Journal articles: 'Social experiences'

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BURSA, Sercan, and Arife Figen ERSOY. "Social Studies Teachers’ Perceptions and Experiences of Social Justice." Eurasian Journal of Educational Research 16, no. 64 (August 29, 2016): 1–35. http://dx.doi.org/10.14689/ejer.2016.64.18.

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Kang, Sonia K., and Michael Inzlicht. "Stigma Building Blocks." Personality and Social Psychology Bulletin 38, no. 3 (October 31, 2011): 357–69. http://dx.doi.org/10.1177/0146167211426729.

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Gaining an understanding of intergroup relations and outgroup rejection is an important childhood development. Children learn about rejection by outgroups via their own experiences and external instruction. A comparison of the impact of experience and instruction on first-, third-, and fifth-grade children’s evaluations of rejection by outgroups in a minimal-groups paradigm suggests that the relative impact of experience and instruction differs as children age. In Study 1, younger children were more influenced by instruction, and older children were more influenced by what they experienced for themselves. In Study 2, younger children were more influenced by instruction, even when that instruction conflicted with what they experienced; older children were more influenced by their own experiences, even when those experiences contradicted what they were told to expect. These findings suggest that children begin learning about outgroup rejection through instruction but start to rely more on their own experiences as they age.

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Lin, Pearl MC, Chihyung Michael Ok, and Wai Ching Au. "Tourists’ private social dining experiences." Tourist Studies 21, no. 2 (January 7, 2021): 278–99. http://dx.doi.org/10.1177/1468797620986088.

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While private social dining has emerged as a new activity in the sharing economy, associated research is limited. This study aims to conceptualize tourists’ private social dining experiences by incorporating the concept of the experience economy with the sharing economy. Thematic analysis of 29 interviews unveiled a hierarchical framework, beginning with a personalized experience and leading to sensory experience before ending with emotional experience in private social dining settings. Seven identified emotional experiential domains were then situated within a four-quadrant framework to address how private social dining can enrich the four original experiential domains of the experience economy (i.e. entertainment, education, esthetic, and escapism) to trigger tourists’ emotional pleasure. These results lay a theoretical foundation for future studies and provide practical implications for the development of food tourism.

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Rotella, Robert J., and Douglas S. Newburg. "The Social Psychology of the Benchwarmer." Sport Psychologist 3, no. 1 (March 1989): 48–62. http://dx.doi.org/10.1123/tsp.3.1.48.

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Some athletes who are benched may experience identity crises, the impact of which may be long-lasting and far-reaching for them. Case-study interviews with three athletes who have experienced such crises are presented. The similarities in the case studies suggest that the bench/identity crisis may be a relatively common phenomenon. Suggestions are offered for athletes, coaches, and sport psychology consultants to help respond to such experiences effectively.

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Nikitin, S., E. Glazova, and M. Stepanova. "Social Taxes: Westem Experiences." World Economy and International Relations, no. 5 (2003): 12–19. http://dx.doi.org/10.20542/0131-2227-2003-5-12-19.

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Sánchez, Domingo Alfonso Martín, and Ana García Laso. "Experiences in Social Innovation." Journal of Cases on Information Technology 16, no. 3 (July 2014): 4–17. http://dx.doi.org/10.4018/jcit.2014070102.

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Convergence is an opportunity to determine the possibility to train students in social skills, assuming that our universities provide valuable training in specific technical and professional skills. This study presents the strategy followed in the Mines and Energy Engineering School of the Polytechnic University of Madrid (UPM from its name in Spanish) to enhance social learning through a program based on the assembly of training practices on Mentoring, Service Learning and social consciousness (Ethics and values in engineering). In this article we discuss about social motivation through social collaboration with qualified entities in the Spanish social landscape such as Tomillo Foundation, Congregation Mary Immaculate as well as looking to a future collaboration with the Ana Bella Foundation.

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Zahratussyafiyah. "Gambaran Social Anxiety Pada Fujoshi." Jurnal Psikologi : Jurnal Ilmiah Fakultas Psikologi Universitas Yudharta Pasuruan 9, no. 1 (March 30, 2022): 108–23. http://dx.doi.org/10.35891/jip.v9i1.2738.

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Fujoshi is a woman who likes stories of boy's love or homosexuals. Being a fujoshi in Indonesia where still adheres to Eastern culture makes them often receive criticism and rejection from the society. Experience or the possibility of having a bad experience due to being a fujoshi results in the individual experiencing social anxiety. If this happens over a long period of time, it will cause individuals to experience a decrease in their social role, career and quality of life. This study aims to determine the dynamics of social anxiety experienced by fujoshi, the factors that cause fujoshi to experience social anxiety, and the defense mechanism against social anxiety used by fujoshi. This study uses a qualitative research method with interviews as a method for data collection. The results showed that the participants experienced social anxiety which is characterized by symptoms of feeling afraid of negative judgments and avoiding strangers and people who are known socially. Factors that cause fujoshi to experience social anxiety include negative self-assessment, past experiences, foreign factors, and social ability factors. Meanwhile, the defense mechanism used by fujoshi in fighting social anxiety is avoidance and displacement.

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Schneider, Frank W. "Applying Social Psychological Concepts to a Norm-Violation Experience." Teaching of Psychology 29, no. 1 (January 2002): 36–38. http://dx.doi.org/10.1207/s15328023top2901_09.

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To experience the strength of social constraints, 341 social psychology students chose to either enact or imagine enacting an assigned norm violation. Students then explored in writing how text material accounted for their norm-violation experiences (or imagined experiences) and for the experiences (or imagined experiences) of the targets of the violations. A large majority of students, whether they enacted a violation or merely imagined enacting one, reported discomfort about doing the violation. They also evaluated the assignment as interesting, effective in getting them to think about how course concepts apply to their experiences, a valuable learning experience, and worth recommending for future classes.

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Torres Carrillo, Alfonso. "Another social research is possible. From the collaboration between researchers and social movements." International Journal of Action Research 16, no. 1-2020 (April 20, 2020): 23–39. http://dx.doi.org/10.3224/ijar.v16i1.03.

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The article presents an overview of the relationships between higher education institutions, researchers, and social movements in Colombia. Based on a periodisation of the different modes of alignments or gaps between these 3 social actors, the study focuses on two significant experiences of collaborative research between researchers and social movements. First, an experience with peasant movements from the Atlantic Coast led by Orlando Fals Borda from La Rosca Foundation in the 1970s, and which originated Participatory Action Research. Then, a project conducted by the Subjects and New Narratives in Research and Teaching of the Social Sciences research group at the Universidad Pedagógica Nacional focused on the systematisation of practices with popular organisations and their inputs to the field of critialc research. Finally, a balance of the current situation of joint research between social movements and collectives of researchers linked to higher education institutions is presented.

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Rosiana, Dewi, Achmad Djunaidi, Indun Lestari Setyono, and Wilis Srisayekti. "Social Experience and Trust on Prisoners and Non-Prisoners." MIMBAR : Jurnal Sosial dan Pembangunan 34, no. 2 (December 10, 2018): 351–58. http://dx.doi.org/10.29313/mimbar.v34i2.3650.

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Trust is shaped by the role of personal interaction in social experience, including past experiences, individual knowledge of events experienced by close people, and exposure to information from the community. Based on this paradigm, individuals who are formed with different experience, knowledge, and information will have different trust. Aiming to examine the paradigm, this study investigated the differences of trust in two groups of participants with different experiences, i.e. prisoners (n= 68) and non-prisoners (n = 68). Using the questionnaire of trust in institution, trust in people scale, and inclusive general trust scale, the data were analyzed by t-test, Mann-Whitney, and Wilcoxon. Results showed that there were no significant differences between groups in the level of general trust, and there were significant differences between groups in the level of trust in institution. This study supports the opinion that trust is more a matter of culture.

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Wagner, Nathaniel J., Colin T. Vaughn, and Victor E. Tuazon. "Fathers’ Lived Experiences of Miscarriage." Family Journal 26, no. 2 (April 2018): 193–99. http://dx.doi.org/10.1177/1066480718770154.

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A phenomenological study was conducted to examine the lived experiences of fathers who have experienced miscarriage. Miscarriage is defined as pregnancy loss prior to 24 weeks of gestation. Eleven fathers participated and discussed their personal experiences before, during, and after the pregnancy and miscarriage. Six major themes emerged that depicted fathers shared experiences including (a) expectations of fatherhood, (b) conceptions of the pregnancy and personhood, (c) impact of the miscarriage setting, (d) immediate response to the event, (e) perceptions of support from others, and (f) overall experiences of disenfranchisement. Implications for family therapists working with families that have experienced miscarriage and future research recommendations are discussed.

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Donovan, Courtney, and Ebru Ustundag. "Graphic Narratives, Trauma and Social Justice." Studies in Social Justice 11, no. 2 (March 3, 2018): 221–37. http://dx.doi.org/10.26522/ssj.v11i2.1598.

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In this paper, we explore the relevance of graphic novels to understanding and responding to the complex nature of traumatic experiences. We argue that graphic narratives of trauma, which combine visual images and written text, significantly differ from biomedical and legal accounts by presenting the nuances of traumatic experiences that escape the conventions of written testimony. Building on the literature that integrates social justice concerns with visual methods and graphic medicine, we contend that graphic narratives effectively convey the complexities of traumatic experiences, including embodied experiences that are not always apparent, intelligible, or representable in written form, leading to greater social recognition of the dynamics and consequences of trauma. To illustrate this claim, we analyze Una’s Becoming Unbecoming (2015), a graphic novel that explores themes relating to trauma and social justice. Una relies on the graphic medium to explore the interconnections between personal and collective experiences of gender-based violence, and to show how physical embodied experience is central to her own experience of trauma. Graphic narratives like Becoming Unbecoming also offer a space for addressing the emotional, physical and financial costs of survivorship that usually are not available in legal written testimonies, potentially leading to better justice outcomes for trauma survivors in terms of social intelligibility and recognition, and access to social resources for healing.

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Schwarz, Norbert. "Accessible Content and Accessibility Experiences: The Interplay of Declarative and Experiential Information in Judgment." Personality and Social Psychology Review 2, no. 2 (May 1998): 87–99. http://dx.doi.org/10.1207/s15327957pspr0202_2.

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Recall tasks render 2 distinct sources of information available: the recalled content and the experienced ease or difficulty with which it can be brought to mind. Because retrieving many pieces of information is more difficult than retrieving only a few, reliance on accessible content and subjective accessibility experiences leads to opposite judgmental outcomes. People are likely to base judgments on accessibility experiences when they adopt a heuristic processing strategy and the informational value of the experience is not called into question. When the experience is considered nondiagnostic, or when a systematic processing strategy is adopted, people rely on accessible content. Implications for the operation of the availability heuristic and the emergence of knowledge accessibility effects are discussed.

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Kreitzer, Linda. "International Social Development: Social Work Experiences and Perspectives." Social Work Education 33, no. 6 (March 20, 2014): 855–57. http://dx.doi.org/10.1080/02615479.2014.898833.

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McCartney, Melissa. "Research experiences and social justice." Science 373, no. 6553 (July 22, 2021): 406.5–407. http://dx.doi.org/10.1126/science.373.6553.406-e.

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Berkman, Lisa F. "Tracking Social and Biological Experiences." Circulation 111, no. 23 (June 14, 2005): 3022–24. http://dx.doi.org/10.1161/circulationaha.104.509810.

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Smith, M. "Social Workers' Experiences of Fear." British Journal of Social Work 33, no. 5 (September 1, 2003): 659–71. http://dx.doi.org/10.1093/bjsw/33.5.659.

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MCNAMARA, DAMIAN. "Social Anxiety Diminishes Positive Experiences." Clinical Psychiatry News 34, no. 7 (July 2006): 16. http://dx.doi.org/10.1016/s0270-6644(06)71554-5.

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Kim, Jeongmi (Jamie), and Daniel R. Fesenmaier. "Sharing Tourism Experiences." Journal of Travel Research 56, no. 1 (August 5, 2016): 28–40. http://dx.doi.org/10.1177/0047287515620491.

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Social media changes how travelers see and experience their trip. This study first proposes a framework which describes the relationships between social media and the tourism experience. Based upon this framework, it then examines the impact of social media when travelers share their emotions and perceptions after the trip. The results of the study confirm that sharing positive experiences post trip increases travelers’ positive affect while decreasing negative affect and therefore leads toward more positive overall evaluations. Further, we find that sharing unsatisfactory travel experiences through social media helps to reduce negative perceptions of the trip, which, in turn, enhances posttrip evaluations.

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Kamp, Alanna, Nida Denson, Rachel Sharples, and Rosalie Atie. "Asian Australians’ Experiences of Online Racism during the COVID-19 Pandemic." Social Sciences 11, no. 5 (May 23, 2022): 227. http://dx.doi.org/10.3390/socsci11050227.

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Between 13 November 2020 and 11 February 2021, an online national survey of 2003 Asian Australians was conducted to measure the type and frequency of self-identified Asian Australians’ experiences of racism during the COVID-19 pandemic. The survey also aimed to gauge the relationships between racist experiences and targets’ mental health, wellbeing and sense of belonging. In this paper, we report findings on the type and frequency of online racist experiences and their associations with mental health, wellbeing and belonging. The survey found that 40 per cent of participants experienced racism during the COVID-19 pandemic. Within that group, 66 per cent experienced racism online. The demographic pattern of those most likely to experience online racism were younger age groups, males, those born in Australia, English speakers at home, non-Christians, and migrants who have been in Australia less than 20 years. Analysis also found a strong correlation between Asian Australians’ experiences of online racism and poor mental health, wellbeing and belonging. The relationship between experiencing racism, non-belonging and morbidity were more pronounced for those who experienced online racism compared to those who experienced racism in other offline contexts. This points to the corrosive nature of online racism on social cohesion, health and belonging.

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Liu, Hongbo, Laurie Wu, and Xiang (Robert) Li. "Social Media Envy: How Experience Sharing on Social Networking Sites Drives Millennials’ Aspirational Tourism Consumption." Journal of Travel Research 58, no. 3 (March 26, 2018): 355–69. http://dx.doi.org/10.1177/0047287518761615.

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The sharing of travel experiences has become ubiquitous in today’s era. This study focuses on a pervasive trend among Millennial consumers: the experience of benign envy toward others’ positive travel experience sharing on social networking sites. Drawing on social comparison theory, the current study reveals why and under what conditions others’ positive experience sharing may trigger Millennial consumers’ destination visit intention. Using a mixed experimental design, this study finds that, among consumers with low trait self-esteem, luxury travel experiences shared by similar others stimulate focal consumers’ own intentions to visit the same destination. In addition, destination visit intention is triggered by benign envy toward the experience sharer. Important theoretical insights are provided regarding peer influence mechanism on social networking sites and travel consumption. Finally, managerial implications for destination marketers are presented with a focus on how to improve the effectiveness of social media marketing in targeting Millennials.

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Krishnan, Sunderrajan. "Groundwater Quality in India Distribution, Social Burden and Mitigation Experiences." Epidemiology International 02, no. 03 (December 7, 2017): 30–38. http://dx.doi.org/10.24321/2455.7048.201716.

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Ross, Andrew S., and Damian J. Rivers. "Emotional experiences beyond the classroom: Interactions with the social world." Studies in Second Language Learning and Teaching 8, no. 1 (March 27, 2018): 103–26. http://dx.doi.org/10.14746/ssllt.2018.8.1.5.

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Research into the emotional experiences of language learners and their impact upon the language-learning process remains relatively undernourished within second language education. The research available focuses primarily on emotions experienced within the classroom, rather than in the daily lives of learners within various social contexts. This article contends that the focus placed upon emotions within the relatively structured environment of the formal classroom is problematic, particularly within an ESL environment, as the target language is more frequently experienced beyond the classroom. Drawing on data collected within Australia, the study explored the emotional experiences of a small cohort of eight university-level ESL learners experienced within their various social interactions beyond the classroom with a specific focus on the emotions of hope, enjoyment and frustration. Semi-structured interviews revealed that their emotional experiences beyond the classroom were particularly intense in comparison to emotional experiences within the formal language-learning classroom.

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Bauer, Greta R., Jake Pyne, Matt Caron Francino, and Rebecca Hammond. "Suicidality among trans people in Ontario: Implications for social work and social justice." Service social 59, no. 1 (July 29, 2013): 35–62. http://dx.doi.org/10.7202/1017478ar.

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While transgender and transsexual (trans) communities have been documented to experience high rates of suicidality, little attention has been paid to how this may vary based on experiences of social injustice. Using survey data from the Trans PULSE Project (n=433), we estimated that suicidal thoughts were experienced by 36% of trans Ontarians over the past year, and that 10% attempted suicide during that time. Moreover, we documented that youth and those experiencing transphobia and lack of support are at heightened risk. Suicidality varied greatly by medical transition status, with those who were planning to transition sex, but who had not yet begun, being most vulnerable. Recommendations are made for improving wellbeing in trans communities, through policy advocacy, service provision, access to transition care, and fostering accepting families and communities.

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Mendini, Monica, Marta Pizzetti, and Paula C. Peter. "Social food pleasure." Qualitative Market Research: An International Journal 22, no. 4 (September 9, 2019): 544–56. http://dx.doi.org/10.1108/qmr-06-2018-0067.

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Purpose The purpose of this paper is to introduce and define social food pleasure as a new conceptual framework that can promote pleasurable and healthy food experiences. Design/methodology/approach By reviewing the literature related to food well-being and pleasure primarily from marketing and management fields and by looking at current trends appealing to food consumers and food enjoyers, the authors propose a new conceptual framework of social food pleasure. Findings The authors conceptualize social food pleasure as “the enjoyment derived from the acts of sharing food experiences offline, online, and for society at large, that positively contributes to consumers’ overall pleasure and satisfaction with consumer’s food consumption”. Moreover, the authors identify three key contexts of applications of social food pleasure. Sharing offline relates to the social activities that can help achieve pleasure with food. Sharing online concerns new media tools which allow for the connection between consumers and food to enhance food pleasure. Sharing for society considers the current pleasure of consumers derived from having a positive social experience based on food consumption. Originality/value By defining social food pleasure and proposing a conceptual framework of the three contexts of application, the authors advance the understanding of what constitutes pleasurable food experiences, connecting it to healthy food choices and well-being.

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Meyer-Lee, Callie B., Jeffrey B. Jackson, and Nicole Sabatini Gutierrez. "Long-Term Experiencing of Parental Death During Childhood: A Qualitative Analysis." Family Journal 28, no. 3 (June 1, 2020): 247–56. http://dx.doi.org/10.1177/1066480720926582.

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This qualitative study examined the long-term experience of childhood parental death by exploring how adults (a) retrospectively conceptualize their experiences of childhood parental death and (b) currently experience their parent’s death. Analysis of interviews with 12 adults who experienced parental death as children identified six themes centered on the impact of parental death circumstances, their initial reactions, other losses, long-term grief triggers, and relationships with the deceased parent, surviving parent, and other family members on their grieving process. Themes indicated the grief experience was ongoing and connected to attachment needs.

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Alifanovienė, Daiva, Odeta Šapelytė, and Tatjana Kryukova. "RECONSTRUCTION OF SOCIAL CULTURAL AND EDUCATIONAL ENVIRONMENT IN THE CONTEXT OF PROFESSIONAL STRESS: SUBJECTIVE EXPERIENCE O SOCIAL PEDAGOGUES." SOCIAL WELFARE: INTERDISCIPLINARY APPROACH 2, no. 6 (December 30, 2016): 8. http://dx.doi.org/10.21277/sw.v2i6.262.

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<p>The paper deals with the social pedagogues’ subjective experience in the context of reconstruction of stress factors. The main aim is to reveal subjective experiences of social pedagogues from the aspect of stress factors they experience and how they express them in various social, cultural, and educational contexts. The respondents were chosen by target convenience sampling, i.e., social pedagogues (N=14), working at education and training institutions for at least two years of work experience; all having higher university education. To analyse the specialists’ experience a qualitative method of data collection have been chosen. Reconstructing a multi-layered context of social, cultural and educational diversity, a complex character of professional stress experienced by these specialists has been revealed. Evaluating the semantics of the chosen social pedagogues’ reactions to stress, overall stress harm to people, covering all layers of the personality structure manifests itself, and it can cause somatic and psychic complaints, social and professional maladaptation.</p>

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Young, Bradley W., Krista Jemczyk, Kevin Brophy, and Jean Côté. "Discriminating Skilled Coaching Groups: Quantitative Examination of Developmental Experiences and Activities." International Journal of Sports Science & Coaching 4, no. 3 (September 2009): 397–414. http://dx.doi.org/10.1260/174795409789623937.

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Literature suggests that the pathway to coaching excellence involves progression through incremental skilled coaching groups over extended durations. Critical in this development is the immersion of developing coaches in various domains of engagement and learning over time. Using a retrospective survey, this study quantified the cumulative activities, experiences, and interactions that competitive-stream Canadian track and field coaches experienced in formal coaching education, active coaching experience, mentoring, and former athletic experience domains. Analyses identified critical experiences that discriminated between four incremental skill groups: local club (n = 24), senior club (n = 19), provincial (n =10), and national coaches (n = 18). Results demonstrated that certain measures in each of the domains discriminated between the groups, including years of coaching, interactive hours working with athletes, having more assisting coaches whom one has mentored, and having taken more post-secondary coaching courses. These variables, along with former athletic experience prerequisites, were attached to a preliminary between-group developmental framework.

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Haverback, Heather Rogers. "Why don’t we teach social studies? Preservice teachers’ social studies self-efficacy." Social Studies Research and Practice 12, no. 3 (November 20, 2017): 245–57. http://dx.doi.org/10.1108/ssrp-07-2017-0034.

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Purpose The majority of states and school systems within the USA have implemented the Common Core State Standards, but with this implementation and focus on language arts and mathematics, many believe that social studies education has lagged. The purpose of this paper is to investigate preservice teachers’ social studies self-efficacy, experiences, and beliefs. Participants were preservice teachers in a required education course. During this course, preservice teachers were required to complete a 20-hour practicum within a school. Participants completed a teacher social studies self-efficacy scale, as well as a reflection questionnaire and course discussions. Results showed that preservice teachers reported that they did not have social studies experiences within the practicum. Implications of this study support preservice teachers having additional social studies education and C3 Framework mastery experiences. Design/methodology/approach With regard to the teacher’s sense of efficacy scale, descriptive statistics (means, standard deviations) were calculated. Following qualitative tradition (Glaser and Strauss, 1967; Miles and Huberman, 1994), the author used a constant comparative method to code the reflection questionnaire and group discussions. This included calculating answers and coding themes across the sources. These data gleaned insight into the participants’ experiences within the course and practicum regarding the domain of social studies education. Findings To answer research question 1, means and standard deviations were calculated. Using the social studies teacher’s sense of efficacy scale, participants reported M=6.4, SD=1.25. Research question 2 concerned whether or not participants were given a mastery experience (practicum/tutoring) in social studies. Moreover, if they were not given such an experience, in what domain did they work? Results indicated that a few participants (19 percent) stated that they had an opportunity to tutor in social studies. Most reported that the majority of their tutoring is in reading (58 percent) or mathematics (24 percent). Research limitations/implications The findings from this study inform social studies research as it focuses on teacher social studies self-efficacy and mastery experiences within a practicum. First, preservice teachers in this study had relatively low self-efficacy beliefs in the domain of social studies. Second, the participants had very few mastery experiences in social studies. Finally, preservice teachers seem to feel that they will enjoy teaching social studies, and they did learn social studies within their schools. Practical implications Teacher educators are constrained in the time that they have to impart knowledge, pedagogy, and efficacy beliefs on preservice teachers. While evolving legislative mandates are at the forefront of many aspects of teaching, a teacher’s belief in his or her ability to teach may be what leads to perseverance in the classroom. Experiences within social studies classrooms and a use of the C3 Framework will help to highlight teachers’ and students’ growth within the domain of social studies. This study highlights the need for more mastery experiences in social studies as a way of strengthening new teachers’ content knowledge. Social implications The future of social studies education within the classroom seems to be a dire situation. The consequence of the marginalization of social studies within the classroom is twofold. First, students to do have direct social studies instruction. Second, preservice teachers do not have an opportunity to observe or teach within this domain. As stated earlier, legislation is guiding classroom instruction. However, if teachers and schools are informed, social studies education does not have to disappear from student’s classroom time. School systems and teachers who have not yet done so should begin to consider using the C3 Framework. Originality/value The need to understand preservice teachers’ social studies self-efficacy beliefs is of importance given the constraints that they will most likely be facing once they enter the classroom. In other words, if preservice teachers are expected to teach children social studies, teacher educators should understand their learning of and beliefs about teaching in this domain. This study focused on preservice teachers’ self-efficacy and social studies beliefs. This study highlights the need for more mastery experiences in social studies as a way of strengthening new teachers’ content knowledge. Today, there are limitations wherein preservice teachers do not have many experiences with social studies. Future approaches should focus on offering more mastery experiences to preservice teachers.

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PEDROSO, JOHN ERWIN, Mark Louie Crudo, Lester Magno, and Heart Mellizo. "Social Studies Working Students' Experiences of Online Learning." JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION 1, no. 1 (July 1, 2022): 18–36. http://dx.doi.org/10.56778/jdlde.v1i1.9.

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Working students felt the impact of the uncertainties brought by the pandemic and faced issues influenced by various factors such as time constraints, home-schooling, and limited workspaces at home. This descriptive phenomenological qualitative study focused on describing the experiences of social studies working students during the COVID-19 pandemic. This study was conducted among six (6) social studies working students determined through purposive sampling. The data were gathered using a duly-validated researcher-made questionnaire administered through online platforms such as messenger and e-mail. The accumulated data was then analyzed using conventional qualitative content analysis. Social studies working on students’ experiences of online learning during the COVID-19 pandemic emerged to have three (3) major themes which are motivational experiences, roadblock experiences, and coping experiences, and six (6) major categories. The motivational experiences considered by social studies working students to pursue working while studying encompasses intrapersonal motivation and interpersonal motivation. Furthermore, during the course of their working-while-studying experience, they faced roadblock experiences such as challenges encountered and thoughts of discontinuing. In light of this, social studies working students had coping experiences namely coping with responsibilities and coping with feeling overwhelmed which helped them cope up with the demands of their duties. Delving into the experiences of social studies working students during the COVID-19 pandemic is critical in order to understand what they were going through. It is vital that these individuals' lived experiences be considered, knowing that they constitute an essential part of society.

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Regan, Pamela C., Ramani Durvasula, Lisa Howell, Oscar Ureño, and Martha Rea. "GENDER, ETHNICITY, AND THE DEVELOPMENTAL TIMING OF FIRST SEXUAL AND ROMANTIC EXPERIENCES." Social Behavior and Personality: an international journal 32, no. 7 (January 1, 2004): 667–76. http://dx.doi.org/10.2224/sbp.2004.32.7.667.

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One of the most important tasks faced by adolescents and young adults is the formation of romantic relationships. Little is known, however, about the developmental timing of early relational experiences. This study investigated the age at which an ethnically diverse sample of young adults (N = 683) experienced their very first date, love, serious relationship, kiss, and act of intercourse. Most had experienced each event by the end of high school, with first dates and kisses occurring at earlier ages than falling in love or intercourse. Gender and ethnic differences were found. For example, young men began dating at earlier ages than did young women. Asian American participants were less sexually and romantically experienced, and had their very first sexual experiences at an older age, than African American, Latino/Hispanic, and Caucasian/non-Hispanic White participants. Interestingly, there were no differences in first romantic love experience. Almost all men and women within each ethnic group had fallen in love at least once, typically around age 17; this suggests that romantic love is a common human life event and that it first occurs during the developmental period spanning late adolescence and early adulthood.

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Tobias, Elina I., and Sourav Mukhopadhyay. "Disability and Social Exclusion." Psychology and Developing Societies 29, no. 1 (March 2017): 22–43. http://dx.doi.org/10.1177/0971333616689203.

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This article explores the experiences of social exclusion of individuals with visual impairment (IWVI) as they negotiate their daily lives in their homes and societal settings in the Oshana and Oshikoto regions of Namibia. Employing qualitative research approach, this research tried to better understand the lived experiences of IWVI. Nine IWVI with ages ranging from 30 to 90 years were initially engaged in focus group discussions, followed by semi-structured in-depth individual interviews. The findings of this research indicated that IWVI experience exclusion from education, employment and social and community participation as well as relationships. Based on these findings, we suggest more inclusive policies to address social exclusion of IWVI. At the same time, this group of individuals should be empowered to participate in community activities to promote interaction with people without visual impairments.

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Hessenauer, Sarah, and Charles Zastrow. "Becoming a Social Worker: BSW Social Workers' Educational Experiences." Journal of Baccalaureate Social Work 18, no. 1 (January 1, 2013): 19–35. http://dx.doi.org/10.18084/basw.18.1.lv0g0h687704211t.

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In this exploratory qualitative study, researchers examined key educational experiences bachelor- level social workers identified as being most helpful in transitioning to current social work careers. Twenty students from CSWE- accredited social work programs, having worked in a social work agency for a minimum of 4 months, voluntarily participated. The researchers conducted one- on- one interviews in which social workers were asked to describe educational experiences and beliefs that supported their transition to careers in social work. The data from these interviews were coded to identify themes to aid educators in examining variables significant in the education of future social workers. These themes include learning occurring in social work courses, self- awareness, learning in the field, and learning from others.

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Gibbon, Jane, and Arthur Affleck. "Social enterprise resisting social accounting: reflecting on lived experiences." Social Enterprise Journal 4, no. 1 (February 8, 2008): 41–56. http://dx.doi.org/10.1108/17508610810877722.

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Garcia, Blanca C., and Rosa E. Garcia. "ASSOCIATIVE EXPERIENCES IN THE MEXICO-TEXAS BORDER: A SOCIAL COACHING EXPERIENCE." Revista Brasileira de Gestão e Inovação 1, no. 1 (January 5, 2013): 37–53. http://dx.doi.org/10.18226/23190639.v1n1.03.

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Yang, Feifei, Anmin Huang, and Jie Huang. "Influence of sensory experiences on tourists' emotions, destination memories, and loyalty." Social Behavior and Personality: an international journal 49, no. 4 (April 7, 2021): 1–13. http://dx.doi.org/10.2224/sbp.10010.

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We examined the influence of tourists' sensory experiences on their destination loyalty, and the mediating effects of tourists' emotions and memories of their experience. Data were collected using a self-report survey from 304 tourists visiting Wuyi Mountain, a natural and cultural World Heritage Site in China. We found positive impacts of sensory experiences on emotions, memories, and loyalty; of emotions on memories and loyalty; and of experience memories on loyalty. Further, sensory experiences increased tourists' loyalty by positively influencing their memories, and sensory experiences positively affected tourists' memories by arousing their emotions, thereby affecting their loyalty. Our findings provide a deeper understanding of the internal mechanism of stimulating sensory experiences for enhancing tourist loyalty. Avenues for engaging tourists should address the effect of sensory experiences on emotions and destination memories.

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Peltola, Henna-Riikka. "Sharing experienced sadness: Negotiating meanings of self-defined sad music within a group interview session." Psychology of Music 45, no. 1 (July 8, 2016): 82–98. http://dx.doi.org/10.1177/0305735616647789.

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Sadness induced by music listening has been a popular research focus in music and emotion research. Despite the wide consensus in affective sciences that emotional experiences are social processes, previous studies have only concentrated on individuals. Thus, the intersubjective dimension of musical experience – how music and music-related emotions are experienced between individuals – has not been investigated. In order to tap into shared emotional experiences, group discussions about experiences evoked by sad music were facilitated. Interpretative phenomenological analysis revealed four levels of discourses in the sharing of experiences evoked by joint music listening: (1) describing the emotional experience, (2) describing the music, (3) interpreting the music, and (4) describing autobiographical associations. Negotiated meanings of musical expression and emotional content were present. When exposed to different types of music and musical expression, the informants distinguished various kinds of sadness with distinct meanings. Shared experiences were affected by expectations of the musical style, structure, and performance, as well as expectations of the emotional content of music. Additionally, social norms and cultural conventions played important roles in the negotiations.

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Wyant, Amanda, Anna Manzoni, and Steve McDonald. "Social Skill Dimensions and Career Dynamics." Socius: Sociological Research for a Dynamic World 4 (January 1, 2018): 237802311876800. http://dx.doi.org/10.1177/2378023118768007.

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All work is social, yet little is known about social skill dimensions or how social skill experiences accumulate across careers. Using occupational data (O*NET) on social tasks, the authors identify social skills’ latent dimensions. They find four main types: emotion, communication, coordination, and sales. O*NET provides skill importance scores for each occupation, which the authors link to individual careers (Panel Study of Income Dynamics). The authors then analyze cumulative skill exposure among three cohorts of workers using multitrajectory modeling. They find substantial variability in social skill experience across early-, middle-, and late-career workers. White, female, and highly educated workers are the most likely to accumulate social skill experience, net of total years of experience. Group differences in cumulative exposure to social skill are rooted in early-career experiences. This study enhances the understanding of social skill exposure across careers and has important implications for future research on social stratification and economic inequality.

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Vodopivec, Nina. "Our factory." Narodna umjetnost 57, no. 1 (June 19, 2020): 51–70. http://dx.doi.org/10.15176/vol57no103.

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The article deals with textile workers’ memories of a socialist factory and industrial work in Slovenia, and their experiences during numerous contemporary restructurings and social transformations. It argues that textile workers were heavily marked by the disintegration of their community and loss of social recognition. The loss of the factory was experienced as personal and social loss, the loss of dignity and self-worth. Such experiences are connected to historically shaped meanings of factories, the role and position of industrial workers in the past socialist landscape, with particular memories and experiences of work. The metanarrative of socialist industrialization depicted them as protagonists of modernization and social development. They were co-creators of the industrial miracle, local infrastructure and social standard. They now felt robbed and dispossessed in a material and symbolic sense. The society showed little interest in their experience of such a loss. The absence of research and little attention paid to such questions by the society is connected to the way in which the society dealt with economic restructuring in Slovenia. The local experience is compared with other post-socialist ethnographies and industrial worker ethnographies in the transformed capitalist world.

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Jarldorn, Michele. "Picturing creative approaches to social work research: Using photography to promote social change." Aotearoa New Zealand Social Work 28, no. 4 (December 23, 2016): 5–16. http://dx.doi.org/10.11157/anzswj-vol28iss4id293.

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INTRODUCTION: This article argues for the benefits of employing the arts-based method known as photovoice. Drawn from a social work PhD project with 12 South Australian exprisoners, this research aimed to better understand the post-release experiences within the context of a rising prison population and high recidivism rates.METHODS: Participants were given a single-use camera and the research question if you had 15 minutes with a policy maker or politician, what would you want to tell them about your experience? Later, the participants’ narratives were combined with the photographs and used to create an art exhibition with the rationale that images are more likely to resonate with people than words alone.FINDINGS: Using photovoice in this way has the potential to create new knowledge through the process of participants constructing and retelling accounts of their experiences via the medium of photography.CONCLUSION: I propose that the process of turning research into praxis through participatory action-based methods such as photovoice can be a positive, empowering experience for the participants and researchers.

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Kemp, Robyn. "Treasuring the Social in Social Pedagogy." Children Australia 40, no. 4 (December 2015): 348–50. http://dx.doi.org/10.1017/cha.2015.49.

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Robyn is a UK-qualified social worker who has a deeply held passion for, and some 30 years of experience working with disenfranchised and/or vulnerable people and children and young people in care. She has a strong interest in social pedagogy and residential childcare both operationally and strategically. Since 1995, she has been in a variety of management positions and has developed and delivered training, conferences, workshops and consultancy on children's social work and social care for the statutory, voluntary and independent sectors. Her work has aimed at improving both the experiences and outcomes for children and young people in or on the edge of care and raising the profile of those affected by, and working within, the social work and social care sectors.

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Yin, Shuhua, Chengzhou Fu, and Guangquan Dai. "Exploring the Festival Attendees’ Experiences on Social Media: A Study on the Guangzhou International Light Festival." SAGE Open 13, no. 1 (January 2023): 215824402211451. http://dx.doi.org/10.1177/21582440221145154.

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This article explores festival attendees’ experiences on social media. Data on festival attendees’ posts on the Guangzhou International Light Festival were collected from TikTok. The Jieba Chinese word segmentation tool was applied to tokenize the texts and then classify the high-frequency words and phrases into five dimensions of festival experiences. The five dimensions of festival attendees’ experiences are cognitive, novel, affective, physical participation, and social interaction. A combination of the modularity algorithm and Gephi was used to cluster and visualize the festival attendees’ overall experiences and the different experiences in terms of gender and age. The results indicate that, in festival attendees’ overall experience, cognitive experience accounted for the largest proportion, followed by physical participation, and the proportion of social interaction, emotional experience, and novel experience was less. Moreover, the demographic characteristics of gender and age differ in the festival experience.

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Primack, Brian A., Sabrina A. Karim, Ariel Shensa, Nicholas Bowman, Jennifer Knight, and Jaime E. Sidani. "Positive and Negative Experiences on Social Media and Perceived Social Isolation." American Journal of Health Promotion 33, no. 6 (January 21, 2019): 859–68. http://dx.doi.org/10.1177/0890117118824196.

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Purpose: To examine the association between positive and negative experiences on social media (SM) and perceived social isolation (PSI). Design: Cross-sectional survey. Setting: One large mid-Atlantic University. Participants: A total of 1178 students aged 18 to 30 were recruited in August 2016. Measures: Participants completed an online survey assessing SM use and PSI. We assessed positive and negative experiences on SM by directly asking participants to estimate what percentage of their SM experiences involved positive and negative experiences, respectively. Social isolation was measured using the established Patient-Reported Outcomes Measures Information System scale. Analysis: We used multivariable logistic regression to assess associations between both positive and negative experiences on SM and PSI. Primary models controlled for sex, age, race/ethnicity, educational status, relationship status, and living situation. Results: Participants had an average age of 20.9 (standard deviation = 2.9) and were 62% female. Just over one-quarter (28%) were nonwhite. After controlling for all sociodemographic covariates, each 10% increase in positive experiences was not significantly associated with social isolation (adjusted odds ratio [AOR] = 0.97; 95% confidence interval [CI]: 0.93-1.005). However, each 10% increase in negative experiences was associated with a 13% increase in odds of PSI (AOR = 1.13; 95% CI: 1.05-1.21). Conclusion: Having positive experiences on SM is not associated with lower social isolation, whereas having negative experiences on SM is associated with higher social isolation. These findings are consistent with the concept of negativity bias, which suggests that humans tend to give greater weight to negative entities compared with positive ones.

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Naert, Jan, Griet Roets, Rudi Roose, and Wouter Vanderplasschen. "Youngsters’ Perspectives on Continuity in Their Contacts with Youth-Care Services." British Journal of Social Work 49, no. 5 (November 16, 2018): 1144–61. http://dx.doi.org/10.1093/bjsw/bcy103.

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Abstract Continuity is seen as an important aim for the quality of youth-care services. However, views on continuity are predominantly guided by experts, without much attention to user perspectives. This paper focuses on youngsters’ experienced continuity in relation to youth-care services. Twenty-five youngsters, who were in residential care or reached by low-threshold youth services, were interviewed about their experiences in and out of care. In thematically exploring the biographical narratives for important experiences of continuity, three major themes emerged: (i) the need for footholds in moments of existential chaos, (ii) the importance of timing of interventions to match the youngsters’ perspectives and (iii) the importance of the youngsters’ impact on their own care pathways. This study shows the need for support that is imbedded in a relational network within the context of youngsters in vulnerable situations. Rethinking youth services towards a better connection with these contexts is essential. Furthermore, the amount of control youngsters experience in their care interventions seems to be beneficial to the experience of continuity. It is argued that continuity should be seen as a process, in order to leave more space for negotiation and flexibility throughout the youngsters’ experiences in youth-care services.

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Kim, Amy. "Intersectionality, The Social Model of Disability, and Identity." Canadian Journal of Autism Equity 1, no. 1 (April 6, 2021): 28–31. http://dx.doi.org/10.15173/cjae.v1i1.4990.

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The introductory graphic represents the identity conflict that the author experiences daily. The terms represent labels assigned to the author in the past, the barriers that Autistic people must constantly overcome, and some of the social rules the author has very consciously and intentionally adopted to "fit in" with society. The accompanying experience piece outlines some of the difficulties the author has experienced that suggest that there needs to be more awareness in Canadian society regarding autism and intersectionality. Anecdotally, there appears to be a need for increased access to diagnostic and clinical services across Canada for women across the spectrum, and further investigation into how disability, race, and gender interact.

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Masters, Katie. "Women’s Experiences of Social Anxiety Disorder." International Mad Studies Journal 1, no. 1 (December 14, 2022): e1-21. http://dx.doi.org/10.58544/imsj.v1i1.5244.

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While Social Anxiety Disorder’s (SAD) overrepresentation in women has begun to be recognised in recent decades, the power to define and diagnose this ‘mental health issue’ remains the exclusive domain of the medical professional. Whereas women’s own narratives have been used to both explore and reconceptualise other gendered ‘mental health issues’, such as Eating Disorders and Depression, analogous analyses have yet to be carried out vis-à-vis SAD. Performing individual, in-depth, semi-structured interviews with a modest number of women (self-)diagnosed with SAD begins to fill this critical gap. In so doing, it provides a platform on which these women can describe their experiences, define SAD for themselves, and tell us what their lives are actually like. In this paper, I showcase a sample of themes which arose in interviewing these women. I then place these into dialogue with the official psy science discourses on this diagnosis. My research thus advocates making space alongside the hitherto privileged perspectives of medical professionals, and the psy sciences, for the experiences and viewpoints of women (self-)diagnosed with SAD themselves. Ultimately, I show that listening to these women’s voices problematises hegemonic discourses on women’s ‘madness’; offers new ways of understanding the socially anxious woman’s experience; and has the potential to reconceptualise this ‘mental health issue’ in women.

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Sprecher, Eva A., Ikesha Tuitt, Debbie Hill, Nick Midgley, and Michelle Sleed. "No typical care story: How do care-experienced young people and foster carers understand fostering relationships?" Adoption & Fostering 45, no. 3 (October 2021): 248–64. http://dx.doi.org/10.1177/03085759211037156.

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Although an understanding of the lived experience of foster care relationships can provide valuable information to guide social work practice and policy, few such studies have been carried out. This article presents findings from a qualitative investigation exploring experiences of relationships between foster carers and the young people in their care. Eight care-experienced young people and nine foster carers participated in interviews and focus groups. Interpretative Phenomenological Analysis (IPA) was used to explore their experiences. The insider’s perspective was further amplified through engaging peer researchers with experience of fostering relationships – one a young person who had been in care, the other a long-term carer. Two overarching themes were identified. Firstly, participants made sense of fostering relationships through comparisons with birth family ones, particularly in relation to the impact of care systems, continuing biological family relationships and foster care language. Secondly, previous experiences created barriers to forming positive fostering relationships, but when these were overcome the experience could be life changing. The implications of these findings for social care policy regarding foster carer support, training and matching guidelines are discussed.

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Waterson, Robert A., and Mary E. Haas. "Election Participation: An Integral Service-based Component for Social Studies Methods." Social Studies Research and Practice 5, no. 3 (November 1, 2010): 74–82. http://dx.doi.org/10.1108/ssrp-03-2010-b0006.

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Most educators recognize that social studies methods courses emphasize connecting knowledge to life, through experiential learning and actions based on individual and civic values. The authors developed a required participation lesson for secondary methods students to assure that future teachers had personally experienced and evaluated a civic service learning activity. A goal was to motivate these pre-service teachers to include such experiences in their future teaching with middle or high school students. The pre-service teachers established their own way of being actively involved in the election process in a manner that complimented their interests and complex schedules. This paper describes the assignment and its related discussions. Evidence of personal experiences and reactions from students’ reflection papers is presented describing newly gained perspectives about how exhaustive and significant the election process is. Pre-service teachers’ written reflections indicated they considered this experience critical for future social studies teachers.

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ROSS, ELEANOR, and MPUMELELO NCUBE. "Student Social Workers' Experiences of Supervision." Indian Journal of Social Work 79, no. 1 (March 4, 2018): 31. http://dx.doi.org/10.32444/ijsw.2018.79.1.31-54.

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Ivanko, A. F., M. A. Ivanko, and A. O. Sinitsyna. "EXPERIENCES OF CREATING EDUCATIONAL SOCIAL NETWORKS." Научное обозрение. Педагогические науки (Scientific Review. Pedagogical Sciences), no. 6 2019 (2019): 86–90. http://dx.doi.org/10.17513/srps.2255.

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Journal articles on the topic 'Social experiences'

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