scholarly journals THE SOCIAL-PSYCHOLOGICAL FACTORS INFLUENCING WOMEN-PRISONERS’ FEELING OF LONELINESS

2020 ◽  
Vol 1 (10) ◽  
pp. 56
Author(s):  
Ingrida Baranauskiene ◽  
Alla Kovalenko ◽  
Inna Leonova
Keyword(s):  
Interpersonal Relationships ◽  
Personal Development ◽  
Goal Achievement ◽  
Social Psychological ◽  
Personal Traits ◽  
Female Prisoners ◽  
Factors Influencing ◽  
The Social ◽  
Objective Factor ◽  
Fear Of Rejection

<p>The article presents the study on the factors influencing appearance of loneliness at female prisoners. The results obtained indicate that loneliness is caused not only by subjective factors, such as personal traits, needs, motives, but also by an objective factor - the socially closed structure of detention places and the limited environment there. The main subjective reasons for female prisoners’ feelings of loneliness are despair, fears, depression and aggression, caused by their inability to satisfy their needs for communication, safety, personal development and goal achievement.</p>The feeling of loneliness appears because the influence of the following factors: personal traits, insufficient interpersonal relationships, fear of rejection, subjective and objective causes

scholarly journals The Style of Interpersonal Relationships as a Determining Factor in the Social-Psychological Adaptation of Adolescents with a Slight Degree of Mental Retardation and with Normotypical Development in the Context of Co-Education in Secondary School

2019 ◽  
Vol 8 (1) ◽  
pp. 33-57
Author(s):  
T. Boldyreva
Keyword(s):  
Mental Retardation ◽  
Inclusive Education ◽  
Interpersonal Relationships ◽  
Interpersonal Relations ◽  
Psychological Adaptation ◽  
Interpersonal Interaction ◽  
Mild Mental Retardation ◽  
Social Psychological ◽  
Slight Degree ◽  
The Social

The article presents and describes the style models of interpersonal interaction revealed through regression analysis, providing socio-psychological adaptation of adolescents with mild mental retardation and with normotypical development, studying in secondary schools. 75 adolescents from rural schools were examined, who had a sufficient level of social and psychological adaptation, identified through the methods of diagnosing the social-psychological adaptation of R. Rogers and R. Diamond. Characteristics of interpersonal interaction studied using a modified version of T. Leary's interpersonal diagnosis in the adaptation of L.N. Sobchik. The differences in the structure of interpersonal relations, contributing to the adaptation of adolescents with normotypical development and with a slight degree of mental retardation revealed. The analysis of the correspondence of the presented results to modern studies of interpersonal relations among adolescents made possible to discover originality in the determination of socio-psychological adaptation not only among adolescents with mild mental retardation, but also with their normally developing peers in inclusive education.

scholarly journals Adaptive Aspects of the Social Situation of the Development of Adolescents in the Conditions of Teaching in the Organization of Secondary Vocational Education

2021 ◽  
Vol 13 (2) ◽  
pp. 98-104
Author(s):  
S.V. Myskin ◽  
G. A Makeeva
Keyword(s):  
Vocational Education ◽  
Interpersonal Relationships ◽  
Personal Development ◽  
College Education ◽  
Social Situation ◽  
Young Person ◽  
Educational Activity ◽  
Secondary Vocational Education ◽  
The Social ◽  
Learning Conditions

The study aims at theoretical analysis and empirical identification of adaptive aspects of the social situation of adolescents' development to the new learning conditions. The article presents the materials of the first stage of the empirical study obtained on a sample of 1st-year students of the Moscow organization of secondary vocational education. The study involved 500 respondents aged 16 to 17 years, of which 92% were female. The study included measurements on 7 scales for 5-7 days. We used a projective closed method for assessing the formation of the components of educational activity (it includes two options: for boys and girls). The obtained data suggest that the natural process of adaptation of adolescents to the new conditions of college education is based on its complementary components. At the same time, entering a new situation of social development is accompanied by the emergence of a number of contradictions between the actual needs of a young person and the conditions for their satisfaction. The need to form a system of interpersonal relationships with both peers and significant adults (teachers) actualizes the need for self-affirmation, which is characteristic of the younger adolescence, the previous stage of personal development. The revealed contradiction leads to the formation of an uncertain professional picture of the world.

The social psychological dynamics of transgender and gender nonconforming identity formation, negotiation, and affirmation

2021 ◽  
pp. 026540752110153
Author(s):  
Carole J. Hetzel ◽  
K. Mann
Keyword(s):  
Identity Formation ◽  
Interpersonal Relationships ◽  
Social Identity Theory ◽  
Theory Approach ◽  
Personal Agency ◽  
Social Psychological ◽  
Gender Nonconforming ◽  
The Social ◽  
And Gender ◽  
Gender Groups

This study contributes to trans identity affirmation research by exploring transgender and gender nonconforming (GNC) identity formation, negotiation, and affirmation involving self-verification (recognition by others of one’s gender identity and presentation) and validation (accordant treatment by others) in interpersonal relationships and social interactions. Classic symbolic interactionism and social identity theory, with a focus on the self-verification and identity negotiation processes that lie therein, provide the bases for viewing gender-expansive identity within social and interpersonal negotiations. Eighteen interviews were conducted with transgender and GNC participants. Using a grounded theory approach, four key themes emerged: the importance of personal agency in achieving internal and external identity accord, the value of revealing gender histories in interpersonal relationships, the recognition of extant hurdles in navigating intersectional identities, and the constrictive effects of cisgender privilege and binaried views of gender on the gender-expansive individual. In the discussion we address strategies to enhance gender negotiations, and suggest modifications to current views of gender roles and relationships that recognize the value of transgender and GNC individuals as enablers of change within and between gender groups.

scholarly journals Research on the Relationship Between Happiness and Trust in Students

2020 ◽  
Vol 26 (4) ◽  
pp. 115-123
Author(s):  
M. E. Permiakova ◽  
◽  
T. A. Shcherbinina ◽  
Keyword(s):  
Interpersonal Relationships ◽  
Personal Characteristic ◽  
Diagnostic Tools ◽  
Social Psychological ◽  
The People ◽  
National Characteristics ◽  
The Social ◽  
The World ◽  
16Pf Questionnaire ◽  
The Relationship

One of the greatest predictors of happiness is the satisfaction with interpersonal relationships. The basis of development of interpersonal relationships is trust. At the same time, trust is preconditioned by history and culture and has national characteristics. In Russia during the 1990s the social psychological phenomenon «trust deficit» of the population was formed, that was manifested in every sphere of life. Today the generation that grew up in that atmosphere of «trust deficit» has reached the college-student age. In this article the results of the study of correlation of happiness and self-trust, trust to other people and to the world, and with such personal characteristic as gullibility are presented. A hundred students (23 male and 77 female) aged 18 to 22 took part in the study. The following diagnostic tools were used: «Update Oxford happiness questionnaire»; «Cattel 16PF questionnaire (factor L «Vigilance»)»; A.B. Kupreichenko method «Study of trustiness/untrustiness of a person towards the world, the people, themselves»; A.B Kupreichenko method «Measure of trustiness/untrustiness of a person towards other people». The study revealed significant positive correlation of happiness and self-trust, with such personal characteristic as gullibility, and negative correlation with the trust towards the world. The students who are more self-reliant, who rely on their own resources and don’t rely on the help from the outside world appear to be happier.

To Explore the Social Psychological Factors Influencing Outcomes of Health Websites

2012 ◽  
Vol 13 (1) ◽  
pp. 774-779 ◽  
Author(s):  
Hsu-Hua Lee ◽  
Tsau-Tang Yang ◽  
Chung-Hung Tsai
Keyword(s):  
Psychological Factors ◽  
Social Psychological ◽  
Factors Influencing ◽  
The Social

Providing Freshmen with a Good “Starting-Block”

2019 ◽  
Vol 78 (1-2) ◽  
pp. 69-75 ◽  
Author(s):  
Mikaël De Clercq ◽  
Charlotte Michel ◽  
Sophie Remy ◽  
Benoît Galand
Keyword(s):  
The Self ◽  
The Other ◽  
Student Adjustment ◽  
Social Psychological ◽  
Pivotal Phase ◽  
Study Program ◽  
Study Task ◽  
The Social ◽  
Social Belonging ◽  
Intention To Persist

Abstract. Grounded in social-psychological literature, this experimental study assessed the effects of two so-called “wise” interventions implemented in a student study program. The interventions took place during the very first week at university, a presumed pivotal phase of transition. A group of 375 freshmen in psychology were randomly assigned to three conditions: control, social belonging, and self-affirmation. Following the intervention, students in the social-belonging condition expressed less social apprehension, a higher social integration, and a stronger intention to persist one month later than the other participants. They also relied more on peers as a source of support when confronted with a study task. Students in the self-affirmation condition felt more self-affirmed at the end of the intervention but didn’t benefit from other lasting effects. The results suggest that some well-timed and well-targeted “wise” interventions could provide lasting positive consequences for student adjustment. The respective merits of social-belonging and self-affirmation interventions are also discussed.

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