actions that have that awareness to combat social exclusion, emphasizing nuclear technology as a tool to disseminate of such solidarity actions. (author)

Combat to social exclusion, awareness, and action through nuclear energy applications

International Nuclear Information System (INIS)

Komatsu, Cintia Nagako; Aquino, Afonso Rodrigues de

2013-01-01

Gradually the world becomes more and more supportive and human. Small actions in our daily behavior contribute in a positive way to the social inclusion of people who has not the same opportunities due to physical appearance, social position or education level. The Companies, the basis of our Economy, can also demonstrate this social inclusion mission offering benefits that do not meet only one social layer, but everybody. This paper aims to make a research about the actions that have that awareness to combat social exclusion, emphasizing nuclear technology as a tool to disseminate of such solidarity actions. (author)

Tackling Social Inequality and Exclusion in Education: From Human Capital to Capabilities

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Vandekinderen, Caroline; Roets, Griet; Van Keer, Hilde; Roose, Rudi

2018-01-01

Both in the international context and in Flanders (the Dutch-speaking part of Belgium), research shows that many young people experience social exclusion in relation to education. However, research evidence concerning structural social inequality in education is predominantly underpinned by an outcome-based approach, since educational policies and…

From Social Exclusion to Supported Inclusion: Adults with Intellectual Disability Discuss Their Lived Experiences of a Structured Social Group.

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Wilson, Nathan J; Jaques, Hayden; Johnson, Amanda; Brotherton, Michelle L

2017-09-01

People with intellectual disability often have few friends and experience social exclusion. Recognising this gap, supported social groups with the aim of inclusion and interdependence were created by a supported employment provider. Interviews were undertaken with 10 adults with intellectual disability exploring their lived experiences of a supported social group. Data were analysed using descriptive phenomenology. Two themes emerged (i) supported engagement fosters wellbeing, and (ii) developing social belonging and connectedness. Participants not only acknowledged the support that they needed to participate, but also that the social group had changed their lives in many ways. Adults with intellectual disability want to socialise, have friends and be part of their community. For this to be achieved, they recognise the need to seek some form of support. With appropriate and targeted support, adults with intellectual disability can move from social exclusion towards supported inclusion and experience richer lives. © 2016 The Authors Journal of Applied Research in Intellectual Disabilities Published by John Wiley & Sons Ltd.

The social structure of schooling.

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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.

Being "in" or "out" of the game: subjective and acoustic reactions to exclusion and popularity in social anxiety.

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Gilboa-Schechtman, Eva; Galili, Lior; Sahar, Yair; Amir, Ofer

2014-01-01

Social Anxiety (SA) has been shown to be associated with compensatory deficits in pro-social behavior following exclusion and with failure to capitalize on social success. We assessed the subjective and expressive responses of high (n = 48) and low (n = 56) socially anxious individuals to exclusion, acceptance, and popularity induced by a participation in an online ball-tossing game. Before the manipulation, participants read aloud neutral and command utterances. Following the manipulation, participants rated their mood and cognitions and re-read the utterances. Acoustic properties (fundamental frequency-mF0, vocal intensity) of these utterances were analyzed. We found greater differences in self-esteem between high and low socially anxious individuals following the exclusion condition, as compared to the acceptance condition. Among low socially anxious individuals, exclusion promoted increased vocal confidence, as indicated by decreased mF0 and increased vocal intensity in uttering commands; High socially anxious individuals exhibited an opposite reaction, responding to exclusion by decreased vocal confidence. Following popularity, high SA was associated with decreased enhancement in mood and self-esteem in women but not in men. Consistent with evolutionary and interpersonal accounts of SA, we highlight the importance of examining the effects of SA and gender on events indicating unambiguous and unanimous social acceptance. Examining reactivity to changes in belongingness may have important implications for understanding the core mechanisms of SA.

Being "in" or "out" of the game: subjective and acoustic reactions to exclusion and popularity in social anxiety

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Eva eGilboa-Schechtman

2014-03-01

Full Text Available Social Anxiety (SA has been shown to be associated with compensatory deficits in pro-social behavior following exclusion and with failure to capitalize on social success. We assessed the subjective and expressive responses of high (n=48 and low (n=56 socially anxious individuals to exclusion, acceptance, and popularity induced by a participation in an online ball-tossing task. Before the manipulation, participants read aloud neutral and command utterances. Following the manipulation, participants rated their mood and cognitions and re-read the utterances. Acoustic properties (fundamental frequency–mF0, intensity, speaking rate of these utterances were analyzed. We found greater differences in self-esteem between high and low socially anxious individuals following the exclusion condition, as compared to the acceptance condition. Among low socially anxious individuals, exclusion promoted increased vocal confidence, as indicated by decreased mF0 and increased vocal intensity in uttering commands; High socially anxious individuals exhibited an opposite reaction, responding to exclusion by decreased vocal confidence. Following popularity, high SA was associated with decreased enhancement in mood and self-esteem in women but not in men. Consistent with evolutionary and interpersonal accounts of SA, we highlight the importance of examining the effects of SA and gender on events indicating unambiguous and unanimous social acceptance. Examining reactivity to changes in belongingness may have important implications for understanding the core mechanisms of SA.

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.

Revisiting the role of neighbourhood change in social exclusion and inclusion of older people.

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Burns, Victoria F; Lavoie, Jean-Pierre; Rose, Damaris

2012-01-01

Objective. To explore how older people who are "aging in place" are affected when the urban neighbourhoods in which they are aging are themselves undergoing socioeconomic and demographic change. Methods. A qualitative case study was conducted in two contrasting neighbourhoods in Montréal (Québec, Canada), the analysis drawing on concepts of social exclusion and attachment. Results. Participants express variable levels of attachment to neighbourhood. Gentrification triggered processes of social exclusion among older adults: loss of social spaces dedicated to older people led to social disconnectedness, invisibility, and loss of political influence on neighbourhood planning. Conversely, certain changes in a disadvantaged neighbourhood fostered their social inclusion. Conclusion. This study thus highlights the importance of examining the impacts of neighbourhood change when exploring the dynamics of aging in place and when considering interventions to maintain quality of life of those concerned.

The impact of social exclusion vs. inclusion on subjective and hormonal reactions in females and males.

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Seidel, E M; Silani, G; Metzler, H; Thaler, H; Lamm, C; Gur, R C; Kryspin-Exner, I; Habel, U; Derntl, B

2013-12-01

The experience of social exclusion represents an extremely aversive and threatening situation in daily life. The present study examined the impact of social exclusion compared to inclusion on steroid hormone concentrations as well as on subjective affect ratings. Eighty subjects (40 females) participated in two independent behavioral experiments. They engaged in a computerized ball tossing game in which they ostensibly played with two other players who deliberately excluded or included them, respectively. Hormone samples as well as mood ratings were taken before and after the game. Social exclusion led to a decrease in positive mood ratings and increased anger ratings. In contrast, social inclusion did not affect positive mood ratings, but decreased sadness ratings. Both conditions did not affect cortisol levels. Testosterone significantly decreased after being excluded in both genders, and increased after inclusion, but only in males. Interestingly, progesterone showed an increase after both conditions only in females. Our results suggest that social exclusion does not trigger a classical stress response but gender-specific changes in sex hormone levels. The testosterone decrease after being excluded in both genders, as well as the increase after inclusion in males can be interpreted within the framework of the biosocial status hypothesis. The progesterone increase might reflect a generalized affiliative response during social interaction in females. Copyright © 2013 The Authors. Published by Elsevier Ltd.. All rights reserved.

Do comprehensive schools reduce social mobility?

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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

Educators' evaluations of children's ideas on the social exclusion of classmates with intellectual and learning disabilities.

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Nowicki, Elizabeth A; Brown, Jason D; Dare, Lynn

2018-01-01

Reasons underlying the social exclusion of children with intellectual or learning disabilities are not entirely understood. Although it is important to heed the voices of children on this issue, it is also important to consider the degree to which these ideas are informed. The present authors invited educators to evaluate the content of children's ideas on the causes of social exclusion. Educators thematically sorted and rated children's ideas on why classmates with intellectual or learning disabilities are socially excluded. Sorted data were analysed with multidimensional scaling and hierarchical cluster analysis. Six thematic clusters were identified differing in content to those provided by children in an earlier study. Educators generally rated children's ideas as showing somewhat uninformed ideas about why social exclusion occurs. Educators indicated that children need to be better informed about intellectual and learning disabilities. Limitations and implications are discussed. © 2017 John Wiley & Sons Ltd.

Revisiting the Role of Neighbourhood Change in Social Exclusion and Inclusion of Older People

Science.gov (United States)

Burns, Victoria F.; Lavoie, Jean-Pierre; Rose, Damaris

2012-01-01

Objective. To explore how older people who are “aging in place” are affected when the urban neighbourhoods in which they are aging are themselves undergoing socioeconomic and demographic change. Methods. A qualitative case study was conducted in two contrasting neighbourhoods in Montréal (Québec, Canada), the analysis drawing on concepts of social exclusion and attachment. Results. Participants express variable levels of attachment to neighbourhood. Gentrification triggered processes of social exclusion among older adults: loss of social spaces dedicated to older people led to social disconnectedness, invisibility, and loss of political influence on neighbourhood planning. Conversely, certain changes in a disadvantaged neighbourhood fostered their social inclusion. Conclusion. This study thus highlights the importance of examining the impacts of neighbourhood change when exploring the dynamics of aging in place and when considering interventions to maintain quality of life of those concerned. PMID:22013528

Pain Processing after Social Exclusion and Its Relation to Rejection Sensitivity in Borderline Personality Disorder.

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Melanie Bungert

Full Text Available There is a general agreement that physical pain serves as an alarm signal for the prevention of and reaction to physical harm. It has recently been hypothesized that "social pain," as induced by social rejection or abandonment, may rely on comparable, phylogenetically old brain structures. As plausible as this theory may sound, scientific evidence for this idea is sparse. This study therefore attempts to link both types of pain directly. We studied patients with borderline personality disorder (BPD because BPD is characterized by opposing alterations in physical and social pain; hyposensitivity to physical pain is associated with hypersensitivity to social pain, as indicated by an enhanced rejection sensitivity.Twenty unmedicated female BPD patients and 20 healthy participants (HC, matched for age and education played a virtual ball-tossing game (cyberball, with the conditions for exclusion, inclusion, and a control condition with predefined game rules. Each cyberball block was followed by a temperature stimulus (with a subjective pain intensity of 60% in half the cases. The cerebral responses were measured by functional magnetic resonance imaging. The Adult Rejection Sensitivity Questionnaire was used to assess rejection sensitivity.Higher temperature heat stimuli had to be applied to BPD patients relative to HCs to reach a comparable subjective experience of painfulness in both groups, which suggested a general hyposensitivity to pain in BPD patients. Social exclusion led to a subjectively reported hypersensitivity to physical pain in both groups that was accompanied by an enhanced activation in the anterior insula and the thalamus. In BPD, physical pain processing after exclusion was additionally linked to enhanced posterior insula activation. After inclusion, BPD patients showed reduced amygdala activation during pain in comparison with HC. In BPD patients, higher rejection sensitivity was associated with lower activation differences during

Measuring emotion socialization in schools.

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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.

O contexto de exclusão social e de vulnerabilidades de jovens infratores e de suas famílias The context of social exclusion and vulnerabilities in delinquent youths and their families

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Maria Cristina Feijó

2004-04-01

Full Text Available A exclusão social e a delinqüência juvenil têm ocupado amplo espaço na mídia e nas discussões acadêmicas. Na idéia de exclusão inserem-se várias formas de segregação e discriminação, levando a um conjunto de vulnerabilidades difíceis de superar. Este trabalho procura levantar vulnerabilidades do infrator e sua família, assim como algumas relações entre aquelas e o ato infrator. Foi pesquisado, através de entrevistas, o núcleo familiar de 61 jovens infratores do sexo masculino que cometeram atos infracionais graves e que estavam cumprindo medidas sócio-educativas em instituições do Rio de Janeiro e de Recife, em 1997. A pesquisa constatou a fragilidade da maioria das famílias dos entrevistados, que experimentam uma condição de pobreza e exclusão social, ficando isoladas do amparo social. Os jovens e suas famílias sofrem as conseqüências emocionais e financeiras decorrentes da separação dos pais: ausência da figura paterna priva-os do modelo adequado para identidade social; ausência da mãe, por causa de trabalho ou pelo abandono do lar, impossibilita a supervisão apropriada da educação e cuidado dos filhos. As vulnerabilidades da família revelam, também, uma complicada história de agravos à saúde e de violências sofridas.Social exclusion and juvenile delinquency have got much attention in the media and in academic discussions. The idea of exclusion includes many forms of segregation and discrimination, which results into difficult obstacles to overcome. This paper aims at drawing the vulnerabilities of the delinquent and his family, as well as some relations between them and the delinquent act. Semi-structured interviews outlined the family environment of 61 male delinquents, that practiced severe violations and that were imprisoned in institutions of Rio de Janeiro and Recife, in 1997. The research data showed the fragility of the families of most of the subjects, who live in such condition of poverty

An “Other” Social Mobility, Viewed from the Standpoint of Exclusion

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Ricardo Cuenca

2014-12-01

Full Text Available The purpose of this article is to analyze how social mobility and social inclusion are perceived by a group of professionals from modest backgrounds, who graduated from public universities and whose personal histories reflect levels of exclusion. This qualitative study, which is organized in six dimensions of analysis—migration and territorial mobility, education, occupation and income, social capital, vulnerability, and expectations—shows four main findings, which inevitably also raise new working hypotheses. The findings are the following: that social mobility and social inclusion are heterogeneous processes that education remains a means of both mobility and inclusion, that social mobility coexists with inequality, and that mobility and social inclusion require broader means of conceptualization because of the difficulty of understanding this process in people with particular characteristics and from particular backgrounds.

Biological Mechanisms Whereby Social Exclusion May Contribute to the Etiology of Psychosis: A Narrative Review.

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Selten, Jean-Paul; Booij, Jan; Buwalda, Bauke; Meyer-Lindenberg, Andreas

2017-01-03

The purpose of this review is to examine whether a contribution of social exclusion to the pathogenesis of psychosis is compatible with the dopamine hypothesis and/or the neurodevelopmental hypothesis. Humans experience social exclusion as defeating. An animal model for defeat is the resident-intruder paradigm. The defeated animal shows evidence of an increased sensitivity to amphetamine, increased dopamine release in the nucleus accumbens and prefrontal cortex, and increased firing of dopaminergic neurons in the ventral tegmental area. As for humans, one study showed that amphetamine-induced striatal dopamine release was significantly greater among nonpsychotic young adults with severe hearing impairment than among normal hearing controls. Two other studies reported an association between childhood trauma and increased dopamine function in striatal subregions. Several studies have suggested that the perigenual anterior cingulate cortex (pgACC) may play a role in the processing of social stress. Importantly, the pgACC regulates the activity of the ventral striatum through bidirectional interconnections. We are not aware of studies in humans that examined whether (proxies for) social exclusion contributes to the structural brain changes present at psychosis onset. Animal studies, however, reported that long-term isolation may lead to reductions in volume of the total brain, hippocampus, or medial prefrontal cortex. Other animal studies reported that social defeat can reduce neurogenesis. In conclusion, the answer to the question as to whether there are plausible mechanisms whereby social exclusion can contribute to the pathogenesis of psychosis is cautiously affirmative. © The Author 2017. Published by Oxford University Press on behalf of the Maryland Psychiatric Research Center. All rights reserved. For permissions, please email: journals.permissions@oup.com.

Education Exclusion and Dropping out in Public Schools of Costa Rica

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Wendy Jiménez-Asenjo

2013-03-01

Full Text Available This paper reports on the findings obtained from a study conducted in 2009: “Exclusión educativa y abandono (deserción escolar en la enseñanza secundaria en Costa Rica” [Education Exclusion and Dropping out in Costa Rica], focused on the students from the 7th to the 11th grades of the General Basic Education. For this research, fieldwork was carried out in 22 institutions, in different educational regions of the country. Interviews were conducted with the school principals and counselors in each of the institutions visited. Focal groups were organized with students and parents in order to –as naturalism and qualitative focus suggest –understand the meaning of education exclusion and dropping out from the point of view of the different agents involved– principals, counselors, students, parents. A relevant conceptual aspect included in this study is the analysis of the problems related to dropping out and exclusion, generally, in a nonjudgmental way, to characterize this phenomenon.

From Social Exclusion to Supported Inclusion: Adults with Intellectual Disability Discuss Their Lived Experiences of a Structured Social Group

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Wilson, Nathan J.; Jaques, Hayden; Johnson, Amanda; Brotherton, Michelle L.

2017-01-01

Background: People with intellectual disability often have few friends and experience social exclusion. Recognising this gap, supported social groups with the aim of inclusion and interdependence were created by a supported employment provider. Methods: Interviews were undertaken with 10 adults with intellectual disability exploring their lived…

"Aspirations of people who come from state education are different": how language reflects social exclusion in medical education.

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Cleland, Jennifer; Fahey Palma, Tania

2018-01-24

Despite repeated calls for change, the problem of widening access (WA) to medicine persists globally. One factor which may be operating to maintain social exclusion is the language used in representing WA applicants and students by the gatekeepers and representatives of medical schools, Admissions Deans. We therefore examined the institutional discourse of UK Medical Admissions Deans in order to determine how values regarding WA are communicated and presented in this context. We conducted a linguistic analysis of qualitative interviews with Admissions Deans and/or Staff from 24 of 32 UK medical schools. Corpus Linguistics data analysis determined broad patterns of frequency and word lists. This informed a critical discourse analysis of the data using an "othering" lens to explore and understand the judgements made of WA students by Admissions Deans, and the practices to which these judgments give rise. Representations of WA students highlighted existing divides and preconceptions in relation to WA programmes and students. Through using discourse that can be considered othering and divisive, issues of social divide and lack of integration in medicine were highlighted. Language served to reinforce pre-existing stereotypes and a significant 'us' and 'them' rhetoric exists in medical education. Even with drivers to achieve diversity and equality in medical education, existing social structures and preconceptions still influence the representations of applicants and students from outside the 'traditional' medical education model in the UK. Acknowledging this is a crucial step for medical schools wishing to address barriers to the perceived challenges to diversity.

Social exclusion modulates priorities of attention allocation in cognitive control

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Xu, Mengsi; Li, Zhiai; Diao, Liuting; Zhang, Lijie; Yuan, Jiajin; Ding, Cody; Yang, Dong

2016-08-01

Many studies have investigated how exclusion affects cognitive control and have reported inconsistent results. However, these studies usually treated cognitive control as a unitary concept, whereas it actually involved two main sub-processes: conflict detection and response implementation. Furthermore, existing studies have focused primarily on exclusion’s effects on conscious cognitive control, while recent studies have shown the existence of unconscious cognitive control. Therefore, the present study investigated whether and how exclusion affects the sub-processes underlying conscious and unconscious cognitive control differently. The Cyberball game was used to manipulate social exclusion and participants subsequently performed a masked Go/No-Go task during which event-related potentials were measured. For conscious cognitive control, excluded participants showed a larger N2 but smaller P3 effects than included participants, suggesting that excluded people invest more attention in conscious conflict detection, but less in conscious inhibition of impulsive responses. However, for unconscious cognitive control, excluded participants showed a smaller N2 but larger P3 effects than included participants, suggesting that excluded people invest less attention in unconscious conflict detection, but more in unconscious inhibition of impulsive responses. Together, these results suggest that exclusion causes people to rebalance attention allocation priorities for cognitive control according to a more flexible and adaptive strategy.

How subjective well-being is associated with material deprivation and social exclusion in Israeli 12-year-olds.

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Gross-Manos, Daphna; Ben-Arieh, Asher

2017-01-01

The literature examining the relations between economic situation and happiness has focused almost exclusively on a household's income as a proxy for economic situation and, accordingly, also focused chiefly on the adult population, excluding children and adolescents. To fill this gap, this study examines the relation between economic deprivation and happiness by using 2 alternative proxies: material deprivation and social exclusion. The study tests the relation of these measures to the most common measure for happiness-subjective well-being (SWB)-in a sample of Israeli 12-year-olds (N = 1,081). The study also examines the effects of culture and life circumstances on these complex relations. Findings show that both material deprivation and social exclusion are negatively associated with children's SWB. Social exclusion explained a much larger percentage of children's SWB, adding up to 20%. Furthermore, children who were identified as materially deprived and socially excluded were found to be at much greater risk for unhappiness. Material deprivation was found to be significantly more important to the SWB of males compared with females, and for Jews compared with Arabs. Finally, some implications for social policy and regarding the relation of economic situation and happiness are discussed. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

School Social Workers' Intent to Stay

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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,…

Being “in” or “out” of the game: subjective and acoustic reactions to exclusion and popularity in social anxiety

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Gilboa-Schechtman, Eva; Galili, Lior; Sahar, Yair; Amir, Ofer

2014-01-01

Social Anxiety (SA) has been shown to be associated with compensatory deficits in pro-social behavior following exclusion and with failure to capitalize on social success. We assessed the subjective and expressive responses of high (n = 48) and low (n = 56) socially anxious individuals to exclusion, acceptance, and popularity induced by a participation in an online ball-tossing game. Before the manipulation, participants read aloud neutral and command utterances. Following the manipulation, participants rated their mood and cognitions and re-read the utterances. Acoustic properties (fundamental frequency–mF0, vocal intensity) of these utterances were analyzed. We found greater differences in self-esteem between high and low socially anxious individuals following the exclusion condition, as compared to the acceptance condition. Among low socially anxious individuals, exclusion promoted increased vocal confidence, as indicated by decreased mF0 and increased vocal intensity in uttering commands; High socially anxious individuals exhibited an opposite reaction, responding to exclusion by decreased vocal confidence. Following popularity, high SA was associated with decreased enhancement in mood and self-esteem in women but not in men. Consistent with evolutionary and interpersonal accounts of SA, we highlight the importance of examining the effects of SA and gender on events indicating unambiguous and unanimous social acceptance. Examining reactivity to changes in belongingness may have important implications for understanding the core mechanisms of SA. PMID:24672463

Why do the lonely stay lonely? Chronically lonely adolescents' attributions and emotions in situations of social inclusion and exclusion.

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Vanhalst, Janne; Soenens, Bart; Luyckx, Koen; Van Petegem, Stijn; Weeks, Molly S; Asher, Steven R

2015-11-01

The goal of this study was to identify mechanisms associated with chronic loneliness by examining the effect of adolescents' accumulated history of loneliness on responses to new social situations. Specifically, this study investigated whether attributions and emotions in situations of social inclusion and exclusion differ between chronically lonely adolescents and adolescents with a different loneliness history. A total of 730 adolescents (Mage at Wave 1 = 15.43 years) participated in a 4-wave longitudinal study with annual loneliness assessments. A chronic loneliness trajectory was identified, in addition to low-stable, moderate-stable, moderate-increasing, and high-decreasing loneliness trajectories. At Wave 4, vignettes depicting social inclusion and exclusion were presented, and participants rated a set of attributions and emotions following each vignette. Compared with individuals following other trajectories, chronically lonely adolescents were characterized by hypersensitivity to social exclusion (i.e., higher levels of negative emotions) and hyposensitivity to social inclusion (i.e., lower levels of enthusiasm). Further, chronically lonely adolescents had a stronger tendency to attribute social inclusion to circumstantial factors and social exclusion to internal and stable characteristics. This maladaptive attribution style partially mediated their emotional experiences. Together, results indicate that chronically lonely individuals respond to social situations in ways that may perpetuate rather than reduce their loneliness. (c) 2015 APA, all rights reserved).

The Relationship between Regional Gray Matter Volume of Social Exclusion Regions and Personal Self-Esteem Is Moderated by Collective Self-Esteem.

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Wu, Xin; Chen, Yujie; Chen, Bing; Guan, Lili; Zhao, Yufang

2017-01-01

According to sociometer theory, self-esteem is an internal monitor of positive social bonds to others. Social exclusion can break or threaten social bonds, which might be reflected by the brain structure of social exclusion regions. Thus, self-esteem might be influenced by structurally individual differences in these regions. It has been suggested that self-esteem can be divided into personal (PSE) and collective (CSE) self-esteem and CSE can bring individuals many benefits, such as acceptance, belonging, and social support, which could further maintain or increase their PSE. Based on this, we hypothesized that CSE might moderate the relationship between structurally individual differences in social exclusion regions and PSE. Therefore, in the present study, the moderating effect of CSE on the relationships between PSE and individual differences in regional gray matter volume (rGMV) of 10 social exclusion regions from previous meta-analysis of social exclusion were investigated using voxel-based morphometry. The results showed that CSE played a moderating role in the relationship between PSE and rGMV of the left posterior cingulate cortex (PCC). Specifically, PSE was positively associated with rGMV of left PCC in lower CSE, while there was no significant relationship between PSE and rGMV of left PCC in higher CSE. Therefore, we believe that compared with a higher CSE, because of lack of acceptance, belonging, and social support from valued groups, lower CSE individuals might be more prone to be influenced by social exclusion with decreased rGMV of the left PCC, which makes them more prone to develop lower PSE.

The Relationship between Regional Gray Matter Volume of Social Exclusion Regions and Personal Self-Esteem Is Moderated by Collective Self-Esteem

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Xin Wu

2017-11-01

Full Text Available According to sociometer theory, self-esteem is an internal monitor of positive social bonds to others. Social exclusion can break or threaten social bonds, which might be reflected by the brain structure of social exclusion regions. Thus, self-esteem might be influenced by structurally individual differences in these regions. It has been suggested that self-esteem can be divided into personal (PSE and collective (CSE self-esteem and CSE can bring individuals many benefits, such as acceptance, belonging, and social support, which could further maintain or increase their PSE. Based on this, we hypothesized that CSE might moderate the relationship between structurally individual differences in social exclusion regions and PSE. Therefore, in the present study, the moderating effect of CSE on the relationships between PSE and individual differences in regional gray matter volume (rGMV of 10 social exclusion regions from previous meta-analysis of social exclusion were investigated using voxel-based morphometry. The results showed that CSE played a moderating role in the relationship between PSE and rGMV of the left posterior cingulate cortex (PCC. Specifically, PSE was positively associated with rGMV of left PCC in lower CSE, while there was no significant relationship between PSE and rGMV of left PCC in higher CSE. Therefore, we believe that compared with a higher CSE, because of lack of acceptance, belonging, and social support from valued groups, lower CSE individuals might be more prone to be influenced by social exclusion with decreased rGMV of the left PCC, which makes them more prone to develop lower PSE.

Exclusão social fenômeno totalitário na democracia brasileira

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Sarah Escorel

1993-01-01

Full Text Available O artigo distingue conceitualmente três abordagens da temática da democracia e o desenvolvimento de cada uma delas na sociedade brasileira: democracia como valor, como processo e como conteúdo substantivo. Detendo-se nessa última abordagem, apresenta a categoria de exclusão social, construída e analisada por Hannah Arendt em Origens do totalitarismo, como elemento conceitual que permite refletir e compreender melhor a situação de amplas parcelas da população brasileira. A análise permite identificar no Brasil a existência de um processo com regras democráticas que convive com um conteúdo substantivo totalitário, a exclusão social com violência.

Peer and Teacher Relationships in German School Shooters

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Bondu, Rebecca; Scheithauer, Herbert

2014-01-01

Bullying, rejection, and social exclusion are often considered key contributing factors in school shootings, but recent studies have questioned their importance. One weakness in the previous research is its almost exclusive focus on U.S. American perpetrators. Therefore, we examined files of inquiry pertaining to seven school shootings in Germany…

Social Justice, Education and School Social Work in Turkey

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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…

From Exclusion to Inclusion: Ways of Responding in Schools to Students with Special Educational Needs

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Ainscow, Mel; Dyson, Alan; Weiner, Saira

2013-01-01

The idea that schools can impact positively on student outcomes is a crucial driver in the rise of interest in school improvement research and practice. This review focuses on "from exclusion to inclusion." With a specific focus on children with special educational needs (SEN), this review addresses the forms of classroom practice that…

Digital Margins : How spatially and socially marginalized communities deal with digital exclusion

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Salemink, Koen

2016-01-01

The increasing importance of the Internet as a means of communication has transformed economies and societies. For spatially and socially marginalized communities, this transformation has resulted in digital exclusion and further marginalization. This book presents a study of two kinds of

Social exclusion in adult informal carers: A systematic narrative review of the experiences of informal carers of people with dementia and mental illness.

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Greenwood, Nan; Mezey, Gillian; Smith, Raymond

2018-06-01

Social exclusion has a negative impact on quality of life. People living with dementia or mental health disorders as well as informal carers have been separately described as socially excluded. The objective of this systematic narrative review was to examine the extent to which social exclusion experienced by adult informal carers of people living with dementia or severe mental health disorders has been identified and described in research literature. It synthesised qualitative and quantitative evidence and included the perspectives of carers themselves and of professionals. Eight electronic databases (1997-2017) were searched. Five relevant studies published between 2010 and 2016 were identified. All were qualitative and used interviews and focus groups. Study quality was variable and most were European. Two focused on carers of people living with dementia and three on carers of people with mental health disorders. Four investigated carers' perspectives and experiences of social exclusion directly (total of 137 carer participants, predominantly parents, spouses and adult children), while the fifth focused on the perceptions of 65 participants working in health and social care. Stigma, financial difficulties and social isolation were highlighted in four studies and the challenges for carers in engaging in leisure activities were described in the fifth. Most conceptualised social exclusion as a form of stigma, or as resulting from stigma. One presented social exclusion as an element of carer burden. Two explicitly discussed the negative effects of social exclusion on carers. The dearth of research and the lack of specificity about social exclusion in carers was surprising. Future research should investigate aspects of social exclusion that may adversely affect carer wellbeing. Copyright © 2018 The Authors. Published by Elsevier B.V. All rights reserved.

Educação ainda que tardia: a exclusão da escola e a reinserção de adultos das camadas populares em um programa de EJA

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Geovânia Lúcia dos Santos

2003-01-01

Full Text Available This research sought to comprehend the impacts which the experience of premature exclusion from school and that of second chance schooling have on the life of working class adults, privileging the narrative of former students of a programme of adult and youth education. It also sought to raise elements, which contribute to verify the pertinence of considering Adult and Youth Education as a mechanism, which helps to attenuate the consequences of social exclusion, in the struggle in favour of effective citizenship. The research is situated in the thematic fields of Adult and Youth Education, social exclusion/exclusion from the school and education and citizenship. These thematic fields were articulated with each other and this articulation was later confronted with empirical data collected specifically for this purpose.

Differential Neural Processing of Social Exclusion and Inclusion in Adolescents with Non-Suicidal Self-Injury and Young Adults with Borderline Personality Disorder

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Rebecca C. Brown

2017-11-01

Full Text Available IntroductionNon-suicidal self-injury (NSSI is a symptom of borderline personality disorder (BPD. However, NSSI often occurs independently of BPD. Altered neural processing of social exclusion has been shown in adolescents with NSSI and adults with BPD with additional alterations during social inclusion in BPD patients. Aims of this study were to investigate differences in neural processing of social inclusion and exclusion situations between adolescents with NSSI and young adults with BPD and NSSI.MethodsUsing fMRI, neural processing of positive and negative social situations (paradigm: “Cyberball” was explored. Participants were 14 adolescents with NSSI, but without BPD (Mage = 15.4; SD = 1.9, 15 adults with BPD and NSSI (Mage = 23.3; SD = 4.1, as well as 15 healthy adolescents (Mage = 14.5; SD = 1.7, and 16 healthy adults (Mage = 23.2; SD = 4.4.ResultsBehavioral results showed enhanced feelings of social exclusion in both patient groups as compared to healthy controls but only the NSSI group showed enhanced activation during social exclusion versus inclusion compared to the other groups. While both NSSI and BPD groups showed enhanced activation in the ventral anterior cingulate cortex during social exclusion as compared to their age-matched controls, enhanced activation during social inclusion as compared to a passive watching condition was mainly observed in the BPD group in the dorsolateral and dorsomedial prefrontal cortex, and the anterior insula.DiscussionWhile neural processing of social exclusion was pronounced in adolescents with NSSI, BPD patients also showed increased activity in a per se positive social situation. These results might point toward a higher responsiveness to social exclusion in adolescents with NSSI, which might then develop into a generalized increased sensitivity to all kinds of social situations in adults with BPD.

Differential Neural Processing of Social Exclusion and Inclusion in Adolescents with Non-Suicidal Self-Injury and Young Adults with Borderline Personality Disorder.

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Brown, Rebecca C; Plener, Paul L; Groen, Georg; Neff, Dominik; Bonenberger, Martina; Abler, Birgit

2017-01-01

Non-suicidal self-injury (NSSI) is a symptom of borderline personality disorder (BPD). However, NSSI often occurs independently of BPD. Altered neural processing of social exclusion has been shown in adolescents with NSSI and adults with BPD with additional alterations during social inclusion in BPD patients. Aims of this study were to investigate differences in neural processing of social inclusion and exclusion situations between adolescents with NSSI and young adults with BPD and NSSI. Using fMRI, neural processing of positive and negative social situations (paradigm: "Cyberball") was explored. Participants were 14 adolescents with NSSI, but without BPD (M age  = 15.4; SD = 1.9), 15 adults with BPD and NSSI (M age  = 23.3; SD = 4.1), as well as 15 healthy adolescents (M age  = 14.5; SD = 1.7), and 16 healthy adults (M age  = 23.2; SD = 4.4). Behavioral results showed enhanced feelings of social exclusion in both patient groups as compared to healthy controls but only the NSSI group showed enhanced activation during social exclusion versus inclusion compared to the other groups. While both NSSI and BPD groups showed enhanced activation in the ventral anterior cingulate cortex during social exclusion as compared to their age-matched controls, enhanced activation during social inclusion as compared to a passive watching condition was mainly observed in the BPD group in the dorsolateral and dorsomedial prefrontal cortex, and the anterior insula. While neural processing of social exclusion was pronounced in adolescents with NSSI, BPD patients also showed increased activity in a per se positive social situation. These results might point toward a higher responsiveness to social exclusion in adolescents with NSSI, which might then develop into a generalized increased sensitivity to all kinds of social situations in adults with BPD.

Exclusion sociale et violence dans des villes d'Amérique centrale ...

International Development Research Centre (IDRC) Digital Library (Canada)

4 août 2015 ... Infographic offers advice to policymakers for reducing crime and violence. ​Why do cities with similar conditions of social exclusion experience different levels of violence? View moreInfographic offers advice to policymakers for reducing crime and violence ...

What they bring: baseline psychological distress differentially predicts neural response in social exclusion by children's friends and strangers in best friend dyads.

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Baddam, Suman; Laws, Holly; Crawford, Jessica L; Wu, Jia; Bolling, Danielle Z; Mayes, Linda C; Crowley, Michael J

2016-11-01

Friendships play a major role in cognitive, emotional and social development in middle childhood. We employed the online Cyberball social exclusion paradigm to understand the neural correlates of dyadic social exclusion among best friends assessed simultaneously. Each child played with their friend and an unfamiliar player. Event-related potentials (ERPs) were assessed via electroencephalogram during exclusion by friend and unfamiliar peer. Data were analyzed with hierarchical linear modeling to account for nesting of children within friendship dyads. Results showed that stranger rejection was associated with larger P2 and positive slow wave ERP responses compared to exclusion by a friend. Psychological distress differentially moderated the effects of friend and stranger exclusion such that children with greater psychological distress were observed to have larger neural responses (larger P2 and slow wave) to exclusion by a stranger compared to exclusion by a friend. Conversely, children with lower levels of psychological distress had larger neural responses for exclusion by a friend than by a stranger. Psychological distress within the dyad differentially predicted the P2 and slow wave response. Findings highlight the prominent, but differential role of individual and dyadic psychological distress levels in moderating responses to social exclusion in middle childhood. © The Author (2016). Published by Oxford University Press.

Effects of pre-experience of social exclusion on hypothalamus-pituitary-adrenal axis and catecholaminergic responsiveness to public speaking stress.

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Weik, Ulrike; Kuepper, Yvonne; Hennig, Juergen; Deinzer, Renate

2013-01-01

Being socially excluded is associated with a variety of psychological changes and with an increased risk of disease. Today, the immediate physiological consequences of being socially excluded are not well understood. In two recent studies employing a standardized exclusion paradigm (Cyberball) we found social exclusion in this virtual game did not alter cortisol secretion directly. However, exclusion pre-experience suppresses the normal cortisol response to public speaking stress in women. The present study aims to replicate our previous finding and further elucidate it by analyzing for the first time whether this alteration of cortisol-responsiveness is associated to ACTH and whether the catecholaminergic system is affected as well. Women were randomly assigned to Cyberball-induced exclusion (SE, n = 22) or inclusion (SI, n = 21), respectively. Immediately afterwards they were subjected to public speaking stress. Salivary cortisol, plasma ACTH, catecholamines and estradiol were assessed as were psychological distress and mood. Cyberball exclusion led to a highly significant immediate increase in negative affect in excluded women. After public speaking negative affect in included women increased as well and groups no longer differed. We replicate our previous finding of cortisol non-responsiveness to public speaking stress after exclusion pre-experience and find this effect to be significantly correlated with ACTH alterations. No such effects are observed for catecholamines. We replicated our previous study result of a suppressed cortisol stress response after a short exclusion experience via Cyberball, thereby underlining the profound effects of social exclusion on a subsequent cortisol stress response. This further demonstrates that these alterations are associated with ACTH. Lack of effects on catecholamines is discussed in view of the tend-and-befriend hypothesis but also from a methodological perspective.

Social exclusion, personal control, self-regulation, and stress among substance abuse treatment clients.

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Cole, Jennifer; Logan, T K; Walker, Robert

2011-01-01

The purpose of this study was to examine the relationship of social exclusion, personal control, and self-regulation to perceived stress among individuals who participated in publicly funded substance abuse treatment. Participants entered treatment between June 2006 and July 2007 and completed a 12-month follow-up survey by telephone (n=787). The results of the OLS regression analysis indicate that individuals with greater social exclusion factors (e.g. greater economic hardship, lower subjective social standing, greater perceived discrimination), lower perceived control of one's life, and lower self-regulation had higher perceived stress. Furthermore, a significant interaction was found suggesting a stress-buffering effect of personal control between subjective social standing and perceived stress. Interestingly, income status was not significantly related to perceived stress, while economic hardship, which assesses participants' inability to meet basic expenses, was significantly associated with perceived stress. Future research should examine how to integrate the AA/NA teaching about powerlessness and its role in recovery with the importance of increased personal control and self-control in decreasing perceived stress. Implications for future research and substance abuse treatment are discussed. Copyright © 2010 Elsevier Ireland Ltd. All rights reserved.

Inclusions and Exclusions in Rural Tanzanian Primary Schools: Material Barriers, Teacher Agency and Disability Equality

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Susie Miles

2018-03-01

Full Text Available This article begins with the assumption that the argument for the inclusion of children with disabilities in mainstream schools, championed by Sustainable Development Goal 4 and Article 24 of the UN Convention on the Rights of Persons with Disabilities, has largely been accepted nationally and internationally by policy makers, and is increasingly being accepted by teachers. In interrogating the complex craft of developing inclusive and equal learning environments for children with disabilities, this article draws upon Kershner’s ‘core aspects of teachers’ knowledge and knowing’, and in particular, ‘the school as a site for the development of teaching expertise and the creation of knowledge’. Data is presented from in-depth interviews following videoed lesson observations with experienced teachers in 15 rural, urban and coastal primary schools in four districts in Tanzania. Findings indicate that the teachers’ practice is moving unevenly towards disability equality, and involves processes of inclusions and exclusions. This involves teacher autonomy, agency and reflective practice in the context of material, attitudinal, structural, pedagogic and curricular barriers. The teachers’ expertise has potential to inform national and international policy developments, and so reduce the evident rhetoric-reality gap. In conclusion, it is argued that inclusive education needs to grapple with disability as a social construct, and lessons are drawn for the further fulfilment of the rights of children with disabilities to equal participation in education.

Beyond Choice to New Public Schools: Withdrawing the Exclusive Franchise in Public Education. Policy Report No. 8.

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Kolderie, Ted

A strategy for revitalizing public education by stimulating the creation of new public schools is proposed in this report. The proposed system goes beyond school choice and is based on the withdrawal of local districts' exclusive franchise to own and operate public schools. The proposal is based on the premise that the state must provide both…

Poverty and social exclusion: An alternative spatial explanation

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Krzysztofik Robert

2017-03-01

Full Text Available Poverty and social exclusion remain some of the biggest concerns in the face of obtaining social sustainability. In this respect, the continuing immense spatial differences between individual localities of seemingly similar characteristics have puzzled social scientists for decades. In quest for a better understanding, this article highlights the role of spatial heterogeneity as a factor conducive to the formation of functionally derelict areas, which in turn play a crucial role in the formation of spatial mismatch. Using two case studies from Poland, one from a big city and one from a small village, we explore the relationality between the phenomena of spatial heterogeneity, functional dereliction and spatial mismatch, whose mutual reinforcement seems to lead to a specific kind of deprivation in terms of scale and intensity. Special attention is paid to the role of spatial heterogeneity, which under certain conditions is capable of changing from being a developmental stimulant to becoming a destimulant. We argue that taking greater account of the intricate historical contexts responsible for the resistance of some pressing socio-economic problems is key to breaking the deadlock in the implementation of ineffective sustainability policies.

Effects of pre-experience of social exclusion on hypothalamus-pituitary-adrenal axis and catecholaminergic responsiveness to public speaking stress.

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Ulrike Weik

Full Text Available BACKGROUND: Being socially excluded is associated with a variety of psychological changes and with an increased risk of disease. Today, the immediate physiological consequences of being socially excluded are not well understood. In two recent studies employing a standardized exclusion paradigm (Cyberball we found social exclusion in this virtual game did not alter cortisol secretion directly. However, exclusion pre-experience suppresses the normal cortisol response to public speaking stress in women. The present study aims to replicate our previous finding and further elucidate it by analyzing for the first time whether this alteration of cortisol-responsiveness is associated to ACTH and whether the catecholaminergic system is affected as well. METHODS: Women were randomly assigned to Cyberball-induced exclusion (SE, n = 22 or inclusion (SI, n = 21, respectively. Immediately afterwards they were subjected to public speaking stress. Salivary cortisol, plasma ACTH, catecholamines and estradiol were assessed as were psychological distress and mood. RESULTS: Cyberball exclusion led to a highly significant immediate increase in negative affect in excluded women. After public speaking negative affect in included women increased as well and groups no longer differed. We replicate our previous finding of cortisol non-responsiveness to public speaking stress after exclusion pre-experience and find this effect to be significantly correlated with ACTH alterations. No such effects are observed for catecholamines. CONCLUSIONS: We replicated our previous study result of a suppressed cortisol stress response after a short exclusion experience via Cyberball, thereby underlining the profound effects of social exclusion on a subsequent cortisol stress response. This further demonstrates that these alterations are associated with ACTH. Lack of effects on catecholamines is discussed in view of the tend-and-befriend hypothesis but also from a methodological

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

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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 exclusion in academia through biases in methodological quality evaluation: On the situation of women in science and philosophy.

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Leuschner, Anna

2015-12-01

Empirical studies show that academia is socially exclusive. I argue that this social exclusion works, at least partly, through the systematic methodological disqualification of contributions from members of underrepresented social groups. As methodological quality criteria are underdetermined their interpretation and weighting can be biased with relation to gender, race, social background, etc. Such biased quality evaluation can take place on a local or global level. The current situation of women in academic philosophy illuminates this. I conclude that only mechanical solutions can effectively change the situation. Copyright © 2015 Elsevier Ltd. All rights reserved.

Kin Rejection: Social Signals, Neural Response and Perceived Distress During Social Exclusion

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Sreekrishnan, Anirudh; Herrera, Tania A.; Wu, Jia; Borelli, Jessica L.; White, Lars O.; Rutherford, Helena J. V.; Mayes, Linda C.; Crowley, Michael J.

2014-01-01

Across species, kin bond together to promote survival. We sought to understand the dyadic effect of exclusion by kin (as opposed to non-kin strangers) on brain activity of the mother and her child and their subjective distress. To this end, we probed mother-child relationships with a computerized ball-toss game Cyberball. When excluded by one another, rather than by a stranger, both mothers and children exhibited a significantly pronounced frontal P2. Moreover, upon kin-rejection versus stranger-rejection, both mothers and children showed incremented left frontal positive slow waves for rejection events. Children reported more distress upon exclusion than their own mothers. Similar to past work, relatively augmented negative frontal slow wave activity predicted greater self-reported ostracism distress. This effect, generalized to the P2, was limited to mother or child- rejection by kin, with comparable magnitude of effect across kin identity (mothers vs. children). For both mothers and children, the frontal P2 peak was significantly pronounced for kin-rejection versus stranger rejection. Taken together, our results document the rapid categorization of social signals as kin-relevant and the specificity of early and late neural markers for predicting felt ostracism. PMID:24909389

Resolving the Theoretical Ambiguities of Social Exclusion with reference to Polarisation and Conflict

NARCIS (Netherlands)

A.M. Fischer (Andrew Martín)

2008-01-01

textabstractThis paper addresses several ambiguities in the social exclusion literature that fuel the common criticism that the concept is redundant with respect to already existing poverty approaches, particularly more multidimensional and processual approaches such as relative or capability

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.

A social exchange-based model of the antecedents of workplace exclusion.

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Scott, Kristin L; Restubog, Simon Lloyd D; Zagenczyk, Thomas J

2013-01-01

We conducted 2 studies of coworker dyads to test a theoretical model exploring why and under what circumstances employees are the targets of workplace exclusion. Adopting a victim precipitation perspective, we integrate belongingness and social exchange theories to propose that employees who display workplace incivility are distrusted and therefore are targets of workplace exclusion. Highlighting the importance of the context of the perpetrator-target relationship, we also find support for the postulation that this mediated relationship is strengthened when the target employee is perceived to be a weak exchange partner and is attenuated when he or she is viewed as a valuable exchange partner. Theoretical and practical implications are discussed. PsycINFO Database Record (c) 2013 APA, all rights reserved.

Centralização e exclusão social: duplo entrave à política de assistência social

OpenAIRE

Pereira, Potyara Amazoneida Pereira

2010-01-01

Tomando como referência os conceitos de descentralização político-administrativa (por oposição à centralização) e inclusão social (por oposição à exclusão), a autora faz uma breve análise do significado e do alcance histórico-social desses dois conceitos, para, depois, inseri-los na discussão sobre os impasses atuais da política de assistência social na realidade brasileira.

Newcomer Children: Experiences of Inclusion and Exclusion, and Their Outcomes

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Jacqueline Oxman-Martinez

2014-11-01

Full Text Available This article explores the potential inclusion and exclusion factors affecting the developmental outcomes of immigrant children, and examines the influence of inclusive school environment, social/psychological isolation, and perceived discrimination by peers and teachers on the psychosocial and academic adjustment of immigrant children. Our study is based on a subset of data from the New Canadian Children and Youth Study (NCCYS, a national longitudinal survey including 515 foreign-born immigrant children (11 to 13 years from three ethnic groups (Mainland China, Hong Kong, the Philippines living in the Montreal and Toronto metropolitan areas, Canada. The results show that after controlling for socio-demographic background variables, teachers’ discriminatory attitudes and psychological isolation contribute to the prediction of risk for immigrant children’s self-esteem, social competence, and academic performance. Inclusive school environment has a significant effect on social competence and academic performance of immigrant children. Peer discrimination is also associated with self-esteem and social competence. These findings suggest that inclusive school environment, social/psychological isolation, and discrimination are critical factors affecting the developmental outcomes of immigrant children that, in turn, are connected to future prospects for their eventual inclusion and participation in other social, economic, and political venues of the host country.

Togetherness, coexistence or confrontation : the impact of school climate and culture on peer-to-peer social relations in Catalonia, Spain

OpenAIRE

Ponferrada-Arteaga, Maribel; Carrasco-Pons, Silvia

2010-01-01

This paper presents some of the results of the study ‘Coexistence and Confrontation among Peers in Secondary Schools in Catalonia’ commissioned by the Ombudsman’s Office of the Catalan government and carried out at the Institute of Childhood and the Urban World (CIIMU) in Barcelona, Spain, in 2005-2006. It offers a description of the indicators of malaise and exclusion among students at nine public and private secondary schools serving varying social environments in Cataloni...

Do schools promote social inclusion? The experiences of intercountry adoptees in Australia

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Beverly Scarvelis

2014-06-01

Full Text Available Intercountry adoption programs have brought children from racially and culturally diverse backgrounds to live as Australians, including 30 children from Ransgit Children’s Home who arrived in South Australia in the late 1980s and early 1990s. As part of a larger project which explored the life experiences of 12 adults who had arrived as children aged between 4 and 9 from Ransgit, this paper explores the role of schools in facilitating their inclusion into life in Australia. The school experience was often critical in learning English and was pre-requisite for acceptance in the school yard but also a place in which most of these Thai-born intercountry adoptees experienced racism. Despite very few participants completing secondary school, all had employment. However, many held jobs which were low-paying and which precluded them from participating in opportunities to return to Thailand to learn more about their Thai origins or participating as adoptive parents in intercountry adoption programs. Hence, while schools can play an important role in facilitating social inclusion, the school system alone may be unable to address the multiple dimensions of exclusion experienced by intercountry adoptees.

"I did a lot of Googling": A qualitative study of exclusive breastfeeding support through social media.

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Alianmoghaddam, Narges; Phibbs, Suzanne; Benn, Cheryl

2018-06-16

Little qualitative research has been done to explore the quality of breastfeeding support through social media in New Zealand. This article aims to explore the influence of social media on exclusive breastfeeding practice. A qualitative study involving face-to-face postpartum interviews with 30 mothers who were recruited from the lower North Island of New Zealand. Each participant was followed via short monthly audio-recorded telephone interviews until giving up exclusive breastfeeding or until six months after the birth. The theories "strength of weak ties" and "landscapes of care" are applied to the thematic analysis of the interview material to illuminate the influence of social media on breastfeeding practices. Qualitative analysis of the interview material identified four themes: 1) Mothers need reliable online infant feeding information; 2) Smartphone apps can be a good option for promoting breastfeeding; 3) Information is accessed through weak ties among breastfeeding mothers on Facebook, and 4) the utility of geographically distant infant feeding support via Skype. Most participants sourced post-partum information and advice to support breastfeeding through the Internet, while those with geographically distant family members accessed emotional and practical breastfeeding support via Skype. Breastfeeding advocates should use social media to promote and support exclusive breast-feeding practice. The influence of social media on breastfeeding points to the relational nature of breastfeeding which is embedded in 'real' world and virtual social networks as well as the cultural, geographic and social contexts of a mother's life. Copyright © 2018 Australian College of Midwives. Published by Elsevier Ltd. All rights reserved.

Measuring Emotion Socialization in Schools

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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…

Acting on social exclusion: neural correlates of punishment and forgiveness of excluders.

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Will, Geert-Jan; Crone, Eveline A; Güroğlu, Berna

2015-02-01

This functional magnetic resonance imaging study examined the neural correlates of punishment and forgiveness of initiators of social exclusion (i.e. 'excluders'). Participants divided money in a modified Dictator Game between themselves and people who previously either included or excluded them during a virtual ball-tossing game (Cyberball). Participants selectively punished the excluders by decreasing their outcomes; even when this required participants to give up monetary rewards. Punishment of excluders was associated with increased activation in the pre-supplementary motor area (pre-SMA) and bilateral anterior insula. Costly punishment was accompanied by higher activity in the pre-SMA compared with punishment that resulted in gains or was non-costly. Refraining from punishment (i.e. forgiveness) was associated with self-reported perspective-taking and increased activation in the bilateral temporoparietal junction, dorsomedial prefrontal cortex, dorsal anterior cingulate cortex, and ventrolateral and dorsolateral prefrontal cortex. These findings show that social exclusion can result in punishment as well as forgiveness of excluders and that separable neural networks implicated in social cognition and cognitive control are recruited when people choose either to punish or to forgive those who excluded them. © The Author (2014). Published by Oxford University Press. For Permissions, please email: journals.permissions@oup.com.

Development of Neural Systems for Processing Social Exclusion from Childhood to Adolescence

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Bolling, Danielle Z.; Pitskel, Naomi B.; Deen, Ben; Crowley, Michael J.; Mayes, Linda C.; Pelphrey, Kevin A.

2011-01-01

Adolescence is a period of development in which peer relationships become especially important. A computer-based game (Cyberball) has been used to explore the effects of social exclusion in adolescents and adults. The current functional magnetic resonance imaging (fMRI) study used Cyberball to extend prior work to the cross-sectional study of…

Energy policy, social exclusion and sustainable development: The biofuels and oil and gas cases in Brazil

Energy Technology Data Exchange (ETDEWEB)

Hall, Jeremy; Matos, Stelvia; Silvestre, Bruno

2010-09-15

Recent Brazilian policies have encouraged impoverished communities to participate in the country's growing energy industry. This paper explores the country's attempts to encourage such participation within the oil and gas and biofuels sectors. Our research is based on interviews with industry executives, policymakers, non-governmental organizations and farmers conducted between 2005-2009 in Brazil, an emerging energy leader, yet a country grappling with social exclusion. We propose that some sectors have a propensity to be exclusive due to technological complexity, whereas other sectors, although less complex, tend to economize at the expense of social programs. We conclude with managerial and policy implications.

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

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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…

A Tale Begun in Other Days: Understanding Caste as Social Exclusion in India

OpenAIRE

Negi, Prashant

2011-01-01

Caste has remained a subject of intense academic inquiry. Lately, new discourses have emerged under the thematic of ‘social exclusion’ that simply extend the scope of academic discussion on caste. This paper assumes that such discourses are relatively less applied to understanding the caste system and for the same attempts to juxtapose thinking on social exclusion to understanding caste in India. Thematically, these methodological issues are dealt with by firstly, presenting a brief backgrou...

Between vanguard and exclusion- young people of the twenty-first century

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Agnieszka Gil

2011-12-01

Full Text Available This study has been narrowed down to reveal a paradox. Here the vanguard of culture and civilization - which is regarded as young people of the twenty-first century – is embroiled in a discourse of exclusion: economic, political and cultural life. In secondary school programs and high schools we do not find specific references and studies, primarily based on the needs of students, about the theory of popular culture and cultural education in the area of pop culture. The paradox of exclusion of mainstream culture from educational discourse is schizophrenic. The political exclusion of young people of the XXI century I consider all the disparaging scientific discourse, which skips the actual media and communication competence of young people. Prosumers, cognitarchy, digital natives, C-generation – they are for the modern economy “Silicon Valley” - their market power to exclude is already unstoppable. In other areas it remains to be considered whether excluding young people from the cultural discourse will not deprive our future teachers and translators of the next civilization revolution of social reality...

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

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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.

Risk of Poverty or Social Exclusion: Evolution during the Economic Crisis and Territorial Perspective

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Úrsula Faura-Martínez

2016-01-01

Full Text Available This paper uses a regional perspective to analyse the progression of the risk of poverty or social exclusion (AROPE rate in Spain during the recent crisis period. Various methodological issues related to how the components of the AROPE rate are integrated have brought into question its suitability as the Europe 2020 strategy indicator. As these problems are accentuated in the analysis of individual territories, this paper examines the effect of using regional poverty thresholds. When these are included, the risk of poverty or social exclusion is more consistent with the standard of living enjoyed in each territory. In addition, this paper mainly on the poverty rate by the application of a multiple linear regression model. Nonetheless, the explanatory power of the deprivation and employment indicators diminishes when using regional poverty thresholds.

Adolescents' Emotions and Reasoning in Contexts of Moral Conflict and Social Exclusion

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Malti, Tina; Ongley, Sophia F.; Dys, Sebastian P.; Colasante, Tyler

2012-01-01

This article explores how adolescents feel and think about contexts of moral conflict and social exclusion. We asked twelve-year-old adolescents how they would feel about intentionally harming another peer, omitting a prosocial duty, and excluding another peer. We then asked them to explain the reasoning behind their feelings and report on levels…

RELIGIOUS EXCLUSIVITY AND PSYCHOSOCIAL FUNCTIONING.

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Gegelashvili, M; Meca, A; Schwartz, S J

2015-01-01

In the present study we sought to clarify links between religious exclusivity, as form of intergroup favoritism, and indices of psychosocial functioning. The study of in group favoritism has generally been invoked within Social Identity Theory and related perspectives. However, there is a lack of literature regarding religious exclusivity from the standpoint of social identity. In particular, the ways in which religious exclusivity is linked with other dimensions of religious belief and practice, and with psychosocial functioning, among individuals from different religious backgrounds are not well understood. A sample of 8545 emerging-adult students from 30 U.S. universities completed special measures. Measure of religious exclusivity was developed and validated for this group. The results suggest that exclusivity appears as predictor for impaired psychosocial functioning, low self-esteem and low psychosocial well-being for individuals from organized faiths, as well as for those identifying as agnostic, atheist, or spiritual/nonreligious. These findings are discussed in terms of Social Identity Theory and Terror Management Theory (TMT).

Jornalismo e exclusão social em João do Rio

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Medeiros, Gutemberg Araújo de

2009-01-01

Full Text Available O artigo apresenta uma leitura de “Os livres acampamentos da miséria”, a primeira reportagem conhecida sobre o morro carioca como zona de exclusão social. De autoria de João do Rio, demonstra como o jornalismo pode vencer o seu aspecto circunstancial para se apresentar como memória textual. Esta produção é exemplar no jornalismo moderno emergente que constrói a narrativa do cotidiano e preserva a memória social. Percebemos como essa narrativa traz uma carga simbólica para expor determinada realidade, além de problematizar questões essenciais da sociedade. Esta reportagem se insere na dinâmica do jornalismo informativo que João do Rio foi um dos introdutores no Brasil. Além de exemplar como reportagem, é uma confirmação de como o jornalismo presta-se a ser fonte historiográfica, dialogando com a contemporaneidade tanto em relação à zona de exclusão constitutiva da sociedade brasileira quanto ao jornalismo atual

Jornalismo e exclusão social em João do Rio

OpenAIRE

Medeiros, Gutemberg Araújo de

2009-01-01

O artigo apresenta uma leitura de Os livres acampamentos da miséria, a primeira reportagem conhecida sobre o morro carioca como zona de exclusão social. De autoria de João do Rio, demonstra como o jornalismo pode vencer o seu aspecto circunstancial para se apresentar como memória textual. Esta produção é exemplar no jornalismo moderno emergente que constrói a narrativa do cotidiano e preserva a memória social. Percebemos como essa narrativa traz uma carga simbólica para expor determinada real...

How children's victimization relates to distorted versus sensitive social cognition: Perception, mood, and need fulfillment in response to Cyberball inclusion and exclusion.

Science.gov (United States)

Lansu, Tessa A M; van Noorden, Tirza H J; Deutz, Marike H F

2017-02-01

This study examined whether victimization is associated with negatively distorted social cognition (bias), or with a specific increased sensitivity to social negative cues, by assessing the perception of social exclusion and the consequences for psychological well-being (moods and fundamental needs). Both self-reported and peer-reported victimization of 564 participants (M age =9.9years, SD=1.04; 49.1% girls) were measured, and social exclusion was manipulated through inclusion versus exclusion in a virtual ball-tossing game (Cyberball). Children's perceptions and psychological well-being were in general more negative after exclusion than after inclusion. Moreover, self-reported-but not peer-reported-victimization was associated with the perception of being excluded more and receiving the ball less, as well as more negative moods and less fulfillment of fundamental needs, regardless of being excluded or included during the Cyberball game. In contrast, peer-reported victimization was associated with more negative mood and lower need fulfillment in the exclusion condition only. Together, these results suggest that children who themselves indicate being victimized have negatively distorted social cognition, whereas children who are being victimized according to their peers experience increased sensitivity to negative social situations. The results stress the importance of distinguishing between self-reported and peer-reported victimization and have implications for interventions aimed at victimized children's social cognition. Copyright © 2016 Elsevier Inc. All rights reserved.

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'…

Energy policy, social exclusion and sustainable development: The biofuels and oil and gas cases in Brazil

Energy Technology Data Exchange (ETDEWEB)

Hall, Jeremy; Matos, Stelvia; Silvestre, Bruno

2010-09-15

Recent Brazilian policies have encouraged impoverished communities to participate in the country's growing energy industry. This paper explores the country's attempts to encourage such participation within the oil and gas and biofuels sectors. Our research is based on interviews with industry executives, policymakers, non-governmental organizations and farmers conducted between 2005-2009 in Brazil, an emerging energy leader, yet a country grappling with social exclusion. We propose that some sectors have a propensity to be exclusive due to technological complexity, whereas other sectors, although less complex, tend to economize at the expense of social programs. We conclude with managerial and policy implications.

A violência entre a inclusão e a exclusão social

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Maria Stela Grossi Porto

2000-05-01

Full Text Available O texto objetiva pensar a existência de novos sentidos/significados da violência no Brasil, argumentando que seu surgimento articula-se a transformações na natureza da sociedade brasileira, as quais, por sua vez, inserem-se no contexto de transformações mais abrangentes, combinando processos de globalização e fragmentação. A reflexão articula, igualmente, novos ângulos de análise que conduzem a pensar a violência também através de uma relação entre exclusão/inclusão, apreendidas não como formas excludentes e dicotômicas mas como categorias integrantes de uma mesma dinâmica, na qual atores sociais podem vivenciar alternadamente formas de inclusão/ exclusão decorrentes de processos sociais fragmentados, diferenciados e plurais.This paper analyses the new meanings of violence in Brazil. It argues that they emerge due to changes in the nature of Brazilian society. These are included in the context of more widespread transformations that associate processes of globalization and fragmentation. The text also discusses new angles of analysis that lead to thinking about violence through a relationship between exclusion/inclusion seen, not as excluding and dichotomic forms but as categories which belong to the same dynamic process, in which social actors can alternatively experiment forms of inclusion/exclusion originating from fragmented, differentiated, plural social processes.

Exclusão e inclusão social nas sociedades modernas: um olhar sobre a situação em Portugal e na União Europeia Social Exclusion and Inclusion in Modern Societies: a look into the situation in Portugal and in the European Union

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Andreilcy Alvino-Borba

2011-06-01

Full Text Available Este artigo analisa os factores de exclus㯠e inclus㯠social em Portugal e na Uni㯠 Europeia com o intuito de identificar os factores crí´©cos que assumem um papel crucial na sociedade atual e avaliar a tendꮣia da evolu磯 das polí´©cas sociais para combater os problemas emergentes que conduzem à  exclus㯠social dos grupos mais vulnerᶥis. O mé´¯do de trabalho baseou-se numa extensa pesquisa e tratamento de informa磯 tendo-se obtido resultados que revelam que os principais factores crí´©cos de exclus㯠social (e.g. desemprego, envelhecimento demogrᦩco, pobreza s㯠os mesmos em toda a Uni㯠Europeia.This article analyzes the factors of social exclusion and inclusion in Portugal and in the European Union so as to both identify the critical factors that play an important role in society nowadays, and analyze the trend of evolution of social policies to face the emerging problems that lead to the social exclusion of the most vulnerable groups. The methodology used was based on extensive bibliography research analysis of the information got, and the results show that the main current critical factors of social exclusion are the same (e.g. unemployment, demographic aging and poverty throughout the European Union.

Civil Society, Health, and Social Exclusion in Bangladesh

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Mahmud, Simeen

2009-01-01

Civil society has the potential to have a positive impact on social exclusion and health equity through active monitoring and increased accountability. This paper examines the role of civil society in Bangladesh to understand why this potential has not been realized. Looking at two models of civil society action—participation in decentralized public-sector service provision and academic think-tank data analysis—this analysis examines the barriers to positive civil society input into public policy decision-making. The role of non-governmental organizations, political, cultural and economic factors, and the influence of foreign bilateral and multilateral donors are considered. The paper concludes that, with a few exceptions, civil society in Bangladesh replicates the structural inequalities of society at large. PMID:19761087

Japanese Social Exclusion and Inclusion from a Housing Perspective

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Yoshihiro Okamoto

2016-10-01

Full Text Available This paper examines conditions of social exclusion and attempts at social inclusion in Japan from a housing perspective. Companies, households and the government have previously supported housing in Japan. However, corporate welfare was withdrawn following the globalization of the economy from the 1990s onwards, support from families and communities declined due to a reduction in household size, and governmental housing support has shifted away from direct support. A reduction in income and unstable work left many people with unstable housing. Certain workers, such as foreigners performing dispatched labour, could not maintain continuous work under the influence of the Lehman Brothers’ bankruptcy in 2008. Household size has shrunk according to changes in the industrial structure, and the number of households that cannot sustain housing is increasing. Such vulnerable households—elderly people, the handicapped, low-income earners and single parents—can become excluded from the rental housing market. On the other hand, governmental measures are promoting local dwellings and maintaining the condition for a dwelling service. Activities, such as local community support of the homeless have been initiated by various Non-profit Organisations (NPOs and NPO activities are increasingly exemplifying measures to achieve social inclusion.

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…

Para quem abrimos as nossas portas : Leitura pública e exclusão social

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Ana Paula Sequeiros

2005-01-01

Full Text Available The library space is characterized as a space of social and cultural interaction which is put in a perspective of changing lives and cultural rights. Poverty and social exclusion are addressed in the context of the information society. Literexclusion and informational literacy are characterized in what the latter contributes to the extension of that concept. Possible areas for intervention and a set of measures and practices are singled out.

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…

Logging On, Bouncing Back: An Experimental Investigation of Online Communication following Social Exclusion

Science.gov (United States)

Gross, Elisheva F.

2009-01-01

A majority of U.S. adolescents at least occasionally communicate on the Internet with unknown peers. This study tested the hypothesis that online communication with an unknown peer facilitates recovery from the acute aversive effects of social exclusion and examined whether this benefit may be greater for adolescents compared with young adults. A…

Education sciences, schooling, and abjection: recognizing ...

African Journals Online (AJOL)

people to that future. The double gestures continue in contemporary school reform and its sciences. ... understand their different cultural theses about cosmopolitan modes of life and the child cast out as different and ... Keywords: educational sciences; history of present; politics of schooling; reform; social inclusion/exclusion

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.…

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...

African-American Women in the Professoriate: Addressing Social Exclusion and Scholarly Marginalization through Mentoring

Science.gov (United States)

Lloyd-Jones, Brenda

2014-01-01

African-American women and other underrepresented faculty members often report experiences of social exclusion and scholarly marginalization in mainstream institutions of higher education. This lack of inclusion challenges their retention and hinders them from becoming productive members of the professoriate, positioning them at a disadvantage for…

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…

The lone gamer: Social exclusion predicts violent video game preferences and fuels aggressive inclinations in adolescent players.

Science.gov (United States)

Gabbiadini, Alessandro; Riva, Paolo

2018-03-01

Violent video game playing has been linked to a wide range of negative outcomes, especially in adolescents. In the present research, we focused on a potential determinant of adolescents' willingness to play violent video games: social exclusion. We also tested whether exclusion can predict increased aggressiveness following violent video game playing. In two experiments, we predicted that exclusion could increase adolescents' preferences for violent video games and interact with violent game playing fostering adolescents' aggressive inclinations. In Study 1, 121 adolescents (aged 10-18 years) were randomly assigned to a manipulation of social exclusion. Then, they evaluated the violent content of nine different video games (violent, nonviolent, or prosocial) and reported their willingness to play each presented video game. The results showed that excluded participants expressed a greater willingness to play violent games than nonviolent or prosocial games. No such effect was found for included participants. In Study 2, both inclusionary status and video game contents were manipulated. After a manipulation of inclusionary status, 113 adolescents (aged 11-16 years) were randomly assigned to play either a violent or a nonviolent video game. Then, they were given an opportunity to express their aggressive inclinations toward the excluders. Results showed that excluded participants who played a violent game displayed the highest level of aggressive inclinations than participants who were assigned to the other experimental conditions. Overall, these findings suggest that exclusion increases preferences for violent games and that the combination of exclusion and violent game playing fuels aggressive inclinations. © 2017 Wiley Periodicals, Inc.

Using Non-Monetary Deprivation Indicators to Analyze Poverty and Social Exclusion: Lessons from Europe?

Science.gov (United States)

Nolan, Brian; Whelan, Christopher T.

2010-01-01

Non-monetary indicators of deprivation are now widely used in studying poverty in Europe. While measuring financial resources remains central, having reliable information about material deprivation adds to the ability to capture poverty and social exclusion. Non-monetary indicators can help improve the identification of those experiencing poverty…

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…

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...

Co-occurrence of victimization from five subtypes of bullying: physical, verbal, social exclusion, spreading rumors, and cyber.

Science.gov (United States)

Wang, Jing; Iannotti, Ronald J; Luk, Jeremy W; Nansel, Tonja R

2010-11-01

To examine co-occurrence of five subtypes of peer victimization. Data were obtained from a national sample of 7,475 US adolescents in grades 6 through 10 in the 2005/2006 Health Behavior in School-Aged Children (HBSC) study. Latent class analyses (LCA) were conducted on victimization by physical, verbal, social exclusion, spreading rumors, and cyber bullying. Three latent classes were identified, including an all-types victims class (9.7% of males and 6.2% of females), a verbal/relational victims class (28.1% of males and 35.1% of females), and a nonvictim class (62.2% of males and 58.7% of females). Males were more likely to be all-type victims. There was a graded relationship between the three latent classes and level of depression, frequency of medically attended injuries, and medicine use, especially among females. Increased co-occurrence of victimization types put adolescents at greater risks for poorer physical and psychological outcomes.

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…

Exclusão escolar e a criança de circo. School exclusion and the circus child

Directory of Open Access Journals (Sweden)

Xavier, Gláucia do Carmo

2009-11-01

Full Text Available O presente artigo aborda a escolarização da criança artista de circo. O foco é a sua trajetória escolar sob o olhar de ações inclusivas ou excludentes por parte da escola. O objetivo desta pesquisa é investigar o cotidiano escolar dessas crianças e identificar os obstáculos existentes em relação à escolarização delas. A metodologia utilizada foi a entrevista com pais e estudantes de quatro circos visitantes em Belo Horizonte - MG. A pesquisa se desenvolveu em 2 anos e teve como resultado final a necessidade de uma mudança de paradigma por parte da escola frente à criança circense e um novo enfoque quanto à formação de educadores. Foi constatado preconceito, exclusão e falta de uma metodologia voltada para crianças que mudam com frenquência de escola, como é o caso do artista de circo.This article presents approach the circus artist child schooling. The concerning focus is to observe his inclusion and no inclusion trajectory at school. The main objective is to observe the child`s day by day life and identify obstacles that may interfere in school education. Interviews with parents and children were used as methodology. Four circuses were observed during two years in Belo Horizonte - Minas Gerais presentations season. After two years the research results ends up into the necessity to change the school behavior pedagogical methodology and inclusion comprehension focus to deal with those children. Prejudice and a non adequate educators training were also noticed.

SOCIAL EXCLUSION: GUATEMALAN YOUTH WITHIN COFFEE PLANTATIONS AT SOCONUSCO CHIAPAS

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Laura Itzel Ramírez-Ramos

2014-07-01

Full Text Available Mexico's southern border is the entry point for different migratory flows, mainly from Central America, these flows have taken place under socioeconomic contexts and conditions which demand the constant livelihood strategies pursuit from people. This paper is focused on the agricultural laborers from Guatemalan origin, within coffee plantation farms at the Soconusco, Chiapas. The main objective is arguing how the lack of access -or restricted access- to education and the precarious inclusion to work and migration, have positioned youth population of migrant laborers, from Guatemalan origin, into social processes of social exclusion and vulnerability. It is concluded that conditions generated from these processes, preclude the generation of different work expectations, the access to a higher quality of life and the social mobility in a men and woman development crucial stage. The exposed information comes from quantitative and qualitative research methods. A nonrandom survey was applied to 129 families; 20 semi-structured interviews for children and adolescents within farms and 25 to actors involved in the recognition and performance of the human rights of migrant children in the southern Mexican border area.

The state of the art in European research on reducing social exclusion and stigma related to mental health : A systematic mapping of the literature

NARCIS (Netherlands)

Evans-Lacko, S.; Courtin, E.; Fiorillo, A.; Knapp, M.; Luciano, M.; Park, A. -L.; Brunn, M.; Byford, S.; Chevreul, K.; Forsman, A. K.; Gulacsi, L.; Haro, J. M.; Kennelly, B.; Knappe, S.; Lai, T.; Lasalvia, A.; Miret, M.; O'Sullivan, C.; Obradors-Tarrago, C.; Ruesch, N.; Sartorius, N.; Svab, V.; van Weeghel, J.; Van Audenhove, C.; Wahlbeck, K.; Zlati, A.; McDaid, D.; Thornicroft, G.

2014-01-01

Stigma and social exclusion related to mental health are of substantial public health importance for Europe. As part of ROAMER (ROAdmap for MEntal health Research in Europe), we used systematic mapping techniques to describe the current state of research on stigma and social exclusion across Europe.

The effect of social exclusion on state paranoia and explicit and implicit self-esteem in a non-clinical sample

OpenAIRE

Stewart, C.; Rogers, F.; Pilch, M.; Stewart, I.; Barnes-Holmes, Y.; Westermann, S.

2017-01-01

Background and objectives:\\ud The relationship between self-esteem and paranoia may be influenced by social stress. This study aimed to replicate previous research on the impact ofsocial exclusion on paranoia and self-esteem in a non-clinical sample and to extend this work by examining the effect of exclusion on self-esteem at the ‘implicit’ level.\\ud \\ud Methods:\\ud Non-clinical participants (N = 85) were randomly allocated to the Inclusion or Exclusion condition of a virtual ball-toss game ...

[Disintegration of the prison system, public security and social exclusion].

Science.gov (United States)

Freixo, Marcelo

2016-06-01

The defense of human rights, namely one of the most important duties of the legislature, is a considerable challenge in the day-to-day business of parliament. The opinions and practices of elected representatives reflect the security concerns and fears of society that engender a vast process of social exclusion. In this context, the defense of the right to health of persons deprived of liberty seems an especially difficult task, as shown in the interview of State Congressman Marcelo Freixo, the Coordinator of the Human Rights Commission of the Legislative Assembly in Rio de Janeiro and creator of the State Mechanism for Preventing and Combating Torture.

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 ...

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

Directory of Open Access Journals (Sweden)

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.

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

Science.gov (United States)

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…

¿CONTRIBUYEN LAS MATEMÁTICAS CON LA ESTRATIFICACIÓN Y EXCLUSIÓN SOCIAL EN LA SOCIEDAD CONTEMPORÁNEA? ( DOES CONTRIBUTE MATHEMATICS WITH THE STRATIFICATION AND SOCIAL EXCLUSION IN THE CONTEMPORARY COMPANY?

Directory of Open Access Journals (Sweden)

García Retana José Ángel

2010-08-01

Full Text Available Resumen:En el presente ensayo se analiza la escuela en tanto aparato ideológico del estado, cuyo rol es definido por los sectores socio-económicos dominantes, siendo su objetivo la reproducción de las fuerzas productivas. Se considera el papel que juega el aprendizaje de las matemáticas y como tal aprendizaje contribuye a tal fin, así como a la estratificación y la exclusión social. Consideramos que el aprendizaje de las matemáticas se enmarca básicamente en dos niveles y cada uno de éstos a su vez se divide en dos categorías, donde las matemáticas discurren del pensamiento casi exclusivamente concreto al fundamentalmente abstracto. Debido a lo anterior el problema del aprendizaje de las matemáticas no se puede considerar como de carácter exclusivamente metodológico, puesto que el mismo podría estar siendo influido, en gran parte, por los factores socio-económicos que determinan la vida de los educandos.Abstract:This essay analyzes school as an ideological, state apparatus whose role is defined by the dominant socio-economic sectors; being the reproduction of productive efforts its goal. The role played by learning mathematics is considered along with learning within its own ends, as well as social stratification and exclusion. We consider learning mathematics as basically belonging to two levels, each of which is divided into two categories, where mathematics passes from thinking almost exclusively in the concrete to the fundamentally abstract. Due to the previous problem of learning mathematics, one cannot consider its character as exclusively methodological, given that the same could be defined as non-fluid, in great part, by socio-economic factors which determine the lives of educators.

Violent Events: School Social Workers' Perception and Response

Science.gov (United States)

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…

Deficiência e trabalho no setor informal: considerações sobre processos de inclusão e exclusão social Disability and work in the informal sector: consideration of inclusion and exclusion processes

Directory of Open Access Journals (Sweden)

Maria Cristina Tissi

2000-12-01

Full Text Available Este estudo abordou a condição de trabalho com deficiência no comércio ambulante de São Paulo, enquanto vivência de processos de exclusão e, paradoxalmente, de inclusão social. O trabalho é concebido pelos ambulantes como elemento que proporciona relacionamentos sociais e confere dignidade e respeito na rede de relações das próprias vidas, mas o plano da sociabilidade, porém, mostra-se contraditório. No ponto de vista do processo de trabalho, a atuação no comércio ambulante revela traços de degradação moral e política; a permanência de um esquema de corrupção, a imposição da subordinação, etc., expressam uma exclusão social, mas os vendedores ambulantes com deficiência não podem ser considerados excluídos. É mais apropriado considerar que aproximam-se da zona de vulnerabilidade, caracterizada por Castel pela instabilidade ocupacional e relacionai.This study addressed work conditions and disability in street vendor activity in São Paulo as experience of exclusion processes and, paradoxically, of social inclusion. Work is considered by street vendors the element providing social relationships and dignity and respect in the social network, within strict limits, it also means opportunity for autonomy, decision, management of their own lives. However, as to sociability it is controversial. In respect to work process, street vendor activity shows signs of moral and political degradation. Maintenance of a corruption scheme, imposition of subordination, etc., express social exclusion, but the disabled street vendors could not be considered as excluded. It is more appropriate to consider them as closer to the vulnerability zone, characterized by occupational and relational unstability, according to Castel.

School practices to promote social distancing in K-12 schools: review of influenza pandemic policies and practices.

Science.gov (United States)

Uscher-Pines, Lori; Schwartz, Heather L; Ahmed, Faruque; Zheteyeva, Yenlik; Meza, Erika; Baker, Garrett; Uzicanin, Amra

2018-03-27

During an evolving influenza pandemic, community mitigation strategies, such as social distancing, can slow down virus transmission in schools and surrounding communities. To date, research on school practices to promote social distancing in primary and secondary schools has focused on prolonged school closure, with little attention paid to the identification and feasibility of other more sustainable interventions. To develop a list and typology of school practices that have been proposed and/or implemented in an influenza pandemic and to uncover any barriers identified, lessons learned from their use, and documented impacts. We conducted a review of the peer-reviewed and grey literature on social distancing interventions in schools other than school closure. We also collected state government guidance documents directed to local education agencies or schools to assess state policies regarding social distancing. We collected standardized information from each document using an abstraction form and generated descriptive statistics on common plan elements. The document review revealed limited literature on school practices to promote social distancing, as well as limited incorporation of school practices to promote social distancing into state government guidance documents. Among the 38 states that had guidance documents that met inclusion criteria, fewer than half (42%) mentioned a single school practice to promote social distancing, and none provided any substantive detail about the policies or practices needed to enact them. The most frequently identified school practices were cancelling or postponing after-school activities, canceling classes or activities with a high rate of mixing/contact that occur within the school day, and reducing mixing during transport. Little information is available to schools to develop policies and procedures on social distancing. Additional research and guidance are needed to assess the feasibility and effectiveness of school

Schools and Social Emotional Learning

Science.gov (United States)

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…

The Use of Smartphones as a Digital Security Blanket: The Influence of Phone Use and Availability on Psychological and Physiological Responses to Social Exclusion.

Science.gov (United States)

Hunter, John F; Hooker, Emily D; Rohleder, Nicolas; Pressman, Sarah D

2018-05-01

Mobile phones are increasingly becoming a part of the social environment, and when individuals feels excluded during a socially stressful situation, they often retreat to the comfort of their phone to ameliorate the negativity. This study tests whether smartphone presence does, in fact, alter psychological and physiological responses to social stress. Participants (N = 148, 84% female, mean age = 20.4) were subjected to a peer, social-exclusion stressor. Before exclusion, participants were randomized to one of the following three conditions: (1) phone-present with use encouraged, (2) phone-present with use restricted, or (3) no phone access. Saliva samples and self-report data were collected throughout the study to assess salivary alpha amylase (sAA), cortisol, and feelings of exclusion. Participants in both phone-present conditions reported lower feelings of exclusion compared with individuals who had no access to their phone (F(2,143) = 5.49, p = .005). Multilevel modeling of sAA responses revealed that the individuals in the restricted-phone condition had a significantly different quadratic trajectory after the stressor compared with the phone use (υ = -0.12, z = -2.15, p = .032), and no-phone conditions (υ = -0.14, z = -2.64, p = .008). Specifically, those in the restricted-phone condition showed a decrease in sAA after exclusion, those in the no-phone condition showed a gradual increase, and phone users exhibited little change. Cortisol responses to the stressor did not vary by condition. Taken together, these results suggest that the mere presence of a phone (and not necessarily phone use) can buffer against the negative experience and effects of social exclusion.

Social Exclusion in Childhood: A Developmental Intergroup Perspective

Science.gov (United States)

Killen, Melanie; Mulvey, Kelly Lynn; Hitti, Aline

2013-01-01

"Interpersonal" rejection and "intergroup" exclusion in childhood reflect different, but complementary, aspects of child development. Interpersonal rejection focuses on individual differences in personality traits, such as wariness and being fearful, to explain bully-victim relationships. In contrast, intergroup exclusion focuses on how in-group…

Chronic childhood peer rejection is associated with heightened neural responses to social exclusion during adolescence.

NARCIS (Netherlands)

Will, G.J.; Van, Lier P.A.; Crone, E.A.; Guroglu, B.

2016-01-01

This functional Magnetic Resonance Imaging (fMRI) study examined subjective and neural responses to social exclusion in adolescents (age 12-15) who either had a stable accepted (n = 27; 14 males) or a chronic rejected (n = 19; 12 males) status among peers from age 6 to 12. Both groups of adolescents

Financiarisation et lien social : une analyse de l’exclusion bancaire à partir de l’institutionnalisme de J.R. Commons Financialisation and social inclusion: an analysis of financial exclusion based on the institutionalism of J. R. Commons

Directory of Open Access Journals (Sweden)

Georges Gloukoviezoff

2010-12-01

Full Text Available La financiarisation de l’économie affecte les entreprises mais aussi largement les ménages. Les règles et normes d’accès et d’usage bancaires se traduisent notamment par des difficultés pouvant faire basculer les personnes vers l’exclusion sociale. La mobilisation des concepts empruntés à l’un des fondateurs de l’institutionnalisme américain, J.R. Commons (institution, futurité, going concern, capitalisme raisonnable permet d’envisager la mise en cohérence du rôle social des produits bancaires et de la prestation bancaire avec les contraintes de la régulation marchande des établissements bancaires.Financialisation impacts firms but also households. Banking norms and rules of access and use involve difficulties wich could lead people to poverty and social exclusion. A framework based on concepts elaborated by one of the pioneer of American Institutionalism, J.R. Commons (institution, futurity, going concern, reasonable capitalism help to think how to articulate the social role of financial products and services and financial firms with the constraint of the free market regulation of financial firms.

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

Science.gov (United States)

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…

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…

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...

A exclusão e a inclusão social: depoimentos das praticantes da economia popular solidária

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Deise Luiza da Silva Ferraz

Full Text Available O objetivo deste trabalho é identificar os significados atribuídos pela mulher à exclusão e à inclusão social. Foram ouvidas onze mulheres que viveram essas duas situações. A inclusão delas na teia social, ainda que sob a égide da dominação masculina, se deu via Economia Popular Solidária, EPS; mais especificamente, por meio do Projeto Etiqueta Popular. Escolheu-se o método etnográfico para a coleta de dados. E, quanto às técnicas, optou-se pela observação participante e por entrevistas semi-estruturadas. A análise desses dados permitiu identificar a existência de três formas de exclusão, quais sejam: a não contratação, a demissão voluntária e a demissão involuntária. A inclusão social dessas mulheres se deu por meio da carteira de artesão, que, para elas, significa a obtenção de uma profissão a ser executada na EPS. Por fim, podemos considerar que tanto as categorias de exclusão quanto as de inclusão estão relacionadas ao desempenho de papéis sociais. A perda de referência desses papéis propicia a exclusão, como é o caso da perda de referência do papel de trabalhadora. Todavia, a inclusão social se dá mediante a formação de novos papéis de referência. E, no Projeto Etiqueta Popular, ocorre mediante a criação de um grupo de profissionais que se propõem a trabalhar de forma solidária.

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.

Social Marginalization and Internal Exclusion: Gay Men's Understandings and Experiences of Community.

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O'Byrne, Patrick; Bryan, Alyssa; Hendriks, Andrew; Horvath, Cynthia; Bouchard, Christiane; Etches, Vera

2014-03-01

A total of 27 gay and bisexual men were interviewed about how they perceived the criminal prosecution of persons living with HIV who do not disclose their HIV status. The stories that emerged from the interviews raise questions about the nature of the gay community. The findings centre on the participants' descriptions of (1) the heterosexual meta-culture, (2) the locales of gay life, and (3) unsupportive elements in the gay community. Analysis of the interview data situates the gay community as a place of both inclusion and exclusion and as a heterogeneous environment. Copyright© by Ingram School of Nursing, McGill University.

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…

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.

Strategies in the struggle to overcome educational exclusion: the role of social workers

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Sueli Menezes Pereira

2012-06-01

Full Text Available This article deals with the possibilities of disruption of exclusive practices in education through the actions performed by the social workers (ATES, who propose an emancipative popular education, which represents a contrary movement to the dominant hegemony. It consists of a case study with a qualitative approach (TRIVINÕS, 1987, presenting partial results of the research developed with agrarian reform settlers in the cities of São Gabriel and Santa Margarida dos Sul (State of Rio Grande do Sul. The assistance provided by social workers of several different fields is understood as a governmental policy, achieved through negotiations with the Ministry of Agriculture and with sectors of the settlement areas defi ned by the Instituto Nacional de Colonização e Reforma Agrária (National Institute for Colonization and Agrarian Reform - INCRA, being, therefore, a social movement directed related to the education. It is possible to conclude that, although receiving little attention of the capitalist State, these movements represent educational actions of an emancipative nature for the involved social actors.

Explaining Sustained Inequalities in Ethnic Minority School Exclusions in England--Passive Racism in a Neoliberal Grip

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Parsons, Carl

2009-01-01

The enquiries into police action in the Stephen Lawrence murder, the Macpherson report and the subsequent race relations legislation have altered the political, professional and wider social climate of debate on equality issues, including inequalities in minority ethnic exclusions. The paper analyses the meanings given to racism and institutional…

Exclusion, Engagement and Identity Construction in a Socioeconomically Diverse Middle School Wind Band Classroom

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Hoffman, Adria Rachel

2012-01-01

The purpose of this multiple case study was to explore the wind band classroom as a social context and examine its influence on middle-school students' identity constructions. The integration of sociologically based identity theory and social identity theory from social psychology suggested by Deaux and Martin as well as Stets and Burke proved…

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.…

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.

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.

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…

Association of poverty and social exclusion with body mass index among Special Olympics athletes in Europe.

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Rintala, Pauli; Temple, Viviene A; Lloyd, Meghann; Faro, Chris; Foley, John T

2017-11-01

To examine the association of a risk of poverty and social exclusion (AROPE), age, and gender with the body mass index (BMI) status of European Special Olympics athletes. BMI records were available for 1905 children and youth and 5517 adults from the Special Olympics International (SOI) Health Promotion database. AROPE was extracted from EU Eurostat statistics. Logistic regression analyses were used to predict BMI status. For children/youth and adults, respectively, 9.4 and 6.3% were underweight and 25.3 and 44.6% were overweight/obese. Being underweight was significantly associated with higher AROPE rates. Being female and lower AROPE rates were significantly associated with overweight/obesity for both children/youth (OR 1.27; 95% CI 1.07-1.50 and OR 0.97; 95% CI 0.96-0.98) and adults (OR 1.55; 95% CI 1.39-1.72 and OR 0.96; 95% CI 0.95-0.98). The Europe 2020 "platform against poverty" strategy aims to ensure that those experiencing poverty and social exclusion share the benefits of economic growth. These findings suggest that SOI health promotion efforts to foster healthy BMI are needed and should be tailored to specific social and economic circumstances in Europe.

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.

Stigma and Exclusion in Cross-Cultural Contexts

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Annie Elizabeth Pohlman

2014-08-01

Full Text Available Discriminatory and marginalising discourses affect the cultural and social realities of people in all human societies. Across time and place, these discourses manifest in numerous tangible and intangible ways, creating stigma and forms of exclusion by means particular to their cultural, historical, political and social contexts. These discourses also manifest in varying degrees of harm; from verbal abuse and behavioural forms of exclusion, to physical abuse and neglect, and exclusionary practices at institutional, legal and regulatory levels. Such forms of stigma cause direct physical and mental harm and other forms of persecution. The papers in this special issue arise from a one-day symposium held at the University of Queensland in February 2013. The symposium, ‘Stigma and Exclusion in Cross-Cultural Contexts’, brought together researchers and community-based practitioners from across Australia and overseas to explore marginalization, discriminatory discourses and stigma in a wide range of historical and cross-cultural settings. By critically engaging with experiences of social, political and cultural exclusion and marginalisation in different contexts, we aimed to elucidate how discourses of stigma are created, contested and negotiated in cross-cultural settings. We also aimed to explore stigmatisation in its lived realities: as discourses of exclusion; as the fleshy reality of discrimination in social worlds; as part of the life narratives of individuals and groups; and as discourses of agency and counter-discourses in responding to stigma.

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.

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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.

Education Exclusion in a Social-Class Framework: An Inquiry into the Major Sub-Sectors of the Professional Self-Financing Sector in Kerala

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Rajasenan, D.; Bijith, G. A.; Rajeev, B.

2016-01-01

Education and education exclusion are two mammoth social and political challenges in a society characterized by diverse social groups. Although "self-financing regime" helped to barricade the outflow of money from the state, it also hampered the "social equity" in education and hence germinated the seed of education exclusion…

Competitions between prosocial exclusions and punishments in finite populations

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Liu, Linjie; Chen, Xiaojie; Szolnoki, Attila

2017-04-01

Prosocial punishment has been proved to be a powerful mean to promote cooperation. Recent studies have found that social exclusion, which indeed can be regarded as a kind of punishment, can also support cooperation. However, if prosocial punishment and exclusion are both present, it is still unclear which strategy is more advantageous to curb free-riders. Here we first study the direct competition between different types of punishment and exclusion. We find that pool (peer) exclusion can always outperform pool (peer) punishment both in the optional and in the compulsory public goods game, no matter whether second-order sanctioning is considered or not. Furthermore, peer exclusion does better than pool exclusion both in the optional and in the compulsory game, but the situation is reversed in the presence of second-order exclusion. Finally, we extend the competition among all possible sanctioning strategies and find that peer exclusion can outperform all other strategies in the absence of second-order exclusion and punishment, while pool exclusion prevails when second-order sanctioning is possible. Our results demonstrate that exclusion is a more powerful strategy than punishment for the resolution of social dilemmas.

Measuring social networks in British primary schools through scientific engagement

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Conlan, A. J. K.; Eames, K. T. D.; Gage, J. A.; von Kirchbach, J. C.; Ross, J. V.; Saenz, R. A.; Gog, J. R.

2011-01-01

Primary schools constitute a key risk group for the transmission of infectious diseases, concentrating great numbers of immunologically naive individuals at high densities. Despite this, very little is known about the social patterns of mixing within a school, which are likely to contribute to disease transmission. In this study, we present a novel approach where scientific engagement was used as a tool to access school populations and measure social networks between young (4–11 years) children. By embedding our research project within enrichment activities to older secondary school (13–15) children, we could exploit the existing links between schools to achieve a high response rate for our study population (around 90% in most schools). Social contacts of primary school children were measured through self-reporting based on a questionnaire design, and analysed using the techniques of social network analysis. We find evidence of marked social structure and gender assortativity within and between classrooms in the same school. These patterns have been previously reported in smaller studies, but to our knowledge no study has attempted to exhaustively sample entire school populations. Our innovative approach facilitates access to a vitally important (but difficult to sample) epidemiological sub-group. It provides a model whereby scientific communication can be used to enhance, rather than merely complement, the outcomes of research. PMID:21047859

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

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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.

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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.

Social-Cognitive Predictors of Exclusive Breastfeeding among Primiparous Mothers in Addis Ababa, Ethiopia.

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Anteneh Girma Minas

Full Text Available Despite the presence of high impact interventions to improve infant and young child feeding, only about 52% of mothers in Ethiopia exclusively breastfeed their child for the first six months after delivery. Although the decision to breastfeed a child is ultimately that of the mother, this decision could be influenced by a variety of factors including social-cognitive ones.The objectives of the study were to describe the breastfeeding behaviour of primiparous mothers during their prenatal period in terms of intentions/goals, outcome expectancies, self-efficacy, and socio-structural factors and assess their exclusive breastfeeding (EBF practices as well as identify the social-cognitive predictors of EBF practices among these mothers in Addis Ababa, Ethiopia.A prospective follow up health facility-based study with quantitative methods was used with a sample of 233 primiparous women. Both structured and semi-structured questions were used for collection of data. The Statistical Package for Social Sciences (SPSS version 21 was used for data analysis. Findings at the 95% confidence interval and P-value of 5% were reported as statistically significant.39.1% (n = 59 of the respondents were found to have high breastfeeding self-efficacy, 51.4% (n = 71 have good breastfeeding outcome expectancies, and 6.5% (n = 9 respondents had supportive breastfeeding socio-structural factors. Bivariate correlation analysis showed positive and statistically significant correlation between each of breastfeeding self-efficacy, outcome expectancy, and socio-structural factors, with EBF practice. However, only breastfeeding self-efficacy and outcome expectancies were statistically significant predictors of EBF among the primiparous women when controlling for confounding variables.Health programmes aimed at improving EBF among primiparous mothers should look beyond providing health information alone. Rather improving primiparous women's breastfeeding self-efficacy and

Socially Embedded Academic Emotions in School

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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

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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

Exclusive Breastfeeding Determinants in Breastfeeding Mother

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Ika Mustika

2017-04-01

Full Text Available Exclusive breastfeeding until 6 month is very important for baby. The proportion of mothers who exclusively breastfeed their babies up to 6 months remains low. Factors influencing the exclusive breastfeeding namely sociodemograph factors , factors pre / post delivery , and psychosocial factors. This aims of this study to identify determinant factors of exclusive breastfeeding on mother. This research method is a systematic review , by analyzing the various studies on exclusive breastfeeding. There are 17 studies. The results obtained occupational factors most studied with significant results ( median OR = 1.265 . Psychosocial factors that have significant relationship is support of her husband (average OR = 4.716 and family support ( average OR = 1.770 . Conclusions : factors influencing the exclusive breastfeeding is occupational factor. Socialization and support from people nearby, health workers, and all parties is needed for exclusive breastfeeding for six months can be achieved.

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

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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.

Difference in neural response to social exclusion observation and subsequent altruism between adolescents and adults.

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Tousignant, Béatrice; Eugène, Fanny; Sirois, Katia; Jackson, Philip L

2017-04-13

Empathy and prosocial behaviors toward peers promote successful social development and creation of significant long-term relationships, but surprisingly little is known about the maturation of these skills during the period of adolescence. As the majority of studies have used questionnaires or pain observation paradigms, it remains unknown whether the empathic response of adolescents differs from that of adults in a paradigm that is closer to everyday life. In the current study, fMRI was used to examine the neural correlates of social exclusion observation and subsequent prosocial behavior in 20 adolescents (aged 12-17 years) and 20 adults (aged 22-30 years) while playing a ball-tossing game with what they believed to be real individuals. Observing someone being excluded compared to observing equal inclusion of all players elicited a significantly higher activation of the IFG (pars triangularis) in adults compared to adolescents. When given the opportunity to directly help the excluded player during the game, adolescents showed significantly less prosocial behavior than adults, which was underpinned by a significantly lower activity in the right temporoparietal junction, medial/dorsomedial prefrontal cortex and fusiform face area. These findings might indicate that adolescents have a lower propensity to take the victim's perspective and share his or her distress when witnessing social exclusion, which leads to a lower altruistic motivation to help. The factors that could generate what can be interpreted as a downward modulation of empathy during adolescence are discussed. Copyright © 2017 Elsevier Ltd. All rights reserved.

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

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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

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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

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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

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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 ...

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

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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.

Caste – the actual cost of empowerment? : Dalit women & NREGA - a study of the poverty, social exclusion & shame nexus

OpenAIRE

Singh, Ashish Kumar

2012-01-01

Master in International Social Welfare and Health Policy This thesis seeks to examine the lives of rural Dalit women in private as well as public spheres. A theoretical framework of poverty, shame and social exclusion has been used to explore the objectives. The study goes further and analyses one of India‟s biggest social security programs, the Mahatma Gandhi National Rural Employment Guarantee Scheme, and to what extent it has provided Dalit women with a shield that can protect them from...

The effect of social exclusion on state paranoia and explicit and implicit self-esteem in a non-clinical sample.

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Stewart, C; Rogers, F; Pilch, M; Stewart, I; Barnes-Holmes, Y; Westermann, S

2017-12-01

The relationship between self-esteem and paranoia may be influenced by social stress. This study aimed to replicate previous research on the impact ofsocial exclusion on paranoia and self-esteem in a non-clinical sample and to extend this work by examining the effect of exclusion on self-esteem at the 'implicit' level. Non-clinical participants (N = 85) were randomly allocated to the Inclusion or Exclusion condition of a virtual ball-toss game ('Cyberball'). They completed self-reportmeasures of state paranoia and self-esteem, and two implicit measures of self-esteem - theImplicit Association Task (IAT) and Implicit Relational Assessment Procedure (IRAP) -prior to and after exposure to Cyberball. Social exclusion increased state paranoia. This effect was moderated by distress associated with trait paranoia. Exclusion was also associated with decreased self-reported self-esteem, as well as reduced implicit self-esteem on the IAT. Changes in self-reported self-esteem were associated with state paranoia at post-Cyberball. The IRAP indicated that reductions in implicit self-esteem may be due to increases in 'Me-Negative' and 'Others-Positive' biases (rather than reductions in 'Me-Positive' bias). The current study involved a non-clinical sample and so findings cannot be generalized to clinical paranoia. These findings are consistent with previous evidence that paranoia is associated with negative self-evaluations, whereas positive self-evaluations can persist in paranoia. They also provide support for the suggestion that investigations of self-esteem in paranoia should extend beyond global self-esteem and might benefit from a distinction between positive and negative components. Copyright © 2017 Elsevier Ltd. All rights reserved.

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.

Exclusão social e responsabilidade social empresarial Exclusión social y responsabilidad social empresarial Social exclusion and social responsibility in business

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Marley Rosana Melo de Araújo

2006-08-01

Full Text Available Responsabilidade social empresarial é um dos novos fenômenos de mercado precipitados pela globalização da economia. Ao longo dos ciclos históricos, tivemos a empresa orientada sucessivamente para o produto, para o mercado e para o cliente. Agora assistimos a empresa orientada para o social. Ações corporativas em responsabilidade social são fruto de um momento histórico e atendem às necessidades mercadológicas do sistema capitalista de produção. Embora possam existir exceções, responsabilidade social, em geral, comparece como uma maneira de converter obstáculos sociais em oportunidade de negócios, usada como estratégia de marketing visando singularização no mercado e incremento de consumo. Faz-se necessário entender o contexto de seu advento na realidade brasileira. Apresentamos um quadro de macrovariáveis históricas, políticas e econômicas que contribuíram para o surgimento do fenômeno "Responsabilidade Social Empresarial" no mercado brasileiro, de forma a possibilitar uma visão crítica e contextualizada sobre o assunto.Responsabilidad social empresarial es uno de los nuevos fenómenos de mercado precipitados por la globalización de la economía. A lo largo de los ciclos históricos, tuvimos la empresa orientada sucesivamente para el producto, para el mercado y para el cliente. Ahora vemos la empresa orientada hacia lo social. Acciones corporativas en responsabilidad social son fruto de un momento histórico y atienden a las necesidades de mercado del sistema capitalista de producción. Aunque pueda haber excepciones, responsabilidad social, en general, se presenta como una manera de convertir obstáculos sociales en oportunidad de negocios, usada como estrategia de marketing visando singularización en el mercado e incremento de consumo. Se hace necesario entender el contexto de su advenimiento en la realidad brasileña. Presentamos un cuadro de macrovariables históricas, políticas y económicas que contribuyeron

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

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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

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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…

The scientific and technological research as an instrument of social development and agent of social inclusion

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Noêmia Lazzareschi

2007-12-01

Full Text Available Underveloped technology countries bare the hard consequences of the dependence vicious circle: they are dependents because they have delayed technology and they have delayed technology because they are dependents. Only with massive investiments in school education and in scientific and technological research they should break this vicious circle, greatly responsable for the social wounds and build a new social structure in which most people, if not all their population can, in fact, to perform their citizen’s rights, putting an end to the social exclusion.

The state of the art in European research on reducing social exclusion and stigma related to mental health: a systematic mapping of the literature.

Science.gov (United States)

Evans-Lacko, S; Courtin, E; Fiorillo, A; Knapp, M; Luciano, M; Park, A-L; Brunn, M; Byford, S; Chevreul, K; Forsman, A K; Gulacsi, L; Haro, J M; Kennelly, B; Knappe, S; Lai, T; Lasalvia, A; Miret, M; O'Sullivan, C; Obradors-Tarragó, C; Rüsch, N; Sartorius, N; Svab, V; van Weeghel, J; Van Audenhove, C; Wahlbeck, K; Zlati, A; McDaid, D; Thornicroft, G

2014-08-01

Stigma and social exclusion related to mental health are of substantial public health importance for Europe. As part of ROAMER (ROAdmap for MEntal health Research in Europe), we used systematic mapping techniques to describe the current state of research on stigma and social exclusion across Europe. Findings demonstrate growing interest in this field between 2007 and 2012. Most studies were descriptive (60%), focused on adults of working age (60%) and were performed in Northwest Europe-primarily in the UK (32%), Finland (8%), Sweden (8%) and Germany (7%). In terms of mental health characteristics, the largest proportion of studies investigated general mental health (20%), common mental disorders (16%), schizophrenia (16%) or depression (14%). There is a paucity of research looking at mechanisms to reduce stigma and promote social inclusion, or at factors that might promote resilience or protect against stigma/social exclusion across the life course. Evidence is also limited in relation to evaluations of interventions. Increasing incentives for cross-country research collaborations, especially with new EU Member States and collaboration across European professional organizations and disciplines, could improve understanding of the range of underpinning social and cultural factors which promote inclusion or contribute toward lower levels of stigma, especially during times of hardship. Copyright © 2014 Elsevier Masson SAS. All rights reserved.

Social Justice Education in an Urban Charter Montessori School

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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.

Social intelligence, empathy, and aggressive behavior: Is a stereotype of aggressive individual as socially incompetent inaccurate?

OpenAIRE

Marina Vidmar; Andreja Avsec

2012-01-01

In the present research, which was carried out on 187 high school students (86 girls and 101 boys), we examined to what extent different aspects of social intelligence contribute to indirect and direct aggression and to what extent empathy can act as a mitigator of aggression. We used The Aggression Questionnaire to measure physical aggression, IAS-A (which includes Social Exclusion, Use of Malicious Humour and Guilt Induction sub-scales) to measure indirect aggression, TSIS (which includes S...

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.

Pandangan Sosial Budaya terhadap ASI Eksklusif di Wilayah Panarung Palangkaraya (Social and Cultural Aspect toward Exclusive Breastfeeding in Panarung Palangkaraya

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Dwirina Hervilia

2016-07-01

Socio-cultural factors is an adequately strong driving factor towards someone to behave. This socio-cultural factors shape a mother’s willingness to give breast feeding exclusively. A mother who supports her neighborhood to do exclusive breast feeding will also affect the attitude of the mother to give breast feeding exclusively. According to the monthly reports on the number of Puskesmas Panarung coverage exclusive breast feeding figures was 5,81%. The purpose of this research is to know the attitudes and socio-cultural factors of the mother toward  exclusive breast feeding The method used was a qualitative approach by exploring the sources of information through in-depth interviews to mothers and health workers in Puskesmas as informants as many as 28 people. Participatory observation was also performed to mothers and babies. The research results obtained by all informants argued that most good food given to infants is breast feeding. But in practice the mother feels that there are still many difficulties. Health workers had positif minds and assumed that the mother's willingness to provide exclusive breast feeding is a key to success. The informant believed the presence of food that can increase the production of breastmilk such as green vegetables including katuk leaves, cassava leaves, and beans. Prelacteal food was  given in the form of forest honey, coffee, thick coconut milk, brown sugar liquid, and infant formula. Prelacteal food was culturally trusted among generations for example, by giving the forest honey because of its sweetness, coffee drink due to its property to prevent from seizures, thick coconut milk to cleanse the stomach. Baby feeding administration conducted by informants were heavily influenced by parents. There is also midwife, neighbors, Posyandu’s role as well as the effort of individual information . It was then concluded from this study that social and cultural aspects are heavily influential in which mothers are very obedient

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…

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…

Disability, social functioning and school inclusion among older children and adolescents living with HIV in Zimbabwe.

Science.gov (United States)

Rukuni, Ruramayi; McHugh, Grace; Majonga, Edith; Kranzer, Katharina; Mujuru, Hilda; Munyati, Shungu; Nathoo, Kusum; Gregson, Celia L; Kuper, Hannah; Ferrand, Rashida A

2018-02-01

Increasing numbers of children with HIV are surviving to adolescence and encountering multiple clinical and social consequences of long-standing HIV infection. We aimed to investigate the association between HIV and disability, social functioning and school inclusion among 6- to 16-year-olds in Zimbabwe. HIV-infected children receiving antiretroviral therapy from a public-sector HIV clinic and HIV-uninfected children attending primary care clinics in the same catchment area were recruited. Standardised questionnaires were used to collect socio-demographic, social functioning and disability data. Multivariable logistic regression was used to assess the relationship between HIV status and disability and functioning. We recruited 202 HIV-infected and 285 HIV-uninfected children. There was no difference in age and gender between the two groups, but a higher proportion of HIV-infected children were orphaned. The prevalence of any disability was higher in HIV-infected than uninfected children (37.6% vs. 18.5%, P disability to those with HIV but no disabilities. Children with HIV commonly experience disabilities, and this is associated with social and educational exclusion. Rehabilitation and support services are needed to facilitate educational attainment and social participation in this group. © 2017 The Authors. Tropical Medicine & International Health Published by John Wiley & Sons Ltd.

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...

Chemosensory anxiety cues moderate the experience of social exclusion – an fMRI investigation with Cyberball

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Olga Anna Wudarczyk

2015-10-01

Full Text Available Recent evidence suggests that the experience of stress can be communicated between individuals via chemosensory cues. Little is known, however, about the impact of these cues on neurophysiological responses during a socially threatening situation. In the current investigation we implemented a widely used paradigm to study social exclusion—Cyberball—to examine whether chemosensory cues signalling anxiety modulate the neuronal effects of ostracism. In a double-blind, within-subjects design, 24 healthy, normosmic participants were presented with chemosensory cues of anxiety (or control samples and completed the Cyberball task while in a 3T fMRI scanner. Axillary sweat collected from male students awaiting an oral examination served as the anxiety cues while the chemosensory control stimuli consisted of sweat collected from the same individuals participating in an ergometer training session. The neuroimaging data revealed that under the control chemosensory condition, exclusion from Cyberball was associated with significantly higher orbitofrontal cortex and anterior cingulate cortex activity, which is consistent with previous studies in the field. However, when participants were primed with the anxiety sweat, the activity in these regions was not observed. Further, under exposure to anxiety cues during ostracism the participants showed deactivations in brain regions involved in memory (hippocampus, social cognition (middle temporal gyrus, superior temporal gyrus and processing of salience (inferior frontal gyrus. These results suggest that successful communication of anxiety via the chemosensory domain may moderate the experience of social exclusion. It is possible that the anxiety signals make it easier for the individuals to detach from the group, pointing to the communicative role of chemosensory anxiety cues in enhancing adjustment mechanisms in light of a distressing situation.

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.

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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

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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

Exclusão de adolescentes grávidas em escolas do sul do Brasil: uma análise sobre a educação sexual e suas implicações

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Denise Regina Quaresma da Silva

2016-07-01

Full Text Available This article integrates the results of a study intended to characterize the practices relating to sex education and to describe the treatment that pregnant adolescents receive at these educational institutions, as well as to analyze the evasion of these students, in order to examine the processes of sex education in the schools and academic and social exclusion. Theoretically, we have retrieved some previous contributions to understanding sex education specifically based on gender studies, as well as current studies dealing with the topic. It also presents qualitative results obtained through interviews with directors, pedagogical coordinators and educational guidance counselors in the 30 public elementary schools of the city of Novo Hamburgo/RS, Brazil. The conclusion is that the stigmas surrounding teenage pregnancy marginalize the affected adolescents and limit the willingness officials of educational institutions and of governments to design differentiated policies to facilitate the continuance of their studies during pregnancy and after giving birth. The indifference towards this social problem is one of the main reasons why the vast majority of pregnant teens drop out of school. The study conducted confirmed the social and academic exclusion of these teenage girls.

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 ...

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…

Exclusión social en Medellín: sus dimensiones objetivas y subjetivas Social Exclusion in Medellín: Their Objective and Subjective Dimensions

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Luz Stella Álvarez Castaño

2011-12-01

Full Text Available En este artículo se contrastan las dimensiones objetivas de la exclusión social (desempleo, bajos ingresos, escasa participación social y política con las subjetivas (percepciones sobre el fenómeno y se construye un posible marco explicativo para el análisis de estas dos dimensiones. Se basa en un estudio analítico transversal, en el que se aplicó una encuesta a personas de diferentes estratos sociales de la ciudad. En cuanto a las dimensiones objetivas se encontró que más de la mitad de la población de Medellín es excluida socialmente: sufre privaciones que limitan su supervivencia material y tiene escaso nivel de participación social. En contraste, un porcentaje menor percibe que no tiene reconocimiento social y se siente excluido. Es posible que la divergencia entre dimensiones objetivas y subjetivas de exclusión social, que también se presenta cuando se evalúa la pobreza, obedezca a un proceso de ''colapso de expectativas'', fruto de la constatación de barreras infranqueables; aunque la felicidad y el optimismo son constructos cada vez más usados para la medición del bienestar, se requiere una lectura crítica de los resultados y contextualizar las nociones usadas.In this article the objective dimensions of social exclusion (unemployment, low income, low social and/or political participation and the subjective ones (perceptions on the phenomenon are compared in order to set up an explanatory frame to analyze these two dimensions. It is based on an analytical cross sectional study in which a survey was applied to people from different social strata. Related to the objective dimensions it was found that more than 50% of the population is socially excluded: they suffer multiple deprivations that prevent them from participating in the social life. In contrast a smaller percentage of people perceived themselves as socially excluded. It is possible that the divergence between objective and subjective dimensions of social

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…

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

Science.gov (United States)

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.

Materiality and discourse in school curriculum

DEFF Research Database (Denmark)

Valero, Paola

2013-01-01

We bring contemporary theoretical approaches to bear on the question of the relationship between the material and the discursive in curriculum studies when researching the effects of power of the school curriculum in generating the inclusion/exclusion of learners. We argue for the need to bring...... of intellectual, social, and economic poverty are organized in the curriculum. Our focus on school mathematics is essential, since this is a curricular area that is seldom approached as a field of cultural politics....

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…

In between exclusion and rescue. An anthropologic study about the implementation of programs socio-educative

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María Paula Montesino

2009-03-01

Full Text Available In this paper we analyse how social regulations, implicated in public and educative polices, use the idea of educative inclusion from a psychologism point of view of poverty while are mentioned structural and “objective” causes. Our research and fieldwork on the “Programa Todos a Estudiar” shows, in one hand, how the exclusion effects related to the low self esteem grows/rise in teenagers that had abandoned their studies and in the other hand, a quasi-missionary praxis related to the use of categories such as rescue, recuperation , etc. to mention the socio-educative intervention that different persons involved in the implementation of the Programme does. We assure, as a hypothesis on this paper, that what this individuals persons “does” and “says” produce a contradictory paradox: it is assumed that the school is the best —and unique— place for those teenagers and, at the same time, those educative institutions are considered as the central producers of the processes that promote the social exclusion.

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

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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.

A Exclusão e a Inclusão Social e o Turismo

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Luzia Neide Menezes Teixeira Coriolano

2005-01-01

Full Text Available This text analyzes the inclusion and the social exclusion in the development of the Tourism. Shows that in spite of all they be included in the same model of development economical partner, denominated neoliberal. The process it happens in an excluding way. Tourism is one of the newest modalities of the accumulation process, that is producing new geographical configurations and materializing the space in a contradictory way for the action of the State, companies, residents and tourists. To understand that dynamics means to understand the productive relationships of the space and the exercise of power of the State, managerial and hard-working classes in movement and conflict

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…

Sports Coach as Transformative Leader: Arresting School Disengagement through Community Sport-Based Initiatives

Science.gov (United States)

Morgan, Haydn J.; Bush, Anthony J.

2016-01-01

Reducing social exclusion through interventions designed to sustain school engagement is a key aim of the education and social policy of any government. This paper is a response to the call for there to be more focused empirical sports coaching research through examining the transformative potential of community-based sports coaches to support…

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

‘VIPsm’, A Threat to Social Stability in South Africa: From Apartheid Exclusions to Democratized Inequalities

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Rapatsa Mashele

2016-12-01

Full Text Available The object of this article is to present a critical analysis of the impact of the notion of ‘VIPsm’, a phenomenon through which human beings are socially ‘categorized’ or ‘classed’ according to status or wealth or position being held in society. The article is predicated on South Africa’s discernible constitutional pursuit of attaining social stability and equitable social justice. This work is also considerate of the country’s known unpleasant history of apartheid’s acute race-based social exclusions, and in contrast, the post 1994 persistent social and economic inequalities which thus far proliferates material disadvantage, poverty, social discontent and protests amongst citizens. The article employed ‘Transformational Leadership theory ‘and ‘Power and Influence theories’ as tools of analysis, given that the Constitution, 1996 is transformative in nature and thus require ‘transformational leaders’ in order to achieve its major goal of burying wounds of the past, to build one unified nation that is socially stable. It is asserted that social challenges and superfluous differential treatment of humans besieging contemporary South Africa are suggestive of the presence of leadership that is self-centered, opulence driven, and has little or no regard for the poor and thus, disfavor the solidarity principle.

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.

EXCLUSIÓN Y VIDA COTIDIANA DE LA ESCUELA SECUNDARIA: SIGNIFICADOS DE DOS ALUMNOS EN SITUACIÓN DE REPROBACIÓN (EXCLUSION AND DAILY LIFE OF SECONDARY SCHOOL: MEANINGS OF TWO STUDENTS IN FAILURE SITUATION

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Lozano Andrade José Inés

2009-12-01

Full Text Available Resumen:El alto índice de reprobación en la escuela secundaria mexicana, que se convierte en el antecedente inmediato de la exclusión vía el abandono escolar, es un problema grave en la educación mexicana. Aunque se conocen datos sobre diversidad de factores que pretenden comprender el fenómeno, poco se ha incursionado en el campo de los significados que los propios alumnos tienen al respecto. Aquí se pretende abonar a este propósito al analizar los significados hacia la escuela y su particular situación académica que dos alumnos con altos índices de reprobación presentan y se hacen candidatos a la exclusión. Esto es abordado desde la teoría de las representaciones sociales, ya que ello permitirá conocer la subjetividad producida al respecto. Usando una metodología cualitativa, es como se reconocen en la construcción de las representaciones sociales, la existencia de cuatro dimensiones que configuran esta realidad: el mercado laboral, la escuela, la familia, y los alumnos adolescentes, quienes aceptan en lo general, pero no sumisamente, que la escuela es un factor de movilidad social. Es un mal necesario. Las representaciones sociales en estos casos, revelan su carácter dialéctico y contradictorio, crítico y conformista hacia la escuela.Abstract:The high level of failure in Mexican secondary school, which is the previous cause of exclusion by scholastic abandonment, is a big problem in Mexican education. Although we know some facts that let the problem be understood, there is few research in the field of student’s own meanings. The purpose of this research is to increase the knowledge about this issue by analyzing the case of two students with high level of failure, therefore candidates to scholastic abandonment, and their meanings to school. The theory of social representations is used, which allow to know the subjectivity on the matter. With a qualitative methodology are found four dimensions in the constructions of

Comparison between exclusively school teacher-based and mixed school teacher and healthcare provider-based programme on basic cardiopulmonary resuscitation for secondary schools.

Science.gov (United States)

Jiménez-Fábrega, X; Escalada-Roig, X; Miró, O; Sanclemente, G; Díaz, N; Gómez, X; Villena, O; Rodríguez, E; Gaspar, A; Molina, J E; Salvador, J; Sánchez, M

2009-09-01

To compare two teaching methodologies for PROCES (a basic cardiopulmonary resuscitation (b-CPR) programme for secondary school students): one exclusively performed by school teachers (study group) and another by a mixed team of school teachers and healthcare providers (control group). According to their preferences, teachers chose either method and students were consequently assigned to the control or study group. All participants took a 10 multiple-choice question exam regarding b-CPR skills twice: immediately after PROCES and one year later. Eight or more correct answers was considered satisfactory learning. Results between groups were compared. Associations between satisfactory learning and some student characteristics were analysed. Immediately after PROCES, 442 students (219 in the study group and 223 in the control group) took the exam. The percentage of satisfactory learning was not different: 67.1% in the study group and 64.6% in the control group. Immediate satisfactory learning was related to the absence of pending subjects in the control (odds ratio (OR) 2.31, 95% CI 1.16 to 4.64) and study (OR 5.87, 95% CI 1.22 to 28.20) groups. One year later, a greater percentage of retention of b-CRP skills was detected in the study group (57.1% vs 40.6%; p = 0.01). The absence of any pending subject (OR 6.86, 95% CI 1.83 to 25.66) was independently associated with better retention in the study group, but not the control group. Secondary school teachers, previously trained in b-CPR, can teach these skills effectively to 14-16-year-old students using PROCES. The retention of b-CPR skills is greater with this methodology compared with a more standardised programme.

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.

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…

[Drug addiction and social exclusion].

Science.gov (United States)

Solal, J F; Schneider, M C

1996-10-01

Destitute drug addicts have not deliberately chosen to be socially excluded; it's more the consequence of a sanitary and social policy which has given a greater importance to the treatment of addiction than to the drug addict's health. Facing Aids, physicians, with their pragmatic attitude, have reversed this drift. On the streets, the drug addict holds handicaps concurrently; medicinal addiction leads to harder sevrance and substitution. Having access to social rights allows to regain an identity, compulsory for an access to health care; but public hospitals have to make casier both the admission and the stay of patients whose therapeutic observance is dependent on a preliminary substitution. Drug addiction and precarity represent a double social challenge that a democratic society must take up without any segregation.

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 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.

Early school leaving and lifelong guidance

DEFF Research Database (Denmark)

Plant, Peter; Oomen, Annemarie

Early school leaving (ESL) is costly for the individual, for society and for the economy. Not just in economic terms, but also in terms of low self esteem, and the risk of social exclusion. More, and, in particular, better education can lead to positive outcomes, in relation to employment, level...... of salaries, better health, less crime, higher social cohesion, lower public and social costs and higher productivity. This is why ESL is a policy focal point. In these terms, lifelong guidance has a key role to play in terms of both prevention, intervention, and of compensation strategies....

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…

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.

Emotion and Exclusion: Key Ideas from Vygotsky to Review our Role in a School with a Cultural Diversity Setting

Directory of Open Access Journals (Sweden)

Enrique Riquelme MELLA

Full Text Available ABSTRACT: Research demonstrates that minorities' children diagnosed with Emotional and Behavioural Disorders is overrepresented, being the ethnic minorities the most affected. The diagnostics have resulted in racism and discrimination. This article reflects upon the necessity to develop more integrated and dynamic models of inclusion for the schools. Based on Vygotsky´s ideas, a reflexion is done regarding the emotional education in schools, specifically about the need to include -in the teacher formation- the main role of the culture emotional rules in the dynamic of exclusion/inclusion of minorities. The article concludes with proposals to be considered for a culturally sensible vision on inclusion.

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…

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,

Exploring the household roots of violence and exclusion | IDRC ...

International Development Research Centre (IDRC) Digital Library (Canada)

2016-11-16

Nov 16, 2016 ... The links between social exclusion and violence have been much studied. ... 2016 by the Facultad Latinoamericana de Ciencias Sociales (FLACSO) and ... Read the full article “Exclusión social, violencia y ámbito doméstico: ...

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.…

Unalienated Recognition as a Feature of Democratic Schooling

Science.gov (United States)

Rheingold, Alison

2012-01-01

The current era of standards and accountability in U.S. public schooling narrows recognition and assessment to an almost exclusive focus on the production of test scores as legitimate markers of student achievement. This climate prevents rather than encourages democratic forms of exchange within and across social worlds. Via a case study of one…

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