Beat the Odds: Social and Emotional Skill Building Delivered in a Framework of Drumming-and Movement

2012 ◽  
Author(s):  
Ping Ho ◽  
Kathy Cass
2018 ◽  
Vol 35 (5) ◽  
pp. 743-769 ◽  
Author(s):  
Laura J. Holt ◽  
Jonathan F. Mattanah ◽  
Michelle W. Long

We report on two longitudinal studies, where we examined how stability and change in attachment to parents and peers from the first to last year of college were associated with changes in theoretically relevant outcomes. As expected, students with consistently secure parental and peer attachment evidenced the best academic, social, and emotional functioning overall. Participants with “stable secure” parental attachment reported significant increases in their academic and emotional functioning and their social competencies; on the other hand, students with consistently low parental attachment showed a decline in their emotional functioning. Participants with stable secure peer attachment also reported lower overall levels of depression and loneliness, better social competence, and more favorable attitudes about help-seeking. Finally, students who transitioned from lower to higher parental attachment showed significant declines in loneliness; those transitioning from low to high peer attachment evidenced a significant increase in social functioning. We discuss implications for how college-based programming might serve to forestall declines in parental/peer attachment and/or facilitate skill building among students who identify with a more insecure style at college entry.


2021 ◽  
Vol 50 (1) ◽  
Author(s):  
Dawn Brooks-DeCosta ◽  
Ife Lenard

Through an analysis of both SEL and CR-SE practices at an urban school and a social skill building afterschool program conducted through outside support staff, this paper demonstrates the process of providing social-emotional supports with a culturally responsive lens. The authors suggest, without a culturally responsive-sustaining lens, social and emotional supports can lack the trust and connection needed to meet students where they are while acknowledging their unique identities and cultures.


GeroPsych ◽  
2013 ◽  
Vol 26 (2) ◽  
pp. 81-82
Author(s):  
Barbara Klein ◽  
Monika Knopf ◽  
Frank Oswald ◽  
Johannes Pantel

2014 ◽  
Vol 30 (4) ◽  
pp. 283-288 ◽  
Author(s):  
Gesine Grande ◽  
Matthias Romppel ◽  
Matthias Michal ◽  
Elmar Brähler

The interaction of negative affectivity (NA) and social inhibition (SI), known as the Type D personality, is associated with a worse prognosis in cardiac patients. Until now, causal models have been speculative, and this is partly due to a lack of clarity related to the validity of SI, its role in emotion regulation, and the postulated independence of social and emotional functioning. To examine the construct validity of the Type D personality, we analyzed associations of NA and SI with different measures of affectivity, social anxiety, and social competencies in a German population-based representative sample (n = 2,495). Both NA and SI were associated with all other measures of social functioning and negative affect (all rs > .30) and showed considerable cross-loadings (NA: a 1 = .39, a 2 = .63; SI: a1 = .73 and a2 = .34) in a two-factor solution with the factors labeled as Social Functioning and Negative Affectivity. The SI subscale did not properly differentiate between social fears and social competencies, which emerged as rather different aspects of social functioning. Further studies should examine the effect of broader dimensions of social orientation and competencies and their interaction with NA on cardiac prognosis.


2003 ◽  
Author(s):  
Jeroen Meganck ◽  
Ilse De Bourdeaudhuij ◽  
Bert Van Poucke ◽  
Elke Van Hoof ◽  
Els Snauwaert ◽  
...  

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