scholarly journals Identification of the Parent Activity in helping the development of social skills – Emotional children ages 5-6 Years in Kindergarten Independent Islamic, Percut Sei Tuan, Medan Deli Serdang Regency. TA. 2018-2019

2020 ◽  
Vol 3 (2) ◽  
pp. 1094-1098
Author(s):  
Nur Dwi Febrianti ◽  
Anita Yus ◽  
Yusnadi Yusnadi
Keyword(s):  
Social Skills ◽  
Skills Development ◽  
Social Emotional ◽  
Emotional Skills ◽  
Good Communication ◽  
The Social ◽  
The Family ◽  
Data Source ◽  
The Right ◽  
And Behavior

This event will be based on research to find out the parent activity in helping develop social-emotional ketermpilan ages of 5-6 years in the accompanying children,  establish good communication with the child, give a chance in children, keep an eye on children in order to remain controlled, encouragement or motivation of the child, redirect the child to have and develop the basics of self discipline. This research aims to know the social-emotional skills development of children ages 5-6 years in Islamic kindergarten independent sub-district of percut sei tuan deli serdang district ta.  2018 – 2019 and to know activities performed parents in cleaner development of social skills-emotional children aged 5-6 years in Islamic kindergarten independent sub-district of percut sei tuan deli serdang district ta. 2018-2019. The methods used are qualitative research methods. The data source that is taken is the father who served as head of the household and the mother who served as housewives in a kindergarten independent Islamic as much as 5 (five) head of the family that serves as the source of the informant. The results showed that there is a difference between the children who accompanied the same parents with children who are not accompanied by her parents in helping the development of the social-emotional skills of children aged 5-6 years in kindergarten independent Islamic with children who are not accompanied by her parents in helping the development of the social-emotional skills of children aged 5-6 years in kindergarten independent Islamic in associating with other people by way of doing activities together with teachers and classmates, follow instructions with how to accomplish the task as instructed, to identify and manage those emotions and behavior in a manner express themselves in accordance with the emotional conditions indicated, thinking of the right solution to conflict with how to determine the right way if you're having difficulty, hang on to the task by means of the task given to the penyele saian, and engage in social conversations and cooperative play by taking the initiative to invite friends to talk.

scholarly journals Influence of Bibliotherapy Education on the Social-Emotional Skills for Sustainable Future

2018 ◽  
Vol 10 (12) ◽  
pp. 4832 ◽  
Author(s):  
Şengül Başarı ◽  
Gözde Latifoğlu ◽  
Ahmet Güneyli
Keyword(s):  
Social Skills ◽  
Test Group ◽  
Female Students ◽  
Male Students ◽  
Control Group ◽  
Social Emotional ◽  
Psychological Counselling ◽  
Emotional Skills ◽  
The Social ◽  
Significant Difference

The aim of this study is to evaluate the influence of bibliotherapy education on the social-emotional skills of psychological counselling and guidance candidates. The test group of the study consisted of psychological counselling and guidance students who participated voluntarily in the course named “Applied Counselling and Bibliotherapy”. A pre-test and post-test experimental design without a control group was used in the study. The Social Skills Inventory was used, for determining the social skills level of students before and after they are provided with bibliotherapy education. It was concluded from the study that there is a significant difference in the general scores for the social skills of female students after bibliotherapy education and the scores they obtained in the sub-dimensions of social expressivity. With the given reading materials and method of delivery, when the effect of bibliotherapy education on social skills level was compared, it was found in the final test that female students’ scores in the sub-dimensions of emotional expressivity and social control were significantly higher than those of male students. However, it was concluded that male students’ scores in the sub-dimension of emotional control were higher than those of female students.

Social Skills and Family Climate of Behaviorally Disordered Adolescents

1988 ◽  
Vol 13 (4) ◽  
pp. 253-262 ◽  
Author(s):  
Malka Margalit ◽  
Amazia Weisel ◽  
Tali Heiman ◽  
Shmuel Shulman
Keyword(s):  
Social Skills ◽  
Family Environment ◽  
Classroom Behavior ◽  
Family Climate ◽  
Behaviorally Disordered ◽  
Teachers Perceptions ◽  
Male Adolescents ◽  
The Social ◽  
Significant Difference ◽  
The Family

The social skills structure of behaviorally disordered adolescents was investigated in relation to their family climate and school competence and adjustment. The sample consisted of 109 male adolescents — 53 behaviorally disordered and 56 nondisabled students. The instruments were the Hebrew adaptations of the Social Skills Checklist, the Family Environment Scale, and the Classroom Behavior Inventory. The comparison between the factorial structure of the behaviorally disordered and the nondisabled responses show that the behaviorally disordered adolescents reported a global social skills concept, whereas their controls revealed a more differential concept. A significant difference was found between the two groups' perceptions of family climate: The behaviorally disordered adolescents viewed their families as more cohesive and organized, more emphasizing of the achievements and independence of the family members, and less enabling the expression of emotions. Teachers' perceptions of their behaviorally disordered students' social skills were also compared with the behaviorally disordered adolescents' self-reports, and significant differences were found. The teachers perceived a differential structure of skills, whereas the adolescents reported a global profile of higher functioning. Aspects of classroom behavior style and family climate were the best predictors of the social skills. Intervention planning should attend to the multivariate nature of social skills.

scholarly journals Pengembalian Modal Usaha Program Komunitas Usaha Mikro Muamalat Berbasis Masjid Kota Bogor

2016 ◽  
Vol 11 (1) ◽  
pp. 20-30
Author(s):  
Kostia Digdaha ◽  
Rizal Syarief ◽  
MH Bintoro Djoefrie
Keyword(s):  
Social Value ◽  
Influential Factor ◽  
Significance Level ◽  
Finance Management ◽  
Family Factor ◽  
The Social ◽  
The Family ◽  
Two Factors ◽  
The Right ◽  
Capital Return

In the process of eradicating poverty, Bank Muamalat with the collaboration with the Baitul Maal Muamalat (BMM), has undertaken the Mosque Based Micro Muamalat Community Program (KUM3). The problem identified in the program is that many members of KUM3 cannot make a capital return at the right time, causing them to fail in re-threading the capital. This study aims to determine the factors that affect the KUM3 member’s capital returns. Investigations carried out in four districts in Bogor City namely the Community of Loji, Pamoyanan, Pasar Anyar and Situ Gede. Eight factors that might affect the business capital was studied i.e. the value of social capital, the theory, the economy, the religion, marketing, finance, management and technical. The method used in analysing the data is the multiple logistic model . The analysis obtained a good results  in the social value, theoretical value, the economy, the religion, marketing, finance, management , and technical for the  KUM3 participants in Bogor City.  The most influential factor in the return of capital is the social value. Two factors were studied in this value i.e. family factor and community factor. It  has a tendency to break on time 6.46 times faster with the value of the regression coefficient  1.946 and value of -p 0.010 (<0.05) compared to the social disadvantage significance level of 5% . The good social value has a tendency to break even at 7,000 times compared to the less good social value. Based on the comparison between the family factor and the community factor, both have an impact on the capital returns

The Contemporary Reception of St Thomas on Law and Politics

2021 ◽  
pp. 611-625
Author(s):  
Michael Pakaluk
Keyword(s):  
Private Property ◽  
Political Liberalism ◽  
Political Society ◽  
Human Beings ◽  
Social Nature ◽  
Law And Politics ◽  
The Social ◽  
The Family ◽  
The Right

The reception of Thomistic political and legal philosophy is considered with respect to what is called ‘political liberalism’. The appeal to a hypothetical state of nature should be rejected, as it misconstrues the social nature of human beings. Aquinas’ account of the origin of political society starts from an interpretation of human nature. On this basis one can account for human rights, the importance of the right to religious liberty, the family as the basic cell of society, civil society as including subsidiary authorities, the importance of private property, and the nature and role of freedom. A key question for the continued flourishing of a free society is what practically enables persons to govern for the genuine good of others.

Same-Sex Relationships

2011 ◽  
Author(s):  
Joanna L. Grossman ◽  
Lawrence M. Friedman
Keyword(s):  
Family Law ◽  
Same Sex ◽  
Marriage And Family ◽  
Same Sex Marriage ◽  
The Social ◽  
The Family ◽  
Traditional Marriage ◽  
The Right ◽  
Constitutional Analysis

This chapter describes what might be the last battleground over “traditional” marriage—same-sex marriage, and the social and legal revolution that brought us from an era in which it was never contemplated to one in which, depending on the state, it is either expressly authorized or expressly prohibited. Same-sex marriage has posed—and continues to pose—a challenge to traditional definitions of marriage and family. But, more importantly, the issue implies broader changes in family law—the increasing role of constitutional analysis; limits on the right of government to regulate the family; and the clash between the traditional family form and a new and wider menu of intimate and household arrangements, and all this against the background of the rise of a stronger form of individualism.

Around ethical dilemmas in the work of a family assistant

2021 ◽  
Vol 597 (2) ◽  
pp. 8-17
Author(s):  
Małgorzata Ciczkowska-Giedziun
Keyword(s):  
Social Workers ◽  
Ethical Dilemmas ◽  
Social Assistance ◽  
Self Determination ◽  
Assistance Programs ◽  
Helping Relationship ◽  
The Social ◽  
The Family ◽  
The Right ◽  
Voluntary Cooperation

The purpose of the article is to describe selected ethical dilemmas in the work of a family assistant, based on the typology of ethical dilemmas of Frederic Reamer. In accordance with the typology adopted in the article, in the area of cooperation with families, ethical dilemmas regarding direct work with families, implementation of social assistance programs and relationship between representatives of the profession arise. The information presented in the text is based on publications, studies and reports on family assistantship. The first group of ethical dilemmas is revealed when constructing supportive and helping relationship between assistants and families. It refers to such areas as: voluntary cooperation, limits of cooperation, the right to self-determination or limits of responsibility. The second group of ethical dilemmas is related to the planning and implementation of various solutions in the field of social policy and also support and assistance programs offered to the family. The last group of ethical dilemmas results from a different understanding of family assistantship in the structures of the social assistance system. They are also revealed in the construction of relationships with social workers. The text also includes solutions how to cope with these dilemmas.

Students from Military Families

2020 ◽  
pp. 233-252
Author(s):  
Mark C. Pisano
Keyword(s):  
Posttraumatic Stress Disorder ◽  
Posttraumatic Stress ◽  
Military Families ◽  
Stress Disorder ◽  
Emotional State ◽  
School Setting ◽  
Service Member ◽  
Social Emotional ◽  
The Social ◽  
The Family

Military families face unique challenges during the various stages of the deployment cycle. The impacts of these challenges are felt by all members of the family and the children in particular. The social-emotional strains that children experience during a military parent deployment can negatively impact their emotional state as well as their school performance. The reintegration of the service member back into the family is typically stressful but more so when the service member has posttraumatic stress disorder or some other injury. Children respond to deployment stressors differently depending on their age. These responses are discussed along with strategies which are designed to help support the child and the family throughout the deployment. Strategies for the school setting as well as in the home are shared.

scholarly journals Simultaneous assessement of social skills and behavior problems: Education and gender

2016 ◽  
Vol 33 (3) ◽  
pp. 453-464 ◽  
Author(s):  
Alessandra Turini BOLSONI-SILVA ◽  
Sonia Regina LOUREIRO
Keyword(s):  
Social Skills ◽  
Behavior Problems ◽  
Behavior Problem ◽  
Primary Caregivers ◽  
School Age Children ◽  
School Age ◽  
The Social ◽  
And Gender ◽  
And Behavior

Abstract The aim was to compare the social skills of preschool and school-age children, considering groups differentiated by behavior problem indicators, according to the assessment performed by parents and teachers. Children of both genders participated in this study. Parents/primary caregivers assessed 194 children and 294 children were assessed by their teachers. The results indicated that, for the parents and teachers, the children without problems were more socially skilled. The gender of the children distinguished the repertoire of social skills, according to their parents, mainly the school-age children. For the teachers, considering both school periods, girls were more socially skilled and, for both parents and teachers, boys presented more behavior problems. These data have implications for assessment and intervention procedures.

US Social Welfare Policy: The Reagan Record and Legacy

1998 ◽  
Vol 27 (1) ◽  
pp. 37-61 ◽  
Author(s):  
JOHN O'CONNOR
Keyword(s):  
Family Support ◽  
Bill Clinton ◽  
Social Welfare Policy ◽  
George Bush ◽  
Social Provision ◽  
The Social ◽  
Family Support Act ◽  
The Family ◽  
The Us ◽  
The Right

This paper reviews the Reagan administration's attack on the US welfare system during the 1980s. The paper considers the origins, provisions and impact of Reagan's three major pieces of retrenchment legislation: the Omnibus Budget Reconciliation Act of 1981, the Social Security Amendments of 1983, and the Family Support Act of 1988. It is argued that Reagan's record in retrenching welfare was limited in budgetary terms, but was successful in making welfare programmes more restrictive. Reagan's welfare legacy is assessed in terms of his attempts at restructuring social provision and shifting the welfare debate to the right. The paper concludes by asserting that Reagan's critique of, and attack on, social provision was accepted by his presidential successors, George Bush and Bill Clinton.

Educational interventions for an inclusive culture in primary school: The qualitative dimension of the PRO-SEL programme

2019 ◽  
Vol 46 (4) ◽  
pp. 25-37
Author(s):  
Mar Badia ◽  
Pilar Escotorín ◽  
Annalisa Morganti ◽  
Robert Roche
Keyword(s):  
Reference Model ◽  
Educational Interventions ◽  
Social Emotional ◽  
Daily Work ◽  
Effective Learning ◽  
The Social ◽  
Inclusive School ◽  
Heterogeneous Classes ◽  
Basic Approaches ◽  
The Right

Inclusive classrooms provide new opportunities for group membership and creation of effective learning environments. In order to facilitate the success of inclusion as an approach and philosophy, it is important that all class members as well as their teachers develop the skills to understand one another, and to communicate and work together effectively. Students with or without disabilities have the right to be educated in the least restrictive, most appropriate environment. The movement toward less restrictive environments is not only a school phenomenon; it is a societal one with the ultimate goal being to have individuals with all types of disabilities live, work and be educated in their own communities. For this reason it is imperative that the schools adjust to serve all students. If we do not work in this line, it is conceivable that he/she will not develop the necessary skills for how to effectively live and work with them. EBE-EUSMOSI have the aim to identify and integrate, within a reference model, the research procedures which can contribute to an evidence-based validation of educational programs aimed at school inclusion for all pupils. The PROSEL program was conceived: (1) From the will to experiment with innovative didactic practices which support the structure of an inclusive school through the development of social, prosocial and emotional skills in all students; (2) From the commitment to give teachers, appropriate “tools” useful in their daily work and adaptable in the increasingly heterogeneous classes. Four basic approaches to implement the PROSEL program: Systematical teaching of the social-emotional and prosocial competences; Integration of the social-emotional and prosocial competences in others subjects; Create a positive climate in class; Engaging the families.

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