scholarly journals Family identification is a protective resource for people with eating disorders because it ameliorates feelings of loneliness

2020 ◽  
Author(s):  
Niamh McNamara ◽  
Juliet Wakefield ◽  
Tegan Cruwys ◽  
Adam Potter ◽  
Beth Jones ◽  
...  
Keyword(s):  
Eating Disorders ◽  
Eating Disorder ◽  
Interpersonal Relationships ◽  
Protective Role ◽  
Health And Wellbeing ◽  
Psychological Mechanisms ◽  
The Social ◽  
The Family ◽  
Social Identity Approach

Families play an important role in eating disorder recovery. Recently, it has been suggested that they can ameliorate the loneliness and social isolation associated with an eating disorder. However, the psychological mechanisms through which this occurs have yet to be systematically explored. Utilising the Social Identity Approach to Health, we explore whether identification with one’s family group positively predicts health and wellbeing in people with eating disorders due to its capacity to reduce feelings of loneliness. We investigate this in two studies (N=82; N=234), one of which was conducted in the early stages of the COVID-19 pandemic. In both studies, we demonstrated that family identification protects health. This was apparent in participants reporting fewer and less severe ED symptoms, and in the context of the COVID-19 pandemic, reduced eating disorder-related impact and reduced anxiety. In both studies, these benefits were attributable to the protective role of family identification against loneliness. Our findings provide a framework for understanding in general why family is so important in treatment, including in the case of adults. It also supports the focus in treatment on the family as a group rather than as a collection of interpersonal relationships.

Organization of Individual Counselling of Children Brought up in Foster Families (on the example of the «Family» Centre»)

2020 ◽  
pp. 42-50
Author(s):  
Aygul Fazlyeva ◽  
Aliya Akhmetshina
Keyword(s):  
Interpersonal Relationships ◽  
Personal Characteristics ◽  
Social Situation ◽  
Individual Counseling ◽  
Emotional Instability ◽  
Foster Families ◽  
Individual Counselling ◽  
The Social ◽  
The Family ◽  
The Relationship

Children, brought up in foster families, experience various problems (diffi culties in interpersonal relationships with parents, diffi culties in communicating with peers, emotional instability), which lead to confl icts, quarrels, running away from home, destructive phenomena, etc. One of the eff ective forms of working with children brought up in foster families is individual counselling. Individual counselling is used by various specialists (psychologists, educators, psychotherapists), where a special place is taken by a social educator. His or her activity involves the implementation of social-protective, preventive, educational, informational, advisory functions. In the process of organizing individual counseling, the social educator takes into account the social situation of the family and the child, personal characteristics, social conditions, social and cultural characteristics and the nature of the relationship with the social environment. To organize individual counseling, a social educator needs to master various and eff ective techniques, and take into account a number of recommendations. An analysis of the literature and practical socio-pedagogical experience led to an understanding of the insuffi cient degree of elaboration of this issue. The purpose of this article was the solution to this problem.

scholarly journals Association between the social support for mothers of patients with eating disorders, maternal mental health, and patient symptomatic severity: A cross-sectional study

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Atsurou Yamada ◽  
Fujika Katsuki ◽  
Masaki Kondo ◽  
Hanayo Sawada ◽  
Norio Watanabe ◽  
...  
Keyword(s):  
Social Support ◽  
Eating Disorders ◽  
Eating Disorder ◽  
Psychological Distress ◽  
Self Efficacy ◽  
Maternal Mental Health ◽  
Self Esteem ◽  
Depression Symptoms ◽  
The Social ◽  
Distress Scale

Abstract Background Although caregivers of patients with eating disorders usually experience a heavy caregiving burden, the effects of social support on caregivers of patients with eating disorders are unknown. This study aimed to investigate how social support for mothers who are caregivers of patients with an eating disorder improves the mothers’ mental status and, consequently, the symptoms and status of the patients. Methods Fifty-seven pairs of participants were recruited from four family self-help groups and one university hospital in Japan. Recruitment was conducted from July 2017 to August 2018. Mothers were evaluated for social support using the Japanese version of the Social Provisions Scale-10 item (SPS-10), self-efficacy using the General Self-Efficacy Scale, loneliness using the University of California, Los Angeles Loneliness Scale, listening attitude using the Active Listening Attitude Scale, family functioning using the Family Assessment Device, depression symptoms using the Beck Depression Inventory (Second Edition), and psychological distress using the Kessler Psychological Distress Scale. Patients were evaluated for self-esteem using the Rosenberg Self-Esteem Scale, assertion using the Youth Assertion Scale, and their symptoms using the Eating Disorder Inventory. We divided the mothers and patients into two groups based on the mean score of the SPS-10 of mothers and compared the status of mothers and patients between the high- and low-scoring groups. Results High social support for mothers of patients with eating disorders was significantly associated with lower scores for loneliness and depression of these mothers. We found no significant differences in any patient scores based on mothers’ level of social support. Conclusions For patients with eating disorders, social support for a caregiver cannot be expected to improve their symptoms, but it may help prevent caregiver depression and loneliness.

Identifying and managing eating disorders in type 1 diabetes mellitus: An all-Wales study

2021 ◽  
pp. 135910452110095
Author(s):  
Jacinta O A Tan ◽  
Imogen Spector-Hill
Keyword(s):  
Diabetes Mellitus ◽  
Primary Care ◽  
Eating Disorders ◽  
Type 1 Diabetes ◽  
Eating Disorder ◽  
Type 1 Diabetes Mellitus ◽  
Healthcare Professionals ◽  
Health And Wellbeing ◽  
Level Of Knowledge

Background: Co-morbid diabetes and eating disorders have a particularly high mortality, significant in numbers and highly dangerous in terms of impact on health and wellbeing. However, not much is known about the level of awareness, knowledge and confidence amongst healthcare professionals regarding co-morbid Type 1 Diabetes Mellitus (T1DM) and eating disorders. Aim: To understand the level of knowledge and confidence amongst healthcare professionals in Wales regarding co-morbid T1DM and eating disorder presentations, identification and treatment. Results: We conducted a survey of 102 Welsh clinicians in primary care, diabetes services and eating disorder services. 60.8% expressed low confidence in identification of co-morbid T1DM and eating disorders. Respondents reported fewer cases seen than would be expected. There was poor understanding of co-morbid T1DM and eating disorders: 44.6% identified weight loss as a main symptom, 78.4% used no screening instruments, and 80.3% consulted no relevant guidance. The respondents expressed an awareness of their lack of knowledge and the majority expressed willingness to accept training and education. Conclusion: We suggest that priority must be given to education and training of all healthcare professionals in primary care, diabetes services and mental health services who may see patients with co-morbid T1DM and eating disorders.

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.

scholarly journals Experiences from families of children with cerebral paralysis in context of social vulnerability

2013 ◽  
Vol 21 (4) ◽  
pp. 956-963 ◽  
Author(s):  
Marja Rany Rigotti Baltor ◽  
Giselle Dupas
Keyword(s):  
Social Vulnerability ◽  
Support Networks ◽  
Analysis Method ◽  
Financial Difficulties ◽  
The Social ◽  
The Family ◽  
Cerebral Paralysis ◽  
Primary Carer ◽  
Data Result

OBJECTIVE: to describe and to analyze the experience from families of children with cerebral paralysis living under circumstances of social vulnerability. METHOD: six resident families in area with this characteristic were interviewed. It was opted to use the Symbolic Interactionism as theoretic reference and the Thematic Content Analysis of Bardin as analysis method for the data. RESULT: the experience of such families is represented in the subjects: Reorganizing the Life, with the categories "Discovering the way" and "Accommodating the routine", and Stopping a Constant Fight with the categories: "Primary Carer being overcharged", "Coexisting with the preconception", "Having locomotion difficulty" and "Living with financial difficulties". CONCLUSION: the social vulnerability influences how the family bears the chronic condition. Professionals and strategies of public health are a power to minimize impacts including those related to the family budget, but they have not been effective. They need to be sensitized to become supporting resources, to offer and to guide the access to the support networks and to spur the social service in action when necessary. This study adds knowledge to the already existing by pointing out peculiarities of the family experience in situations regarding two variables of difficult handling: chronicity and social vulnerability, evidencing the role of the professional in search of the solution for the confrontation of demands and sufferings together with the family.

scholarly journals Stagnering en transformering: die rol van die nar in Paljas

Literator ◽  
2003 ◽  
Vol 24 (2) ◽  
pp. 1-18 ◽  
Author(s):  
A. Nel
Keyword(s):  
Social Status ◽  
Interpersonal Relationships ◽  
Family Relationships ◽  
Cultural Activity ◽  
Marital Problems ◽  
Dysfunctional Family ◽  
The Family ◽  
Spatial Isolation ◽  
Social Level

Stagnation and transformation: The role of the clown in Paljas This article focuses on the central problem in the film Paljas, and the role of the clown in the process of transformation that is embedded in the story. The stagnation in interpersonal relationships and the accompanying problem of identity on a personal and social level constitute the problem underlying the narrative. The youngest child refuses to speak and dysfunctional family relationships and marital problems are evident. These problems can mainly be ascribed to the spatial isolation in which the characters find themselves. Attention is therefore paid to the way in which space functions in this film. The arrival of an absconded circus clown effects transformation and healing – especially by means of his picaresque performances and the notion of play. Subsequently this article concentrates on the characteristics of game/playing as a cultural activity and on its liberating value. The clown also has definite Biblical connotations as far as the aspects of betrayal and redemption are concerned. The process of transformation as depicted in this film is completed when the child starts speaking again, dysfunctional family relationships are restored and the family is reinstated in the community because of their restored social status.

scholarly journals A Siege on Positive Ageing: COVID-19 as Exacerbating Age-based Stereotype Threats among Older Adults

2021 ◽  
Author(s):  
Lisa Sanderson ◽  
Lydia Harkin ◽  
Avelie Stuart ◽  
Clifford Stevenson ◽  
Miriam Sang-Ah Park ◽  
...  
Keyword(s):  
Older Adults ◽  
Thematic Analysis ◽  
Identity Management ◽  
Management Strategies ◽  
Social Identities ◽  
Health And Wellbeing ◽  
The Social ◽  
Loss Of Autonomy ◽  
Positive Ageing ◽  
Social Identity Approach

Older adults face significant challenges in regards to the various stereotypes associated with ageing, which have consequences for their mental health and wellbeing. The COVID-19 pandemic has heightened these age-based stereotypes due to older adults’ proportionally higher vulnerability to the virus. The present research explored how the pandemic has exacerbated the challenges of ageing by impacting on the social identities of older adults and how these challenges have been met. Eleven focus groups were conducted with 32 UK older adults from a range of household compositions. Guided by the social identity approach, a thematic analysis found that participants faced a number of recognisable stereotype threats: loss of opportunities to enact meaningful identities, loss of autonomy and loss of usefulness. Despite these threats, we also found participants used identity management strategies and mobilised existing or new social identities to give and receive of support and to retain a meaningful and purposeful life. The implications of this research are that governments and those supporting older adults can attend to the negative psychology impact of protective policies and know that fostering group connections can be a source of pandemic resilience.

scholarly journals SOCIAL NEUROCOGNITIVE ANALYSIS ON THE FAMILY ROLE IN FORMING A LESBIAN MINDSET

2020 ◽  
Vol 8 (1) ◽  
pp. 316-326
Author(s):  
Ambar Sulianti ◽  
Jamilah Laela Apriyani ◽  
Dadang Sahroni ◽  
Wida Adila ◽  
Yiyin Karlina ◽  
...  
Keyword(s):  
Sexual Orientation ◽  
Interpretative Phenomenological Analysis ◽  
Family Role ◽  
Research Subjects ◽  
The Social ◽  
The Family ◽  
Lesbian Community ◽  
The Subject ◽  
Close Family

Motivation/Background: The formation of a lesbian mindset does not happen immediately. This study aims to explore the process of family roles experienced by research subjects who have a lesbian sexual orientation even though it is not accordance with their religion. Method: The research method used was a qualitative research of phenomenology in two subjects who had lived lesbian sexual orientation for more than 2 years with different backgrounds. Interpretative Phenomenological Analysis was conducted to analyze the role of the family as a model, how the subject perceives the stimulus, direct or indirect environmental contributions, and how close family experiences form a lesbian mindset about the subject. Results: The results of this study indicate the subject "I" had a model of his father's behavior and reinforces the general perception of his mother that men had bad behavior. The social Environment made the subject felt ostracized and entered the domain of the lesbian community who can accept the subject with the circumstances as she was without much demand. A female friend in this environment became modes and informants experienced being lesbian. Meanwhile, "R" was growing psychologically with a style of parenting that is too spoiled by her mother and got a model and informants experienced from her older sister. Conclusions: Both subjects get different experiences in the process of forming a lesbian mindset. From a neurocognitive social perspective, the formation of a lesbian mindset is very complex. Neurocognitive response of the experience of getting too many rough touches or too long getting a hug of comfort, both can trigger perceptions that supported by the environment will form a lesbian mindset.

scholarly journals The function of the social networks of families of hospitalized children

2019 ◽  
Vol 23 (4) ◽  
Author(s):  
Rita de Cássia Melão de Morais ◽  
Tania Vignuda de Souza ◽  
Isabel Cristina dos Santos Oliveira ◽  
Juliana Rezende Montenegro Medeiros de Moraes ◽  
Elena Araújo Martinez ◽  
...  
Keyword(s):  
Social Networks ◽  
Social Network ◽  
Family Members ◽  
Main Role ◽  
Hospitalized Children ◽  
Pediatric Hospitalization ◽  
The Social ◽  
The Family ◽  
Main Components

ABSTRACT Objective: To analyze the role of the social network configured by the family/companion and their implications for their stay during the hospitalization of the child in the pediatric hospitalization unit. Method: Qualitative study with ten family members/companions of hospitalized children. Data collection was done through the technique of individual interview, which occurred in the period from February to December 2015. The analysis was thematic, in light of the theoretical reference of "Social Networks" described by Lia Sanicola. Results and discussion: The main role of the social network was emotional and material support, and the main components of this network were: companion, mother, aunt and daughter, as well as nursing team, physician and other family members/companions. Final considerations and implications for the practice: It was verified that the totality of the interviewees was female, however, the husband was the most important member of the social network for the family members involved, since they perform the material/financial and emotional function. In addition, the participants consider that they are responsible for all care to the family and, in the condition in that they are, they understand it as a favor provided by the other members of the network. Identifying the composition of the social networks of family members/companions provides a better targeting of care in order to strengthen the social support received.

scholarly journals THE ROLE OF THE FAMILY FOR GAINING SOCIAL EXPERIENCE AND ACQUIRING BEHAVIORAL MODELS AT PRE-SCHOOL AGE

2018 ◽  
Vol 28 (3) ◽  
pp. 915-919
Author(s):  
Krasimira Stefanova Petrova
Keyword(s):  
Social Environment ◽  
Modern Society ◽  
Research Problem ◽  
Social Experience ◽  
Educational Process ◽  
School Age ◽  
The Social ◽  
The Family ◽  
The Impact

Pre-school age is an intensive period in the life of a person which offers great potential for development. The dimensions of the impact of the social environment (children, parents and other adults) on the child’s personality are multifaceted. This accounts for the emphasis on social norms, goals and ideals. Education is the one factor that can best provide the socialization of adolescents.The changes in modern society have led to redefining the parenting patterns for bringing up children. The role of the family as an environment for transferring social experience has never lost its significance. Children need continuous care in order to handle societal failures; they need support for mastering the culture of behavior, as well as timely and appropriate help for ensuring conflict-free communication and for enabling them to take responsibility for their own choices and actions.Psychological studies show that various factors influence both the upbringing of children as well as the parents’ attitudes towardsthem. The relevant factors include: the childhood experiences of the parents; the unrealized needs of the parents; interpersonal relations in the family that are characterized by emotional depth and style that are considered to have established "a standard".The parameters of the actuality of the research problem are based on the interrelationship of the social and educational aspects that are related to the position of the child and his personal assertion in society:- Atpre-schoolage, thechildgraduallyfitsintothesocialsystem, whichistheresult of learningexperiences, actionsandrelationships, awarenessandrediscovery of theselfandtheworld of otherpeople.- Thechildbecomesaware of thenorms of behaviorandthemeaning of actions–their ownandother people’s - andlearns to takeresponsibilityfortheiractions.- Oneyearbeforeschool starts, the childdevelopstheability to accepttheposition of othersand to takeintoaccounttheirownandothers’perspective.- For a successfulpersonalrealization, itisimportantforchildren to havetheskills to worktogetherandcommunicatein a group. Thisisthecompetencethatdirectstheirbehaviortowardsco-ordination, co-operationandsynergy.The abovementioned specific features of the child's personality are the result of the intentional educational interactions between the kindergarten and the family and are related to the acquisition of knowledge, rules and norms, and of value-oriented patterns that define behavior. The foundations for thisare laid during the pre-school age and are considered the most stable and lasting, often referred to as the "basic personality structure". Along with them, the "behavioral potential" of the child, which is demonstrated at different ages, is shaped and developedthrough upbringing. Consequently, behavior is seen as a specific manifestation of the personality associated with its selective attitude towards the influence of various factors in the social environment. The direction of the educational activitiesinspires the motivation for personal behavior aiming at growth and self-actualization. Hence, the presence of a certain skill level which imposes a new approach to learning - replacing the mechanical reproduction with the acquisition of competences for and attitudes towards interaction in a changing environment. What is appropriate for achieving these goals is the applicationof functional models for cooperation, individualization and differentiation of the educational process. These ensure that the child is provided with conditions for activity and for mastering basic, sustainable rules for conscious participation and development that are important for the success of each of his activities. This is a type of social education that is achieved through exploring the social fabric andacquiring the skills for learning, choosing and communicating.

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