Social–Psychological Perspectives on Preparedness Theory and Practice: Facilitating Resilience

2020 ◽  
pp. 139-167
Author(s):  
Douglas Paton
Keyword(s):  
Theory And Practice ◽  
Social Psychological

In home or at home? How collective decision making in a new care facility enhances social interaction and wellbeing amongst older adults

2010 ◽  
Vol 30 (8) ◽  
pp. 1393-1418 ◽  
Author(s):  
CRAIG KNIGHT ◽  
S. ALEXANDER HASLAM ◽  
CATHERINE HASLAM
Keyword(s):  
Older Adults ◽  
Social Identity ◽  
Care Facility ◽  
Theory And Practice ◽  
Residential Home ◽  
Social Psychological ◽  
Term Care ◽  
The People ◽  
The Social ◽  
Communal Space

ABSTRACTBenevolent, long-term care can threaten older adults' sense of autonomy in a residential home environment. Increasing reliance on a hotel style of living has been seen to erode social identity, life satisfaction and even survival or lifespan. Drawing on evidence from both gerontological and social psychological literature, this paper examines the links between the empowerment of residents and their subsequent quality of life in the context of a move into a new care facility in a medium-sized town in South-West England. A longitudinal experiment was conducted during which 27 residents on one floor of a new facility were involved in decisions surrounding its décor, while those on another floor were not. The residents' attitudes and behaviour were monitored at three points over five months (four weeks pre-move, four weeks post-move, and four months post-move). Consistent with the social identity literature, members of the empowered group reported increased identification with staff and fellow residents in the new home, displayed enhanced citizenship, reported improved wellbeing, and made more use of the communal space. Moreover the staff found the empowered residents to be more engaged with their environment and the people around them, to be generally happier and to have better health. These patterns were observed one month after the move and remained four months later. Some implications for theory and practice are discussed.

Healing and Religion

Anthropology ◽  
2019 ◽  
Author(s):  
Dori-Michelle Beeler ◽  
Jojan L. Jonker
Keyword(s):  
Human Life ◽  
Indigenous Communities ◽  
Well Being ◽  
Theory And Practice ◽  
Spiritual Practices ◽  
Social Psychological ◽  
Biological Mechanisms ◽  
Global Institutions ◽  
Bodily Function ◽  
Illness And Disease

The etymology of the term “healing” dates back to 900 ce with references pointing to northwestern Europe. Historically, healing is seen to be embedded in religion. The connection between religion and healing, while emphasizing an anthropological approach, considers categories such as (but not limited to): worldviews, religious beliefs, religious and spiritual practices, rituals, deities, and symbols rather than science. Considered holistically, studies on healing depict “healing-as-practice” (framed as praxis: theory and practice integrated) rather than just a phrase, a concept, a cognitive undertaking or even a discipline in and of itself. Positioned in this way, healing is also situated in practices of global institutions, religions, spiritualties, and indigenous communities alike. In doing so, the nuances of healing used as a phrase or concept, as well as the flexibility it has in terms of understanding what matters to humans are illuminated. Healing embraces all dimensions of human life: the physical, psychological, social, and cultural. This helps position the term “healing,” a popular term within biomedicine, health care, and complementary and alternative medicine (CAM) modalities, as associated with holism. In considering the holistic nature of healing, one process includes the healing of bones, organs, and tissue suggesting an underlying common order for healing that can be influenced by religious or spiritual rituals. At the other end of the spectrum of processes, individuals experience healing without any improvement in bodily function. Rather, they experience a type of subjective transformation as a result of distinct cultural, religious, or spiritual practices. In between the biological mechanisms of healing and the psychosomatic influences on healing, lies healing-as-praxis where something or someone intervenes in a person’s constellation of body, mind, spirit, and environment intent on stimulating healing or reaching a state of healing. This indicates that healing-as-practice has (at least) three domains; process or activity, intervention, and outcome or accomplishment, and relates to tradition, community, and social environment. Furthermore, healing-as-practice implies salutogenesis, an approach that focuses on the processes that support healing and well-being; while a focus on illness has to do with the configuration of one’s social, psychological, and spiritual condition. Thus, a distinction is made between curing and healing. Healing is concerned with meaning in relation to illness and curing is related to disease, albeit the terms illness and disease may be swapped in which case disease is interpreted as dis-ease—to be read as “being not at ease”—where mind and/or spirit are also involved. Therefore, the relation between healing and religion/spirituality is a natural one.

Socially-pedagogical work with adolescents of deviant behavior from unfavorable families

2021 ◽  
Vol 47 (2) ◽  
pp. 78-89
Author(s):  
A. Akramova ◽  
◽  
A. Shaisultanova ◽  
Keyword(s):  
Social Behavior ◽  
Social Workers ◽  
Deviant Behavior ◽  
Theory And Practice ◽  
Social Psychological ◽  
Foreign Literature ◽  
The Social ◽  
The Family ◽  
Pedagogical Development ◽  
Main Factors

The article deals with the problem of deviant adolescents. With the theory and practice of pedagogy and psychology, it becomes necessary to study this topic not only by psychologists, but also by lawyers, social workers, and doctors. The authors presented a review of foreign literature on the problem of deviant behavior, methods and ways of changing the behavior of adolescents, as well as the biological and hereditary causes of this phenomenon. The authors draw attention to the influence of family forms of upbringing, leading to antisocial and deviant behavior. The family’s unhappiness is one of the main factors of deviations in the social, psychological, pedagogical development of the child. The article describes the styles of relationships in the family that can lead to the formation of incorrect social behavior in adolescents, an analysis of social and pedagogical work with adolescents of deviant behavior is given.

scholarly journals Identifying the Public’s Psychological Concerns in Response to COVID-19 Risk Messages in Singapore

2021 ◽  
Vol 4 (2) ◽  
pp. 271-308
Author(s):  
Xingyu Chen ◽  
Anais Ang ◽  
Jing Yi Lee ◽  
Jason Wong ◽  
Neo Loo Seng ◽  
...  
Keyword(s):  
Health Outcomes ◽  
Theory And Practice ◽  
Topic Modelling ◽  
Psychological Processes ◽  
Social Psychological ◽  
The Public ◽  
The Social ◽  
Risk Communications ◽  
Precautionary Measures ◽  
Facebook Pages

Understanding the social-psychological processes that characterize communities’ reactions to a pandemic is the first step toward formulating risk communications that can lead to better health outcomes. This study examines comments on Facebook pages of five Singapore media outlets to understand what topics are being discussed by the public in reaction to the implemented precautionary measures in Singapore so as to infer their psychological concerns. Using Anchored Correlation Explanation as a topic modelling technique, this study examines around 10,000 comments and identifies 21 topics that are discussed. The 21 topics were categorized and organized into seven broad themes of psychological concerns. Implications for theory and practice are then discussed.

scholarly journals Foreign Experience in Forming Social Competency of Future Specialists in Service Sector

2015 ◽  
Vol 5 (4) ◽  
pp. 115-121
Author(s):  
Inna Shpychko
Keyword(s):  
Service Sector ◽  
Social Competency ◽  
Educational Process ◽  
Theory And Practice ◽  
Social Psychological ◽  
Social Functions ◽  
Foreign Experience ◽  
The Social ◽  
Competent Person ◽  
Personal Qualities

Abstract Foreign experience in forming social competency of future specialists in service sector being the system of social, psychological and pedagogical knowledge, skills, life and professional experience, values, motives of life activities and personal qualities that makes it possible to effectively execute social functions in the society has been revealed in the article. The specificity and influence of the educational process in the educational establishment on the forming of social competency of a student’s personality have been analyzed. The social competency requires from an individual such qualities as integrity, ability to protect his/her own opinion, to resist unwanted influence as well as tolerance and the ability to adapt and, moreover, to operate effectively in constantly changing social conditions. The socially competent person should not only understand the nature and the specific character of a situation or a problem, but also be able to solve it practically, be motivated to do it, be able to analyze both his/her own performance and its consequences. The study of theory and practice of training specialists in service sector has showed that nowadays there are only few researches dedicated to theoretical study and approbation of the content and methodology of forming social competency of future specialists in service sector.

Educators’ Beliefs About Students’ Socioeconomic Backgrounds as a Pathway for Supporting Motivation

2021 ◽  
pp. 014616722110619
Author(s):  
David M. Silverman ◽  
Ivan A. Hernandez ◽  
Mesmin Destin
Keyword(s):  
Socioeconomic Status ◽  
Academic Persistence ◽  
Psychological Theory ◽  
Theory And Practice ◽  
Social Psychological ◽  
Potential Sources ◽  
Identity Based ◽  
Support Students ◽  
Meaningful Role ◽  
Social Psychological Theory

Students’ understandings of their socioeconomic status (SES) backgrounds have important implications for their motivation, achievement, and the emergence of SES-based educational disparities. Educators’ beliefs about students’ backgrounds likely play a meaningful role in shaping these understandings and, thus, may represent an important opportunity to support students from lower-SES backgrounds. We first experimentally demonstrate that educators can be encouraged to adopt background-specific strengths beliefs—which view students’ lower-SES backgrounds as potential sources of unique and beneficial strengths ( NStudy 1 = 125). Subsequently, we find that exposure to educators who communicate background-specific strengths beliefs positively influences the motivation and academic persistence of students, particularly those from lower-SES backgrounds ( NStudy 2 = 256; NStudy 3 = 276). Furthermore, lower-SES students’ own beliefs about their backgrounds mediated these effects. Altogether, our work contributes to social-psychological theory and practice regarding how key societal contexts can promote equity through identity-based processes.

Addressing the Content Vocabulary With Core: Theory and Practice for Nonliterate or Emerging Literate Students

2012 ◽  
Vol 21 (3) ◽  
pp. 74-81 ◽  
Author(s):  
Debbie Witkowski ◽  
Bruce Baker
Keyword(s):  
Communication Skills ◽  
High Performance ◽  
Theory And Practice ◽  
Written Communication ◽  
Academic Tasks ◽  
Meaningful Participation ◽  
Core Theory ◽  
Communication Needs ◽  
Core Vocabulary ◽  
Personal Success

Abstract In the early elementary grades, the primary emphasis is on developing skills crucial to future academic and personal success—specifically oral and written communication skills. These skills are vital to student success as well as to meaningful participation in the classroom and interaction with peers. Children with complex communication needs (CCN) may require the use of high-performance speech generating devices (SGDs). The challenges for these students are further complicated by the task of learning language at a time when they are expected to apply their linguistic skills to academic tasks. However, by focusing on core vocabulary as a primary vehicle for instruction, educators can equip students who use SGDs to develop language skills and be competitive in the classroom. In this article, we will define core vocabulary and provide theoretical and practical insights into integrating it into the classroom routine for developing oral and written communication skills.

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