Social and Emotional Needs and Learning Processes: Section Introduction

2021 ◽  
pp. 285-290
Author(s):  
Rhoda Myra Garces-Bacsal
Keyword(s):  
Learning Processes ◽  
Emotional Needs ◽  
Social And Emotional

PEBBLES: A Personal Technology for Meeting Educational, Social and Emotional Needs of Hospitalised Children

2001 ◽  
Vol 5 (3) ◽  
pp. 157-168 ◽  
Author(s):  
Patrice L. (Tamar) Weiss ◽  
Carolynn P. Whiteley ◽  
Jutta Treviranus ◽  
Deborah I. Fels
Keyword(s):  
Emotional Needs ◽  
Social And Emotional ◽  
Personal Technology

Self-disclosure of social media users in Indonesia: the influence of personal and social media factors

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Mona Natasha Siahaan ◽  
Putu Wuri Handayani ◽  
Fatimah Azzahro
Keyword(s):  
Social Media ◽  
Structural Equation ◽  
Service Providers ◽  
Age Groups ◽  
Emotional Needs ◽  
Self Disclosure ◽  
Content Type ◽  
Social And Emotional ◽  
Equation Modelling ◽  
Group Data

PurposeIn the context of social media (SM) use, self-disclosure (SD) behaviour meets users' social and emotional needs, but it is also accompanied by risks that can harm users. This paper aims to identify the factors that influence users' SD behaviour on SM in Indonesia, using a comparative analysis based on age groups.Design/methodology/approachA survey was conducted on 2,210 respondents who were active SM users in Indonesia. Data were processed and analysed using covariance-based structural equation modelling with AMOS 24.0 software.FindingsResults indicate that, in the overall age group data, factors such as use of information (UI), trust, privacy control (PC), interactivity, perceived benefits (PB) and perceived risks (PR) influence users' SD behaviour. This research also found differences in the characteristics of SD behaviour between age groups.Originality/valueFindings from this study can help SM service providers to evaluate the credibility and reliability of their platforms to encourage user retention.

Students Serving Moms and Meeting the Social and Emotional Needs of Children

2021 ◽  
pp. 283-321
Author(s):  
Megan Reister ◽  
Mary Andren ◽  
Madelyn A. Dichard
Keyword(s):  
Teacher Educators ◽  
Developmentally Appropriate ◽  
Teacher Preparation Program ◽  
Emotional Needs ◽  
Or Education ◽  
Face To Face ◽  
Social And Emotional ◽  
Use Of Technology ◽  
Service Project ◽  
The Social

This chapter focuses on early childhood, the social and emotional needs of children and their families, use of technology, and use of children's literature in both print form and through digital means. Readers will learn about a service project called Students Serving Moms. Through this service project, pre-service teachers, or education majors, from a teacher preparation program alongside other college students at the university, work with families in the community. This relational service project continued in spite of restrictions from the pandemic due to the members of Students Serving Moms embracing change and using virtual means to work with the children of all abilities and ages in efforts to meet the social and emotional needs of the children. This chapter will benefit teacher educators who may want to replicate this service project at their institutions whether virtually or through face-to-face means. Pre-service teachers will also benefit from reading this chapter as they consider ways they can create connections with children through developmentally appropriate practices.

Counseling Students Who Are Gifted

2016 ◽  
pp. 103-117
Author(s):  
Emily S. Fisher ◽  
Kelly S. Kennedy
Keyword(s):  
Career Counseling ◽  
Behavioral Therapy ◽  
Gifted Students ◽  
Counseling Students ◽  
Vulnerable Population ◽  
Cognitive Behavioral ◽  
Emotional Needs ◽  
Social And Emotional ◽  
Solution Focused Brief Therapy ◽  
Solution Focused

This chapter reviews strategies for working with students who are gifted. It stresses that gifted students can be a vulnerable population because, without proper academic, social, and emotional support, they may not reach high levels of achievement and recognize their potential in school and beyond. Also, because gifted students’ social and emotional needs are often unrecognized and unmet, it is important for counselors to familiarize themselves with the characteristics associated with giftedness. The chapter describes the types of challenges that may be faced by gifted students, including perfectionism, underachievement, motivation, and multipotentiality. It also suggests counseling strategies to address these concerns such as cognitive-behavioral therapy, solution-focused brief therapy, career counseling, and group counseling.

scholarly journals Collaborations: providing emotional support to senior leaders

2019 ◽  
Vol 5 (1) ◽  
pp. 1-14 ◽  
Author(s):  
Carla Solvason ◽  
Alison Kington
Keyword(s):  
Emotional Support ◽  
Primary Schools ◽  
Emotional Needs ◽  
Senior Leaders ◽  
Head Teachers ◽  
Content Type ◽  
Social And Emotional ◽  
Study Approach ◽  
Significant Discovery

Purpose The purpose of this paper, based upon research carried out between a university and a Local Authority (LA) in the Midlands, UK, is to explore the phenomenon of head teachers working collaboratively across clusters of primary schools, or inter-collaboration. Design/methodology/approach A qualitative case study approach was taken and the data collection methods co-constructed with the participants. Findings The head teachers were eager to share what they perceived as an overwhelmingly positive collaborative experience. The findings in this paper illustrate perhaps the most significant discovery, i.e. the role that the collaborative clusters can play in offering emotional support to those head teachers involved. Research limitations/implications This research was based within a specific LA, so the findings reflect the values manifested there. Quite different results may have been discovered in alternative contexts. Originality/value The personal, social and emotional needs of leaders are often overlooked in research whilst focussing upon the support that they offer to others. This paper explores the solitary role that headship can be and the function that supportive, collaborative clusters can provide in filling that emotional void.

Developing Relationships, Communication, and Identity

1998 ◽  
Vol 21 (5) ◽  
pp. 28-29 ◽  
Author(s):  
Tracy L. Cross
Keyword(s):  
Gifted Students ◽  
Emotional Needs ◽  
Average Ability ◽  
Social And Emotional ◽  
The Social

The following is the fourth in a series of columns on meeting the social and emotional needs of gifted students where I provide a number of ideas that teachers, parents, and counselors can consider as they work on behalf of gifted students. Many of the ideas are equally applicable to gifted students and students of average ability.

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