scholarly journals “I felt alone”: The Importance of Social Support for Early Intervention

Educação ◽  
2020 ◽  
Vol 43 (1) ◽  
pp. 35476
Author(s):  
Marilyn Espe- Sherwindt ◽  
Ana Maria Serrano
Keyword(s):  
Social Support ◽  
Early Intervention ◽  
Child Development ◽  
Economic Status ◽  
Well Being ◽  
Special Educational Needs ◽  
Social Economic Status ◽  
Research Findings ◽  
Planning Intervention

When adopting an ecological perspective of Early Intervention (EI), social support became a key concept for understanding families and ways of coping with a child who is at-risk or have been diagnosed with Special Educational Needs. Research findings demonstrate that social support, personal well-being, parenting interactional styles, and child development are both conceptually and empirically related, and that variation in child development is attributable to social support and well-being more so than to family Social Economic Status. Social supports play an essential role when planning intervention with young children and their families. This article will provide an evidence based review of the concept and its importance in Early Intervention and it will present a case study to illustrate and operationalize the ideas discussed in the article.***“Eu senti-me só”: a importância do apoio social para a intervenção Precoce***Adotando uma perspetiva ecológica de Intervenção Precoce (IP), o apoio social tornou-se um conceito-chave para entender as famílias e formas de lidar com uma criança em risco ou com Necessidades Educacionais Especiais. Os resultados da investigação demonstram que o apoio social, o bem-estar pessoal, os estilos de interação dos pais e o desenvolvimento infantil estão conceitualmente e empiricamente relacionados, e que as mudanças no desenvolvimento infantil se atribuem mais ao apoio social e ao bem-estar, da família do que ao seu estatuto sócio económico. Os apoios sociais desempenham um papel essencial no planeamento da intervenção com crianças pequenas e suas famílias. Este artigo fornecerá uma revisão baseada em evidências do conceito e sua importância na IP e apresentará um estudo de caso para ilustrar e operacionalizar as ideias discutidas no artigo.Palavras-Chave: Intervenção Precoce, Apoio Social, Apoio Formal e Informal, Ecomapa

scholarly journals Coaches’ implementation strategies in providing social support to Singaporean university athletes: A case study

2019 ◽  
Vol 14 (5) ◽  
pp. 681-693
Author(s):  
Koon Teck Koh ◽  
Marja Kokkonen ◽  
Heng Rang Bryan Law
Keyword(s):  
Social Support ◽  
Implementation Strategies ◽  
Well Being ◽  
Implementation Framework ◽  
Support Strategies ◽  
Individual Sports ◽  
Sport Coaches ◽  
University Athletes

Coaches are effective providers of social support to their athletes. Although sport-specific measures of social support have been developed to better understand athletes’ perceptions of available support, limited amount of research has addressed how sport coaches implement specific social support strategies. The purpose of this study was to examine university coaches’ implementation strategies in providing various forms of social support to their athletes. A total of eight sport coaches from team and individual sports (four from each sport) were purposefully selected for this study. Coaches were individually interviewed. The interview transcripts were analysed using a thematic analysis. The results revealed that coaches from different sports shared similar strategies across emotional, esteem, informational and tangible dimensions, but with some distinguishable differences in the way these strategies were implemented. In documenting the lived experiences of sport coaches, key strategies valued highly among these coaches were highlighted, providing important implications for coaches to know how to incorporate these strategies into their coaching practice to better support athletes’ well-being and improve the quality of coaching. The findings also provide an implementation framework of social support that emphasizes key strategies for coaches to focus on in their coaching approaches.

The Moderation Role of Being Valued by Teachers Over the Association Between School Children Motivation and Need for Competition

SAGE Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 215824402110441
Author(s):  
Cristina Maria Bostan ◽  
Tudor Stanciu ◽  
Răzvan-Lucian Andronic
Keyword(s):  
School Children ◽  
Social Constructivism ◽  
Social Economic ◽  
Economic Status ◽  
Well Being ◽  
Social Economic Status ◽  
Motivation For Learning ◽  
The Social ◽  
The Family

Concordant with classical theoretical guidelines (i.e., social facilitation, social constructivism theory, and the Pygmalion effect) we tested the need for competition and perception of being valued by teachers to be better motivated for learning in school. We extend knowledge by testing these associations mediated by the social economic status given by the well-being of the family (i.e., controlling for gender and socio-economic status). A total of 214 Romanian students (45.3% boys) with ages between 13 and 17 years were administered the PEER questionnaire (i.e., perception of being valued by teachers, school-children motivation, and the need for competition). Results show a positive relation between the need for competition and motivation for learning. We also found positive relations between the perception of being valued by the teacher and motivation for learning and the need for competition. We conclude that motivation is higher when the need for competition is higher and the perception of being valued by teachers is higher.

The Value of Adaption and Innovation as a Function of Diversity

2016 ◽  
pp. 972-990
Author(s):  
Curtis Friedel
Keyword(s):  
Problem Solving ◽  
Social Economic ◽  
Economic Status ◽  
Unintended Consequences ◽  
Social Economic Status ◽  
Problem Solving Style

When one is asked to put a diverse team together to solve a particular problem, one often thinks of diversity as differences in ethnicity, gender, social economic status, and age. However, one variable not often considered is problem-solving style. Kirton's Adaption-Innovation (AI) theory explains how some people are more adaptive while others are more innovative in their style of solving problems. Because many of today's problems are complex, if not wicked, both more adaptive and more innovative individuals need to work together on teams to solve problems so that unintended consequences of problems may be anticipated. A case study is presented in this chapter providing evidence to suggest distinguishing characteristics of those who are more adaptive or more innovative may be misattributed to nationality or culture, despite evidence of independence between these variables. Finally, Kirton's AI theory is linked to the study of leadership.

“I love this stuff!”: a Canadian case study of mentor–coach well-being

2019 ◽  
Vol 8 (4) ◽  
pp. 325-344
Author(s):  
Trista Hollweck
Keyword(s):  
Focus Group ◽  
Qualitative Case Study ◽  
Well Being ◽  
Experienced Teachers ◽  
Content Type ◽  
Coaching Relationship ◽  
Framework Approach ◽  
Stakeholder Perspective ◽  
Research Findings

PurposeThe purpose of this paper is to report on a qualitative case study that examined the potential benefits, challenges and implications of the mentor–coach (MC) role as a supportive structure for experienced teachers’ well-being and sense of flourishing in schools.Design/methodology/approachThe qualitative case study used data collected from surveys, interviews, focus groups and documentation. Data were coded and abductively analyzed using the “framework approach” with and against Seligman’s well-being PERMA framework. In order to include an alternative stakeholder perspective, data from a focus group with the district’s teacher union executive are also included.FindingsUsing the constituting elements of Seligman’s well-being (PERMA) framework, experienced teachers reported positive emotion, engagement, positive relationships, meaning and accomplishment from their MC experience. However, the MC role is not a panacea for educator well-being. Rather, the quality and effectiveness of the mentoring and coaching relationship is a determining factor and, if left unattended, negative experiences could contribute to their stress and increased workload.Research limitations/implicationsThe data used in this study were based on a limited number of survey respondents (25/42) and the self-selection of the interview (n=7) and focus group participants (n=6). The research findings may lack generalizability and be positively skewed.Originality/valueThis study contributes to the current lack of empirical research on the MC experience and considers some of the wider contextual factors that impact effective mentoring and coaching programs for educators.

scholarly journals FAMÍLIA E BEM-ESTAR: CONTRIBUTOS PARA UMA EDUCAÇÃO INCLUSIVA

2017 ◽  
Vol 6 (1) ◽  
pp. 375
Author(s):  
Sara Alexandre Felizardo ◽  
Esperança Do Rosário Ribeiro ◽  
Ana Paula Cardoso ◽  
Sofia Campos
Keyword(s):  
Social Support ◽  
Life Satisfaction ◽  
Well Being ◽  
Educational Needs ◽  
Autism Spectrum ◽  
Educational Process ◽  
Subjective Well Being ◽  
Special Educational Needs ◽  
Role Of Parents ◽  
Health And Well Being

Abstract.FAMILY AND WELL-BEING: CONTRIBUTIONS TO INCLUSIVE EDUCATIONIn our times, research on the well-being and quality of life have come to assume a central role in the discourses and practices of professionals working in the area of people with psychosocial frailty. The scientific literature emphasizes the vastness of this line of study, which also has gained visibility in research on families of children and young people with Special Educational Needs (SEN), in particular, the influence of social support (formal and informal) in dimensions related to health and well-being of caregivers. Diener (2009) provides a definition of subjective well-being as an evaluative response of individuals with regard to his own life, in terms of satisfaction (cognitive element of the evaluation), in terms of affectivity (stable emotional element). In an inclusive approach and in line with national and international guidelines, we recognize the role of parents in defending the interests of the children and educational decision-makers participating in the educational process, so that the promotion of health and well-being are key areas in the context of educational and therapeutic intervention. This study aims to make a comparative analysis of parents of children with and without special educational needs, with regard to social support (size of social network and satisfaction with support) and parental well-being (life satisfaction). The study sample consists of 152 and 149 caregivers, respectively, parents of children with and without SEN. The statistical analysis reveals that the two groups of parents have significant differences in well-being and partly on social support (satisfaction with support). Regarding the subgroups of parents of children with SEN (cognitive, motor and Autism Spectrum Disorders) we observed statistical differences; parents of children with autism showed significantly higher values in social support (availability of support and satisfaction with support) and satisfaction with life.Keywords: inclusive education, life satisfaction, parental well-being, social supportResumo.Hodiernamente, as pesquisas sobre o bem-estar e qualidade de vida têm vindo a assumir uma centralidade nos discursos e nas práticas dos profissionais que intervêm na área das populações com fragilidade psicossocial. A literatura científica acentua a vastidão desta linha de estudo, a qual também tem ganho visibilidade no âmbito da investigação sobre as famílias de crianças e jovens com Necessidades Educativas Especiais (NEE), em particular, sobre a influência do suporte social (formal e informal) nas dimensões relacionadas com a saúde e o bem-estar dos cuidadores. Diener (2009) apresenta uma definição de bem-estar subjetivo como sendo uma resposta avaliativa das pessoas relativamente à sua própria vida, quer em termos de satisfação (elemento cognitivo da avaliação), quer em termos de afectividade (elemento emocional estável). No quadro de uma abordagem inclusiva e, em convergência com as orientações nacionais e internacionais, reconhecemos o papel dos pais na defesa dos interesses educativos dos filhos e decisores participantes no processo educativo, pelo que a promoção da sua saúde e bem-estar constituem áreas chave no contexto da intervenção educativa e terapêutica. O presente estudo tem como propósito fazer uma análise comparativa dos pais de crianças com e sem necessidades educativas especiais, no que concerne ao suporte social (dimensão da rede social e satisfação com o apoio) e ao bem-estar parental (satisfação com a vida). A amostra é constituída por 152 e 149 cuidadores, respetivamente, pais de crianças com e sem NEE. As análises estatísticas revelam que os dois grupos de pais apresentam diferenças significativas no bem-estar e, parcialmente, no suporte social (satisfação com o suporte). Relativamente aos subgrupos de pais de crianças com NEE (problemas cognitivos, motores e Perturbações do Espectro do Autismo) observamos diferenças estatísticas; os progenitores das crianças com autismo revelam valores significativamente mais elevados no suporte social (disponibilidade do suporte e satisfação com o suporte) e na satisfação com a vida.Palavras-chave: educação inclusiva, bem-estar parental, satisfação com a vida, suporte social, necessidades educativas especiais

scholarly journals REALITAS LITERASI MEDIA PADA IBU-IBU JAMAAH MAJELIS TAKLIM NURUL HIKMAH, DESA TANJUNG KARANG, CIGALONTANG, TASIKMALAYA, JAWA BARAT

2021 ◽  
Vol 4 (01) ◽  
pp. 19-31
Author(s):  
Santa Lorita Simamora
Keyword(s):  
Rural Areas ◽  
Economic Status ◽  
Research Subjects ◽  
Television Programs ◽  
Broadcast Media ◽  
Social Economic Status ◽  
Wide Range ◽  
Research Findings ◽  
Program Content ◽  
Depth Interviews

Impressions program broadcast media were more varied, especially the entertainment program demanding society audience should have the ability to screen a wide range of entertainment programs such content. The reality is not so, is not proportional between variety program and the community's ability to filter information which may enter into her mind. This is especially seen in public audiences in rural areas. As stated by Nielsen Media Research that the majority of the audience in Indonesia is a community social economic status C and D, where their ability to seek more entertainment through a private television station. While their ability to sort out the entertainment program content can not be said to be feasible. The Research method used is descriptive qualitative research. Through this research, the researcher tries photographing reality lack the ability of mothers touched Majelis Taklim Nurul Hikmah, Tanjung Karang Village, Cigalontang, Tasikmalaya, West Java during the first month, which is the period of May 29 to June 26, 2018. Additionally depth interviews were conducted that research subjects 30 mothers touched Majelis Taklim Nurul Hikmah. The results of the research findings that the ability of mothers in sorting, filtering content impressions entertainment program is minimal, so with various limitations, the mothers can not provide assistance to the children or their grandchildren when watching television programs, especially the entertainment program.

scholarly journals A study to determine age at menarche in adolescent school girls of Indore city, M. P. India

2021 ◽  
Vol 9 (2) ◽  
pp. 70-75
Author(s):  
Dr. Sunita Solanki ◽  
◽  
Dr. Ajay Soni ◽  
Dr. Vesti Randa ◽  
Dr. Ramkrishna Choudhary ◽  
...  
Keyword(s):  
Birth Order ◽  
Urban Areas ◽  
Economic Status ◽  
Well Being ◽  
Cross Sectional Study ◽  
Age At Menarche ◽  
Cross Sectional ◽  
Social Economic Status ◽  
School Girls ◽  
The Mean

Background: Menarche is a significant milestone in women's life. It affects the reproductive healthand well being of women. This study aims to find out the age at menarche of adolescent girls ofIndore city and its relation to various factors. Method: This was a cross-sectional study conductedin six schools of urban areas of Indore city the study group included 492 school girls of age 11 to 18years. After taking written informed consent from the parents, data was collected on the date ofbirth, family size, birth order, dietary intake, social-economic status, menarcheal age.Anthropometric measurements were done and data was analyzed. Results: Mean age at menarchewas found to be 13.2+1.24 years. It was found to be significantly associated with socioeconomicstatus, BMI and birth order. Conclusion: The mean age at menarche in this study is comparable tothat found in other Indian studies. It is found to be significantly associated with BMI andsocioeconomic status of the girls

scholarly journals Sources of Positivity in the Daily Life of Family Caregivers of Persons with Dementia

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 655-655
Author(s):  
Kyungmi Lee ◽  
Breannlyn Archer ◽  
Kaitlyn Cox ◽  
Carolyn Pickering
Keyword(s):  
Social Support ◽  
Family Caregivers ◽  
Daily Life ◽  
Secondary Analysis ◽  
Well Being ◽  
Care Recipient ◽  
Daily Diaries ◽  
Positive Aspects Of Caregiving ◽  
Health Complications

Abstract Family caregivers often experience fatigue, burnout, and health complications yet also enjoy many aspects of caregiving that may benefit their well-being. This study identifies positive aspects of caregiving in the daily life experiences of dementia family caregivers in order to inform interventions to support caregivers’ well-being. This case study entails a secondary analysis of open-ended question data obtained from 165 family caregivers who answered daily diaries over 21 days (n = 2841 responses). We used content analysis to organize and elicit thematic categories from the data collected in response to the question “what was the best part of your day.” A final 762 responses were selected as meeting the “care” criteria for the study, with an inter-rater reliability of 91.6%. Data analysis revealed three major sources of daily positive aspects including: caregiver-focused, patient-oriented, and support-system based. The analysis also revealed seven different kinds of daily positive aspects, such as getting to enjoy time with the care recipient or getting to accomplish other non-caregiving tasks. Many of the positive aspects of caregiving reported were enabled by social support, but they were ultimately from how they utilized that support (e.g., getting alone time) that provided the positivity. The findings of this study demonstrate the important role social support plays in caregiving, as well as highlights other possible intervention targets to create easier, more positive days for family caregivers.

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