scholarly journals The social environment of early ontogenesis and the formation of research behavior in adulthood

2019 ◽  
Vol 12 (3) ◽  
pp. 142-147
Author(s):  
A.Yu. Shishelova ◽  
V.V. Raevsky
Keyword(s):  
Motor Activity ◽  
Social Environment ◽  
Critical Period ◽  
Wistar Rats ◽  
Central Zone ◽  
Maximum Speed ◽  
Average Speed ◽  
Testing Period ◽  
The Social ◽  
The Individual

The influence of changes in the social environment in the nest from the 2nd to the 20th day of life on the manifestation of research behavior in adulthood has been studied. The study was performed on Wistar rats. To assess the motor activity used standard indicators of behavior in the “open field”. Analyzed the length of the path, the average speed of movement of the individual, the maximum speed of movement during the testing period, the time spent without visible movement, the number of exits to the central zone. It has been established that intact individuals, brought up together with sensory deprived siblings, change the severity of research behavior. It was revealed that the critical period during which a change in the social environment has a more significant influence on the formation of research behavior is the period from the 9th to the 20th day of life.

scholarly journals Individual behavioural traits not social context affects learning about novel objects in archerfish

2021 ◽  
Vol 75 (3) ◽  
Author(s):  
Nick A. R. Jones ◽  
Helen C. Spence-Jones ◽  
Mike Webster ◽  
Luke Rendell
Keyword(s):  
Social Context ◽  
Social Environment ◽  
Social Contexts ◽  
Negative Effects ◽  
Behavioural Phenotype ◽  
Social Species ◽  
The Social ◽  
Social Animals ◽  
Novel Objects ◽  
The Individual

Abstract Learning can enable rapid behavioural responses to changing conditions but can depend on the social context and behavioural phenotype of the individual. Learning rates have been linked to consistent individual differences in behavioural traits, especially in situations which require engaging with novelty, but the social environment can also play an important role. The presence of others can modulate the effects of individual behavioural traits and afford access to social information that can reduce the need for ‘risky’ asocial learning. Most studies of social effects on learning are focused on more social species; however, such factors can be important even for less-social animals, including non-grouping or facultatively social species which may still derive benefit from social conditions. Using archerfish, Toxotes chatareus, which exhibit high levels of intra-specific competition and do not show a strong preference for grouping, we explored the effect of social contexts on learning. Individually housed fish were assayed in an ‘open-field’ test and then trained to criterion in a task where fish learnt to shoot a novel cue for a food reward—with a conspecific neighbour visible either during training, outside of training or never (full, partial or no visible presence). Time to learn to shoot the novel cue differed across individuals but not across social context. This suggests that social context does not have a strong effect on learning in this non-obligatory social species; instead, it further highlights the importance that inter-individual variation in behavioural traits can have on learning. Significance statement Some individuals learn faster than others. Many factors can affect an animal’s learning rate—for example, its behavioural phenotype may make it more or less likely to engage with novel objects. The social environment can play a big role too—affecting learning directly and modifying the effects of an individual’s traits. Effects of social context on learning mostly come from highly social species, but recent research has focused on less-social animals. Archerfish display high intra-specific competition, and our study suggests that social context has no strong effect on their learning to shoot novel objects for rewards. Our results may have some relevance for social enrichment and welfare of this increasingly studied species, suggesting there are no negative effects of short- to medium-term isolation of this species—at least with regards to behavioural performance and learning tasks.

Enabling Occupation: The Importance of an Affirming Environment

2001 ◽  
Vol 68 (2) ◽  
pp. 80-89 ◽  
Author(s):  
Karen L. Rebeiro
Keyword(s):  
Mental Illness ◽  
Qualitative Study ◽  
Social Environment ◽  
Occupational Therapists ◽  
Therapeutic Interventions ◽  
Occupational Engagement ◽  
Occupational Performance ◽  
The Social ◽  
The Individual ◽  
Over Time

Occupational therapists have become increasingly concerned with factors beyond the individual which impact occupational performance. Several recent models propose that the environment is a significant influence on occupational performance and upon its meaningfulness. An in-depth, qualitative study was conducted which explored the meaning of occupational engagement for eight women with mental illness (Rebeiro & Cook, 1999). This study yielded several important insights about the environment, which have recently been replicated by Legault and Rebeiro (2001) and Rebeiro, Day, Semeniuk, O'Brien, and Wilson (In Press). Participants suggested that environments that provide opportunity, and not prescription are more conducive to fostering occupational performance. Participants further suggested that an environment that provides Affirmation of the individual as a person of worth, a place to belong, and a place to be supported, enables occupational performance over time. A series of research studies indicated that the social environment is an important consideration in planning therapeutic interventions which aim to enable occupation. Implications for occupational therapy practice, education and research are offered

The wider social system

2021 ◽  
pp. 238-281
Author(s):  
Robbie Duschinsky ◽  
Sarah Foster
Keyword(s):  
Mental Health ◽  
Social Environment ◽  
Social System ◽  
Public Mental Health ◽  
Epistemic Trust ◽  
School Based ◽  
System P ◽  
The Social ◽  
The Individual

Critics have alleged that in attempting to adapt to the individual-centric environment of contemporary health provision, mentalization-based therapy itself has been complicit with the atomization of society. Conversations with his colleague Peter Fuggle and Dickon Bevington at the Anna Freud Centre have also had a profound role in highlighting to Fonagy the importance of the wider social system around the individual. Pursuing these questions, this chapter begins by examining the growing attention to the social environment shown by Fonagy and colleagues, and especially their exploration of the role of friends and friendships for mentalization and epistemic trust. It will then examine the reflections and research by Fonagy and collaborators on public mental health. The researchers’ hopes regarding school-based prevention will be given particular attention, and the chapter will also show how this work has shaped Fonagy’s efforts as a policy influencer. Finally, the chapter will appraise the considerations offered by Fonagy and colleagues of the role of culture, in particular the issue of whether attention to cultural processes should be regarded as mentalizing, non-mentalizing or as not mentalizing, and whether organizations and societies can themselves be said to institutionalize cultures of mentalizing or non-mentalizing.

Developing Athletes in the Context of Sport and Performance Psychology

2017 ◽  
Author(s):  
Luc J. Martin ◽  
David J. Hancock ◽  
Jean Côté
Keyword(s):  
Social Environment ◽  
Physical Environment ◽  
Developmental Process ◽  
Sport Performance ◽  
Performance Psychology ◽  
The Social ◽  
Early Specialization ◽  
And Performance ◽  
The Individual ◽  
Athletic Development

Talent development in sport is achieved through years of preparation and requires constant interaction between personal and contextual resources. Accordingly, extensive research has been dedicated to understanding factors that contribute to sport performance. Literature suggests the factors influencing athletic development can be classified in terms of the physical environment, the social environment, and engaging learning activities. Investigations pertaining to the physical environment suggest the importance of appropriate settings, which can relate to the sport organization or the larger community. Researchers must also cogitate the activities in which athletes take part. These considerations involve the maturational status of athletes, the volume of deliberate practice and play, and early specialization versus diversification. Finally, the salience of the social environment in relation to sport performance cannot be overlooked. Not surprisingly, the relations established with social agents (i.e., coaches, peers/teammates, parents) can facilitate or impede the developmental process. Consequently, the development of athletes in the context of sport and performance psychology extends past the individual and is influenced by several factors that must be discussed.

scholarly journals Twin Research in the Post-Genomic Era: Dissecting the Pathophysiological Effects of Adversity and the Social Environment

2020 ◽  
Vol 21 (9) ◽  
pp. 3142 ◽  
Author(s):  
Jonathan D. Turner ◽  
Conchita D’Ambrosio ◽  
Claus Vögele ◽  
Martin Diewald
Keyword(s):  
Social Environment ◽  
Study Design ◽  
Twin Study ◽  
Controlled Trial ◽  
Twin Studies ◽  
Twin Design ◽  
The Social ◽  
The Individual ◽  
Randomised Controlled

The role of twins in research is evolving as we move further into the post-genomic era. With the re-definition of what a gene is, it is becoming clear that biological family members who share a specific genetic variant may well not have a similar risk for future disease. This has somewhat invalidated the prior rationale for twin studies. Case co-twin study designs, however, are slowly emerging as the ideal tool to identify both environmentally induced epigenetic marks and epigenetic disease-associated processes. Here, we propose that twin lives are not as identical as commonly assumed and that the case co-twin study design can be used to investigate the effects of the adult social environment. We present the elements in the (social) environment that are likely to affect the epigenome and measures in which twins may diverge. Using data from the German TwinLife registry, we confirm divergence in both the events that occur and the salience for the individual start as early as age 11. Case co-twin studies allow for the exploitation of these divergences, permitting the investigation of the role of not only the adult social environment, but also the salience of an event or environment for the individual, in determining lifelong health trajectories. In cases like social adversity where it is clearly not possible to perform a randomised-controlled trial, we propose that the case co-twin study design is the most rigorous manner with which to investigate epigenetic mechanisms encoding environmental exposure. The role of the case co-twin design will continue to evolve, as we argue that it will permit causal inference from observational data.

INDIVIDUAL PSYCHOLOGICAL FEATURES OF MOTHERS ' PERSONALITY THAT DETERMINE THE STYLE OF CHILD'S UPBRINGING

2021 ◽  
pp. 57-60
Author(s):  
И.И. Пацакула ◽  
Т.В. Белинская
Keyword(s):  
Social Environment ◽  
Psychological Support ◽  
Psychological Characteristics ◽  
Family Education ◽  
Way Of Life ◽  
The Social ◽  
The Family ◽  
The Individual ◽  
Psychological Features ◽  
The Relationship

Семья рассматривается как часть социальной среды, институт психологической поддержки ребенка, осуществляющий воссоздание определенного образа жизни, образа мыслей и отношений. Исследование посвящено изучению связи между индивидуально-психологическими особенностями личности матерей и стилем семейного воспитания. Результаты описывают стилевые особенности применительно к конкретным индивидуально-психологическим особенностям. The family is considered as a part of the social environment, an institution of psychological support for the child, which recreates a certain way of life, way of thinking and relationships. The study is devoted to the study of the relationship between the individual psychological characteristics of the personality of mothers and the style of family education. The results describe stylistic features in relation to specific individual psychological characteristics

The formation of the socio-moral component of the personal agency of a teenager in the environment of additional education

2020 ◽  
Author(s):  
T. A. Antopolskaya ◽  
◽  
A. S. Silakov
Keyword(s):  
Social Responsibility ◽  
Social Environment ◽  
Enriched Environment ◽  
Controversial Issues ◽  
Personal Agency ◽  
Component Structure ◽  
The Social ◽  
The Individual ◽  
Additional Education

The article reveals the problem of formation of the socio-moral component of the personal agency of a teenager in the environment of additional education. It considers the theoretical aspects of this problem. The attention is paid to the understanding of personal agency, its connection with the conditions of the social environment during the teen years. The component structure of personal agency is given. The article also describes the methods and results of the study of the socio-moral component of the personal agency of adolescents. It deals with the controversial issues of the formation of the individual components of personal agency: social responsibility and moral-axiological attitude to the subjects of the social environment. The attention of the reader is drawn to the potential of a socially enriched environment of additional education for the formation of the personal agency of modern adolescents.

scholarly journals Work with the Social Environment of the Family in the Process of Reintegration

2020 ◽  
pp. 175-186
Author(s):  
Nataliia Lytvynova ◽  
Keyword(s):  
Social Interaction ◽  
Parental Care ◽  
Social Environment ◽  
Social Relations ◽  
Social Institutions ◽  
Well Being ◽  
The Social ◽  
The Family ◽  
Important People ◽  
The Individual

The article reveals the method of working with the child's immediate environment, which helps to ensure optimal conditions for reintegration. Partnership between parents, relatives, other important people, social professionals, practical psychologists, specialists and organizations involved affects the overall well-being of the child at different levels of social interaction. The consequences of the specific conditions of keeping and living of orphans and children deprived of parental care in boarding schools, as well as the conditions necessary to achieve the welfare of the child are described. The reintegration of the child should take place as a gradual and controlled process. Constant changes in the conditions of care, forms of placement are detrimental to the child's development, the formation of attachments, so during this process you need to avoid sudden changes and conflicting decisions. The author analyzes the specifics of the process of reintegration of orphans and children deprived of parental care, identifies three levels of social interaction, characteristic of this category of children: sensory-emotional, emotional-social, social-institutional level. In this context, the process of reintegration is to some extent similar to the process of socialization of the individual, which involves the active entry of the individual into all social institutions. The technologies of compiling a map of the social environment are presented, which provides a more detailed, reasonable answer regarding the quality and functioning of the client's social relations; ecomaps, to identify a number of interactions between the client and people related to the client, relevant social institutions, the environment. Based on the analysis of interpersonal connections and relationships, the specialist identifies important and significant people for the child and together with the child explores the possibility of organizing a meeting within the social network, which can be attended by people listed in the map of the social environment.

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