The social psychological aspects of professional education in health care: specifics of metacognitive processes

Family individualization occurs, if at all, at a different pace and to a different extent in various societies and in various parts of society. Its impact has led to new scholarship in the social and caring professions, for which the concept of family is central in both professional education and practice. It is assumed that attitudes toward changing marital norms, family forms, and family relationships affect professionals’ performance. This study, conducted in Israel in 2014 with 157 female health-profession students—102 (65%) Jews and 55 (35%) Muslim Arabs—focuses on attitudes about the family. Three patterns of attitudes emerged: individualized traditionalism—a mix of traditional and individualized attitudes, present among both the Jewish and the Muslim students; individualized autonomy, present mostly among the Jewish students; and classic traditionalism, present mostly among the Muslim students. Implications of these findings for the education and practice of health care professionals are also discussed.

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Dermatology and telemedicine: goals, advantages and disadvantages

Bulletin of Russian State Medical University ◽

10.24075/brsmu.2021.041 ◽

2021 ◽

Author(s):

AS Dvornikov ◽

OV Minkina ◽

EG Grebenshchikova ◽

EV Vvedenskaya ◽

IS Mylnikova

Keyword(s):

Health Care ◽

Quality Of Health Care ◽

Professional Education ◽

Patient Relationship ◽

Advantages And Disadvantages ◽

The Social ◽

The World ◽

Conventional Health Care ◽

The Impact

COVID-19 pandemic has made changes to conventional health care. In view of the need for “social distancing”, telemedicine services became most in demand, which constituted a reform of the previous doctor-patient relationship format; dermatology was no exception. Increased use of teledermatology (TD) all over the world elevated the relevance of the set of challenges related to teledermatology potential and limits, particularly in the light of the expectations of the technology broader application during the post-pandemic period. The review addresses the issues related to accounting for quality of health care, understanding the social and humanitarian context of TD, as well as the impact on professional education.

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The Social, Psychological, and Legal Construction of Risk

Blaming Mothers ◽

10.18574/nyu/9780814724828.003.0002 ◽

2017 ◽

Author(s):

Linda C. Fentiman

Keyword(s):

Health Care ◽

Risk Management ◽

Pregnant Woman ◽

Risk Perception ◽

Risk Communication ◽

Patient Information ◽

Health Care Professionals ◽

Social Psychological ◽

The Social ◽

Risk Construction

This chapter explores the psychosocial process of risk construction, explaining general processes of risk perception, risk communication, and risk management. These unconscious and powerful processes create subliminal biases and stereotypes and affect the discretionary decisions of prosecutors, judges, and juries. Health care professionals wield tremendous power in deciding when to disclose confidential patient information to law enforcement if they believe that a patient, especially a pregnant woman, has engaged in “risky” behavior.

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Alienation: A laughing matter

Humor - International Journal of Humor Research ◽

10.1515/humor.2008.015 ◽

2008 ◽

Vol 21 (3) ◽

Cited By ~ 3

Author(s):

R. Kirk Mauldin

Keyword(s):

Content Analysis ◽

Psychological Aspects ◽

The Internet ◽

Data Sets ◽

Social Psychological ◽

Service Workers ◽

Entry Level ◽

Quantitative Content ◽

The Social ◽

Self Actualization

AbstractA previously ignored method of assessing relative levels of alienation is the content analysis of work jokes exchanged in different venues. This study uses quantitative content analysis to code 1,085 joke-texts collected from ten job-sites and from the Internet. Using past measurements of powerlessness, meaninglessness, social isolation, and self-estrangement, the author develops a content protocol that is consistent with popular alienation indexes. Past methods for assessing both the functions of humor and the concept of alienation are criticized as tautologies, and null-categories for the social-psychological aspects of alienation (empowerment, understanding, social integration, and self-actualization) are introduced and critically examined. Research expectations are developed, and evaluations of predictions are made by comparing the proportion of jokes between the data sets within each of the conceptual categories. Jokes posted to the Internet are found to have more expressions of alienation in each of the social-psychological aspects except meaninglessness, which was slightly higher for entry-level service workers. The study concludes that the content analysis of jokes may prove to be a more direct way of accessing group sentiment than the study of either individual sentiment or the social structure of work.

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Providing Freshmen with a Good “Starting-Block”

Swiss Journal of Psychology ◽

10.1024/1421-0185/a000217 ◽

2019 ◽

Vol 78 (1-2) ◽

pp. 69-75 ◽

Cited By ~ 2

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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