scholarly journals Social-Psychological Maturity: Forming the Concept

Author(s):  
Evgeny L. Dotsenko

A definition of the social-psychological maturity of the person is proposed in the article. The definition was specified by means of collating with other concepts, comprising an attribution of “maturity”: psychological maturity, person's maturity and social maturity. Accordingly, the phenomena corresponded to each of the 4 types of maturity were outlined. The processes through which the social-psychological maturity is came into being and grow up were described. It was principally shown how the personality questionnaire can be used to measure the social-psychological maturity, basing on genetic relation between person's maturity and social-psychological maturity.

2016 ◽  
Vol 23 (1) ◽  
pp. 217-240 ◽  
Author(s):  
Daniel C. Thomas

What is a region and how can we best understand a state’s eligibility for membership in a regional political community? Scholars have sought to answer these questions in terms of geographic proximity and social-psychological identity, but neither concept can accommodate the contestation and change that characterize the social construction of regions. Instead, this article argues that the limits of regions are defined within regional organizations by member states’ governments plus supranational actors deliberating over a common definition of the characteristics that members and potential members are expected to share. The concept of membership norms thus offers powerful insights into how regional communities define who is eligible for membership, how these definitions change over time and the incentives they create for those seeking to promote or block an applicant state. The evolution of the European Union’s membership norms since the 1950s illustrates this argument.


2018 ◽  
Vol 10 (3/1) ◽  
pp. 143-149
Author(s):  
A. S. DEMIDENKO

Nowadays, the study of infantility is becoming more urgent, and the  phenomenon of social infantilism itself is a problem of our time,  since more and more representatives of the younger generation do  not aspire to take responsibility for solving questions concerning their life path. As a result, the level of social immaturity  is growing. The aim of the article is to cover interdisciplinary studies  of social infantility and social maturity. The urgency of the work is  determined by the insufficient knowledge of infantility in sociological  knowledge, as well as the lack of clear methods of preventing the  infantilism of Russian youth. This article examines different  approaches to the definition of social infantility in Russia and abroad. The signs of this phenomenon are described. The meaning of the  concept of social maturity is revealed, its criteria are given, which  are necessary for revealing the signs of social infantility. The paper  describes a number of directions in the study of the social infantility  of the youth of Russia at the present stage. Thus, on the basis of a  brief analysis of articles touching on the issues of social infantility  and social maturity, it can be concluded that there is no single definition of these concepts. It can also be said that in the  world practice the study of infantility and maturity receives not only  a theoretical foundation, but also a broad orientation to practice.


2002 ◽  
Vol 2 (1) ◽  
pp. 31-70 ◽  
Author(s):  
Hector Grad Fuchsel ◽  
Luisa Martín Rojo

Parliamentary debates on the definition of the nation-state and national identities are a very revealing discursive domain of tracing the cues of the social construction of this category. Integrating social-psychological and discourse analyses, this article studies how Spanish nationalism interacts with the most influential regional (Catalonian and Basque) nationalisms in the Spanish Parliament in Madrid, and in the regional Parliaments of Catalonia and the Basque Country. The study is based on a two-dimensional framework, which characterises nationalist cultures in terms of their Institutional Status (“established” vs. “rising” nationalism), and in terms of the Basic Assumptions (“civic” vs. “ethnic” aspects in the social representation of the nation — Smith, 19986, 1991). According to the conceptual framework, each of these nationalisms represents a different combination of “established” (Spanish) or “rising” (Basque and Catalonian) Institutional Status as well as of “civic” (in Catalonia) or “ethnic” (Spanish and the Basque) Basic Assumptions (Grad, 1999). The study shows that, in these parliamentary contexts, the Institutional Status and the Basic Assumptions not only configure different nationalist positions, but also configure distinct “discursive formations” — reflected in interactional dynamics (of inclusion vs. exclusion, compatibility vs. incompatibility, and consensus vs. conflict relations) — between the different national projects and identities. These discourses belong to an “enunciative system” including systematic subject (the dominant national identity), system of references (or referential) terms to denote national categories or supra-regional — Spain, Spanish State, Basque Country, Catalonia — that serve to distinguish between national in-group and out-group, and clearly differ in extent and connotations in established and rising national codes), as well as associated fields (more ascriptive membership criteria, rigid group boundaries, requirement of internal homogeneity, restrictive referent and extension of the “us” in the ethnic than in civic codes), and materiality (strategies of discursive polarisation, especially salient in the Basque Country parliamentary discourse, which both indicate less compatibility between identities and aim to delegitimise dissent with regard to national referents and goals). Finally, in parliaments where ethnic codes are confronted (Spanish and Basque) politeness is impaired, there is a higher degree of controversy, and the strategies of delegitimisation constitute strong face-threatening acts which endanger the “tacit contract” of the parliamentary interactions. In this regard, ethnic centralist and independentist political positions make harder the compatibility between national identities than civic regional-nationalist and federal proposals. Recent confrontations between Spanish and Basque national positions seem to confirm the patterns found in this analysis.


2015 ◽  
Vol 6 (4) ◽  
pp. 5-8
Author(s):  
N.N. Tolstykh

You are currently viewing the issue № 4, 2015 of the Social Psychology and Society journal — the issue which, in fact, may fully be considered the anniversary one, because it was 5 years ago, at the very end of 2010, that the pilot issue of our journal saw the light of day. In the opening paper of that issue, the author, Galina Andreyeva, remarked that the title of the journal is actually its motto. Perhaps, these words are the most precise definition of the journal’s mission: appealing to the most relevant problems in the society and discussing a wide variety of social psychological issues stemming from the situation of the ‘changed individual in a changing society’ and, therefore, by the changing approaches in methodology and theory.


1966 ◽  
Vol 112 (487) ◽  
pp. 537-541 ◽  
Author(s):  
D. W. McKerracher ◽  
J. Scott

Since the definition of subnormality in the Mental Health Act (1959) specifically adds to its other descriptive statements, “… including subnormality of intelligence,” as part of the criteria for delineating this type of patient, it is clearly of great importance to come to some decision about the exact meaning of this phrase. One can either insist on a purely intellectual interpretation where the major emphasis is placed on the individual's estimated problem-solving ability relative to the community at large (Castell and Mittler, 1965); or one can broaden the concept to include much more than sheer intellectual ability (Shapiro, 1965) and argue that it also involves a person's social behaviour and his empirically demonstrated failure to adapt to the social and economic environment. If the purely psychometric view is taken, then reliance is placed wholly upon the use of standardized tests which are capable of arranging the population in order of intelligence, and which supply statistically defined cut-off points, according to the percentage of the whole population likely to fall beneath such limits. Conversely, if the clinical viewpoint is adopted, then intelligence levels assume a relatively minor role, and more emphasis is placed on social maturity, and behavioural control. In the absence of properly standardized, and widely accepted maturity scales, the clinical diagnosis is based mainly on subjective impression, supported by case history factors, and the knowledgeable experience of the examining medical expert.


2018 ◽  
Vol 6 (5) ◽  
pp. 28-33
Author(s):  
Наталья Дьякова ◽  
Natalya Dyakova ◽  
Ольга Козырева ◽  
Ol'ga Kozyreva ◽  
Л. Сырвачева ◽  
...  

The pedagogical and psychological literature on the studied problem is analyzed, the conceptual fi eld of research, the structure and content of the social maturity of students is defi ned; The diff erences and peculiarities of the social maturity of students with and without health limitations, both in terms of the integral indicator, and for individual components related to the phenomenon of “socio-psychological maturity” were revealed experimentally.


2019 ◽  
Vol 78 (1-2) ◽  
pp. 69-75 ◽  
Author(s):  
Mikaël De Clercq ◽  
Charlotte Michel ◽  
Sophie Remy ◽  
Benoît Galand

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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