scholarly journals SWK-12. PEDIATRIC NEURO-ONCOLOGY PARENT PERSPECTIVE ON ASPECTS OF SOCIAL AND EMOTIONAL SUPPORT FOR ONLINE APPLICATION

2020 ◽  
Vol 22 (Supplement_3) ◽  
pp. iii466-iii467
Author(s):  
Kendra Koch ◽  
Tatum Fettig ◽  
Meghan Slining
Keyword(s):  
Focus Group ◽  
Emotional Support ◽  
Deep Understanding ◽  
Personal Characteristics ◽  
Evidence Based ◽  
Family Needs ◽  
Social Emotional ◽  
Online Application ◽  
Parent Perspective ◽  
Social And Emotional

Abstract Addressing family needs for social/emotional support is part of the duty of oncology care teams. This research presents a (2020) scoping review and a (2019) focus group initiated to explore pediatric neuro-oncology parent experience of social/emotional support in conjunction with developing an online peer application to address family needs. Currently, the value of online support is in the forefront of clinical conversation. The focus group queried eight parents whose children were under neuro-oncology treatment in the Northwest USA. Thematic findings include—parents want supportive peers who have (1) a personal and deep understanding of parenting a child with serious illness (they “get it”); (2) particular characteristics and skills that promote and sustain relationships, including—(a) good social skills, (b) ability to engage in “balanced” (cancer/non-cancer) conversations, (c) individual similarities (beliefs, age of children, cancer diagnosis/treatment), (d) logistic commonalities (location, availability), (e) pro-social personal characteristics (i.e. sense of humor, emotional/social flexibility), and an (f) ability to navigate and maintain social/emotional boundaries. Parents also initiated discussion about “the burden of supportive relationships” and supporting families doing “normal” activities without worrying about treatment side effects and contagions. The literature review supports finding (1) above; reveals the paucity of evidence-based supports available to this population; underscores the critical need for practitioners and researchers to develop more evidence-based supports and interventions for families of children experiencing cancer; and supports practitioners’ consistently assessing parent and sibling social and emotional needs and then consistently referring or intervening when needs are identified.

scholarly journals Association Between Subjective Cognitive Decline and Social and Emotional Support in US Adults

2020 ◽  
Vol 35 ◽  
pp. 153331752092239
Author(s):  
Xingran Weng ◽  
Daniel R. George ◽  
Bibo Jiang ◽  
Li Wang
Keyword(s):  
Cognitive Decline ◽  
Emotional Support ◽  
Subjective Cognitive Decline ◽  
Behavioral Risk ◽  
Social Emotional ◽  
Demographic Groups ◽  
Social And Emotional ◽  
Behavioral Risk Factor Surveillance ◽  
Study Population ◽  
System Data

Subjective cognitive decline (SCD) has been linked to Alzheimer’s Disease in the literature. However, little is known about whether SCD is associated with social/emotional support (SES). To investigate this association, this study utilized the 2015 and 2016 Behavioral Risk Factor Surveillance System data. A study population of 17206 participants aged 45 years and older who responded to both the Emotional Support and Life Satisfaction survey module and the Cognition Decline survey module were included. Of this study population, 11.22% had SCD, and 21.83% reported insufficient SES. A much higher percentage of those with insufficient SES experienced SCD compared to those with sufficient SES (21.15% vs 8.45%, P < .0001). Insufficient SES was significantly associated with SCD (odds ratio = 1.68, 95% confidence interval: 1.37-2.06), after controlling for other factors. Furthermore, this study found certain demographic groups such as female, white, or married groups were more likely to receive sufficient SES.

Teachers’ Perceptions of Relationship Enhancement Upon Implementation of the Social Emotional Learning Program in Latvia: Focus Group Study

2017 ◽  
Vol 8 ◽  
Author(s):  
Baiba Martinsone ◽  
Sabine Vilcina
Keyword(s):  
Focus Group ◽  
Program Implementation ◽  
Program Effectiveness ◽  
Learning Program ◽  
Social Emotional ◽  
Focus Group Study ◽  
Group Discussions ◽  
Emotional Competencies ◽  
Teachers Perceptions ◽  
Social And Emotional

The goal of this study was to elicit and analyse teachers’ reflections on the benefits of the implementation of the SEL program in Latvia, both in regard to benefits for the students and in regard to benefits for themselves. The school-wide Latvia SEL program was initiated during the 2012–13 academic year and to date has been implemented in 41 Latvian schools. In order to ascertain the teachers’ views on issues of program effectiveness, seven focus groups were organised consisting of teachers who had participated in the SEL program implementation. Thematic analysis of the focus group discussions indicated that the teachers appreciate various benefits of the SEL program, but among the most prominent themes were those concerning improved relationships, both student-student and student-teacher relationships. The views expressed by the teachers align with previous studies implying the significance of the teachers’ own social and emotional competencies in facilitating quality maintenance of the program.

A multilevel analysis of the influence of bullying participant roles upon the trajectories of adolescents’ social and emotional competencies

2021 ◽  
pp. 014303432198897
Author(s):  
Vítor Alexandre Coelho ◽  
Marta Marchante
Keyword(s):  
Decision Making ◽  
Self Control ◽  
Social Emotional ◽  
Emotional Competencies ◽  
Social And Emotional ◽  
Self Reports ◽  
One Year ◽  
Competencies Development ◽  
Bullying Participant Roles ◽  
Social And Emotional Competencies

This study analyzed how social and emotional competencies evolved according to adolescents’ involvement in bullying, and whether gender influenced social and emotional competencies’ development. Five-hundred-fourteen students ( Mage = 12.71; SD = 1.09) were assessed through self-reports at three different time points for one year. Results showed that students involved in the three analyzed bullying roles displayed a more negative trajectory in all but one social emotional competence analyzed compared to students not involved in bullying. The exception was students who bullied others for responsible decision making. Additionally, gender differences were only found in self-esteem trajectories; boys displayed a more pronounced decrease. In larger classes, students displayed higher levels of self-control, social awareness and responsible decision-making. These results showed that reduced social and emotional competencies were a consequence of bullying involvement for every bullying role analyzed.

Men's perception and understanding of male-factor infertility in the UK

2021 ◽  
Vol 30 (9) ◽  
pp. S8-S16
Author(s):  
Eleanor L Stevenson ◽  
Cheng Ching-Yu ◽  
Chang Chia-Hao ◽  
Kevin R McEleny
Keyword(s):  
Public Health ◽  
Emotional Support ◽  
Health Professionals ◽  
Male Fertility ◽  
Public Knowledge ◽  
Evidence Based ◽  
Male Factor Infertility ◽  
Male Factor ◽  
The Public ◽  
The Uk

Male-factor infertility is a common but stigmatised issue, and men often do not receive the emotional support and the information they need. This study sought to understand awareness of male fertility issues compared to female fertility among the UK general male public, and also what were perceived as being the optimum methods for providing support for affected men, emotionally and through information. Men feel that male infertility is not discussed by the public as much as female infertility. Lifestyle issues that affect male fertility are not well understood, and men affected by infertility desire more support, including online, from health professionals and through peer support. Health professionals, including those in public health, could offer evidence-based programmes to reduce stigma and increase public knowledge about infertility, as well as offer emotional support to men with infertility problems.

scholarly journals Enhancement and Standardization of a Universal Social-Emotional Health Measure for Students’ Psychological Strengths

2021 ◽  
Author(s):  
Michael J. Furlong ◽  
Erin Dowdy ◽  
Karen Nylund-Gibson ◽  
Rhea Wagle ◽  
Delwin Carter ◽  
...  
Keyword(s):  
Emotional Health ◽  
Reliability And Validity ◽  
Validation Sample ◽  
Social Emotional ◽  
Social And Emotional ◽  
Criterion Validation ◽  
Adolescent Sample ◽  
Structural Validation ◽  
Diverse Groups ◽  
California Schools

AbstractRobust evidence links students’ positive mental health with academic achievement and provides a compelling rationale for developing and refining strength-based assessments. The Social Emotional Health Survey–Secondary (SEHS-S) assesses adolescents’ social and emotional skills and positive psychological dispositions. Previous studies provide reliability and validity evidence; nonetheless, there is a need for continued refinement and validation across diverse groups. The current study revised and standardized the updated SEHS-S-2020 to validate further its use in secondary schools (Grades 9–12) with a large, diverse adolescent sample. Study participants included 72,740 from 113 California schools (structural validation sample), 10,757 students from 15 randomly selected California schools (criterion validation sample), and 707 students from four additional California schools (test-retest sample). Data analyses examined structural validity, measurement invariance, criterion validity, internal consistency, and response stability. Results supported the SEHS-S-2020 validity across diverse groups of youth in various contexts. The discussion focuses on implications for assessing students’ psychosocial assets and universal school-based screening.

Investigating the Psychometric Properties of the Social-Emotional Learning Scale

2021 ◽  
pp. 153450842098452
Author(s):  
Christopher L. Thomas ◽  
Staci M. Zolkoski ◽  
Sarah M. Sass
Keyword(s):  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Emotional Information ◽  
Confirmatory Factor Analyses ◽  
Educational Support ◽  
Social And Emotional ◽  
The Social ◽  
Confirmatory Factor ◽  
Learning Programs

Educators and educational support staff are becoming increasingly aware of the importance of systematic efforts to support students’ social and emotional growth. Logically, the success of social-emotional learning programs depends upon the ability of educators to assess student’s ability to process and utilize social-emotional information and use data to guide programmatic revisions. Therefore, the purpose of the current examination was to provide evidence of the structural validity of the Social-Emotional Learning Scale (SELS), a freely available measure of social-emotional learning, within Grades 6 to 12. Students ( N = 289, 48% female, 43.35% male, 61% Caucasian) completed the SELS and the Strengths and Difficulties Questionnaire. Confirmatory factor analyses of the SELS failed to support a multidimensional factor structure identified in prior investigations. The results of an exploratory factor analysis suggest a reduced 16-item version of the SELS captures a unidimensional social-emotional construct. Furthermore, our results provide evidence of the internal consistency and concurrent validity of the reduced-length version of the instrument. Our discussion highlights the implications of the findings to social and emotional learning educational efforts and promoting evidence-based practice.

scholarly journals IQ and Internalising Symptoms in Adolescents with ASD

2020 ◽  
Author(s):  
Monisha Edirisooriya ◽  
Dominika Dykiert ◽  
Bonnie Auyeung
Keyword(s):  
Autism Spectrum Disorder ◽  
Intellectual Disabilities ◽  
Emotional Support ◽  
Intelligence Quotient ◽  
Meta Analysis ◽  
Autism Spectrum ◽  
Anxiety And Depression ◽  
Social And Emotional ◽  
The Relationship ◽  
Adolescents With Asd

AbstractIntelligence quotient (IQ), has been found to relate to the presence of internalising symptoms in autism spectrum disorder (ASD). This meta-analysis sought to clarify the direction of the relationship between IQ and two prevalent internalising symptoms, anxiety and depression, in adolescents with ASD. Secondly, this study aimed to highlight methodological factors contributing to inconsistent findings in existing research. Self-reported anxiety was found to be significantly higher in youth with a lower IQ, while depression was positively associated with IQ. Consequently, parents, schools and clinicians should be cautious of underestimating anxiety in youth with a lower IQ. However, care should also be taken to ensure adolescents with ASD without intellectual disabilities are not overlooked with regards to social and emotional support.

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