Children's Physiological Responses to Emotional Films: Social and Emotional Outcomes

In recent years there has been an ideological push within social care away from segregated housing provision towards supported housing integrated within the wider community (McConkey, Keogh, Bunting, Iriarte, & Watson, 2016; Merrells, Buchanan, & Waters, 2019; Overmars-Marx, Thomése, Verdonschot, & Meininger, 2014). Despite this, many housing solutions for older and disabled people continue to be built on a designated basis, with physical and emotional wellbeing outcomes being both contested and mixed. After reviewing key policy relating to social care housing alongside some of the theoretical and ideological positions, this article explores the social and emotional outcomes of a diverse group of disabled people living with mental health difficulties, physical and intellectual impairments, illnesses and age-related conditions, who moved into a small, purpose-built estate of smart homes. Drawing primarily on qualitative data collected from tenants prior to moving and again seven months following relocation, the impact of moving into the estate on tenants’ sense of wellbeing and feelings of inclusion will be analysed and discussed in relation to efforts to build a new community.

Download Full-text

An Overview of the Worldwide Rise and Expansion of Home Education Homeschooling

Global Perspectives on Home Education in the 21st Century - Advances in Early Childhood and K-12 Education ◽

10.4018/978-1-7998-6681-7.ch001 ◽

2021 ◽

pp. 1-18

Author(s):

Brian D. Ray

Keyword(s):

Current Situation ◽

Future Research ◽

Home Education ◽

Social And Emotional ◽

World Today ◽

Emotional Outcomes ◽

The World ◽

The Usa ◽

The Impact

This chapter outlines the current situation about homeschooling across the world today. It highlights its enormous growth over the last 40 or 50 years, since its reintroduction in the USA and the impact that has had on the world homeschooling movement. It describes the contested outcomes of home education, including the evidence that students' academic, social, and emotional outcomes are higher while also providing a solid basis for ‘graduates' of home education to experience success in adulthood. Theorizing the roots of this success, the chapter looks at the measures of success and the theoretical bases of the success of the mainstream schooled and explores how the features that make a successful graduate of mainstream schools are naturally and almost exclusively present in the home education setting, Finally, it considers how the current turn against home education and suggests how future research might be useful to counter these negative discourses about the practice while understanding this growing cohort of children across the world today.

Download Full-text

The Interplay Between Pragmatics and Reading Comprehension in Children Who Are Deaf or Hard of Hearing

The Oxford Handbook of Deaf Studies in Literacy ◽

10.1093/oxfordhb/9780197508268.013.12 ◽

2020 ◽

pp. 155-170

Author(s):

Louise Paatsch ◽

Dianne Toe

Keyword(s):

Reading Comprehension ◽

Hard Of Hearing ◽

Social Contexts ◽

Metacognitive Skills ◽

Language And Literacy ◽

Social And Emotional ◽

Literacy Outcomes ◽

Emotional Outcomes ◽

Pragmatic Skills ◽

Children's Literacy

Strong language skills are linked to children’s literacy and social and emotional outcomes, and they are critical for educational success throughout life. However, many children who are deaf and hard of hearing (DHH) experience challenges with developing language and literacy outcomes that are commensurate with their peers with typical hearing. In particular, some children who are DHH have difficulties in understanding and using language in social contexts, specifically in regard to the more subtle and complex pragmatic skills such as contingency, inferencing, topic maintenance, and repair. This chapter suggests that such challenges evident in natural conversations may impact children’s reading comprehension. It further explores the interplay between pragmatic skills, Theory of Mind, and the complex inferential and metacognitive skills required for reading comprehension in children and young people who are DHH. Finally, the chapter addresses the implications of these links and suggests future directions for research.

Download Full-text

How Do Academically Selective School Systems Affect Pupils’ Social-Emotional Competencies? New Evidence From the Millennium Cohort Study

American Educational Research Journal ◽

10.3102/0002831219830965 ◽

2019 ◽

Vol 56 (5) ◽

pp. 1769-1799 ◽

Cited By ~ 3

Author(s):

John Jerrim ◽

Sam Sims

Keyword(s):

Educational Aspirations ◽

Selection Process ◽

Extensive Literature ◽

Social Emotional ◽

Emotional Competencies ◽

Social And Emotional ◽

Socioeconomic Gradient ◽

Emotional Outcomes ◽

New Evidence ◽

Socioemotional Outcomes

An extensive literature has investigated the link between living in an area with an academically selective schooling system and young people’s educational outcomes. In contrast, evidence on the link between selective education and young people’s wider outcomes is relatively sparse. This article uses rich survey data to test whether young people living in selective education areas in England have better academic, social, and emotional outcomes than their peers who live in nonselective areas. Results show that exposure to the selection process has limited impact upon young people’s socioemotional outcomes. We do find, however, that selective systems increase the socioeconomic gradient of educational aspirations, driven by divergence between those who do and do not gain entry to the selective track.

Download Full-text

The Role of Gang Involvement as a Protective Factor in the Association Between Peer Victimization and Negative Emotionality

Youth & Society ◽

10.1177/0044118x19869803 ◽

2019 ◽

Vol 52 (3) ◽

pp. 469-489

Author(s):

Jameela Conway-Turner ◽

Kari Visconti ◽

Adam Winsler

Keyword(s):

High School Students ◽

Peer Victimization ◽

Protective Factor ◽

Negative Emotionality ◽

Fairfax County ◽

School Students ◽

Social And Emotional ◽

Gang Involvement ◽

Emotional Outcomes ◽

The Social

Gang involvement is associated with many negative outcomes. However, the social and emotional development of gang-involved youth has received little empirical investigation. This study examines the social and emotional outcomes of gang-involved youth. Data come from the 2009 Fairfax County Youth Survey administered to eighth, 10th, and 12th grade students ( N = 27,869, 50% female, 55% minority). Hierarchical logistic regression was used to test the associations between victimization and negative emotionality, and the potential moderating effect of age and gang involvement. Results showed a positive relationship between victimization and negative emotionality. Youth involved in gangs were more likely to experience victimization. However, the association between peer victimization and negative emotionality was diminished for youth in gangs compared with those not in gangs. In addition, results showed that negative emotional outcomes from victimization were worse for middle school compared with high school students.

Download Full-text