Relevant bibliographies by topics / Social needs

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Social needs'

Author: Grafiati
Published: 4 June 2021
Last updated: 24 January 2023

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Journal articles on the topic "Social needs"

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Bright, Les. "Social care needs social clarity." Nursing Older People 20, no. 6 (July 24, 2008): 14. http://dx.doi.org/10.7748/nop.20.6.14.s15.

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Gottlieb, L., S. Joe, T. Cadet, and K. Bibbins‐Domingo. "SOCIAL DETERMINANTS AND SOCIAL NEEDS." Health Services Research 55, S1 (August 2020): 133. http://dx.doi.org/10.1111/1475-6773.13522.

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Cross, Tracy. "Social/Emotional Needs." Gifted Child Today Magazine 16, no. 6 (November 1993): 20–21. http://dx.doi.org/10.1177/107621759301600608.

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Cross, Tracy. "Social/Emotional Needs." Gifted Child Today 17, no. 1 (January 1994): 10–11. http://dx.doi.org/10.1177/107621759401700105.

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O'Connor, James. "On social needs." Capitalism Nature Socialism 8, no. 4 (December 1997): 56–58. http://dx.doi.org/10.1080/10455759709358764.

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Cross, Tracy L. "Social Emotional Needs." Gifted Child Today 34, no. 4 (October 2011): 64–65. http://dx.doi.org/10.1177/1076217511418068.

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Cross, Tracy L. "Social–Emotional Needs." Gifted Child Today 35, no. 2 (March 30, 2012): 144–45. http://dx.doi.org/10.1177/1076217511436087.

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Cross, Tracy L. "Social Emotional Needs." Gifted Child Today 35, no. 4 (September 4, 2012): 290–91. http://dx.doi.org/10.1177/1076217512455482.

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Cross, Tracy L. "Social Emotional Needs." Gifted Child Today 36, no. 4 (September 6, 2013): 263–65. http://dx.doi.org/10.1177/1076217513497581.

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Cross, Tracy L. "Social Emotional Needs." Gifted Child Today 37, no. 2 (March 26, 2014): 123–25. http://dx.doi.org/10.1177/1076217514520632.

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Dissertations / Theses on the topic "Social needs"

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Djmovic, Andrija, and Otto Persson. "Pupils with preferencial needs." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29866.

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The investigation concerns whether the students who have special needs really are supplied with the support they are entitled to. Therefore, we interviewed the specialist teachers in five schools in Malmö and asked them what their take on the issue is. As for the study results , we note that our study can't provide evidence that it would be a high correlation between the amount of resources invested and the final results among students. One cause of major importance is instead the students' previous knowledge and their background. Schools location , its physical environment , the learning environment and the school's " quantitative pressures " are also the factors that affect school results in a higher degree than the actual resource allocation .
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Jimenez, Jessica Joanna, and Winnie Wing Yang Lee. "SOCIAL WORKERS' PERCEPTION ON THE NEEDS AND SERVICES FOR FOSTER CHILDREN WITH SPECIAL NEEDS." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/867.

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Foster children are already at a disadvantage given that they tend to live in a home without their parents. Social workers have direct interactions working with children with special needs, and through interviews with the workers, we aimed to understand whether or not the services available are able to meet foster children’s special needs. The research on special needs children in foster care is quite limited. The purpose of the study was to identify social workers’ perceptions of the needs of special needs foster children and their access to services. This study used qualitative interviews with open-ended questions to gather qualitative data from ten social worker participants. The researchers employed thematic analysis techniques to analyze the qualitative data. The themes that emerged from analyzing the data were social workers’ challenges in providing services to special needs foster children, social workers’ access to services, and the need for institutional support to effectively manage service delivery for special needs foster children. This study found that social workers face challenges in obtaining training for parents and social workers, navigating complex funding processes, managing inconsistent desires between parents and court officials, and dealing with the limited number of capable foster homes. The social workers interviewed identified different tactics that could be implemented in order to improve services for the special needs foster children through changes and improvements within the department. Understanding large-scale policy and practice issues, such as organizational change or resource management, can lead county agency social workers to advocate for the challenges of special needs children in child welfare.
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Johnson, Ronda Rae. "Assessing women's aftercare needs." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2180.

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Foley, Ryan Alison. "'It's need, not greed' : needs and values at work in an Italian social cooperative." Thesis, University of Oxford, 2018. http://ora.ox.ac.uk/objects/uuid:2ef8f87b-0cf1-472c-88a3-1638d2a7d6bc.

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Among the key issues that arise in research of cooperatives are their supposedly hybrid nature and how they are able to balance both social and economic goals. I contend that the concept of 'needs' has become an important differentiating factor for the cooperatives I studied in Emilia Romagna. Placing this concept centrally in an analysis of cooperative practice helps to reveal the interplay between various value systems, reaching beyond arguments of the degeneration of cooperatives or the reproduction of dominant models, which both assume a one-way flow of influence. The recent history of the cooperative movement in Italy shows that these institutions have developed along with changing conceptions of need, supported by broader social movements and value systems. The cooperative network is today of central importance, and seen as an egalitarian means to share ideals and drive local innovation. However, my research shows that the instrumentalisation of the concept of 'need' also naturalises certain aspects of capitalist practice and has consequences for the enactment of other values within the cooperative. For example, in one cooperative I examined, the focus on meeting the members' needs for work was important in justifying a decision to merge with another cooperative despite a decision-making process that was seen as less than entirely democratic. This orientation also justified the use of precarious labour, and the need to protect members' livelihoods helped to justify low pay for internships and municipal job placements, as opposed to furthering the cooperative values of equity and equality. While the cooperative workers desired an element of personal relations, this was sometimes seen to be at odds with the focus on production and the maintenance of jobs. The marketing of more ethical products with reference to their social added value highlighted the central role of individual consumer citizens in bringing about change, which also reinforced divisions within the cooperatives based on who was more or less able to make these choices. In conclusion, I argue that while 'needs', like 'added value', can unite social and economic concepts of value, this also naturalises certain aspects of capitalist practice, particularly in this case where employment emerges as the primary need to be met. This leads me to suggest that the focus on meeting needs, as opposed to focusing on achieving specific ideals such as democracy and equality, may not be as effective to create alternative practice.
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Ramesh, Deepika S. "Addressing Older Adults' Social Media Mobile Interface Needs." University of Cincinnati / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1553250073637097.

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Phelan, Derek Phelan Allen. "Social and Emotional Learning Needs of Gifted Students." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4813.

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Compared to their peers, gifted and talented (GT) students have unique social and emotional needs. As schools mandated social and emotional learning goals for each GT student, support at the state level was limited. The purpose of the study was to answer the guiding question of how students could benefit from implementing key elements in a GT social and emotional curriculum. The study was guided by Corso's approach to promoting and developing positive social-emotional behavior. Data were collected from questionnaires administered to 32 statewide GT experts. Semistructured interviews were conducted with 10 of those GT experts. Thematic data analysis followed an open coding process to identify emergent themes. The findings revealed key elements that should be in place for a successful GT social and emotional curriculum: (a) a dedicated time in the school schedule for affective curriculum, (b) GT students seeking an understanding of identity and GT characteristics, (c) creating partnerships for social and emotional curriculum, (d) properly trained staff, including an understanding of the characteristics of GT students, (e) affective goal setting, (f) adequate resources for instruction, and (g) a process for intensive interventions when needed. This study included the creation of a professional development project to support integration of a social and emotional curriculum for GT programs. The study and project have implications for positive social change: By guiding schools seeking to implement a social and emotional curriculum into a current GT program, student behavior and learning outcomes are fostered.
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Scherini, Sonya. "Facebook: Where privacy concerns and social needs collide." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2020. https://ro.ecu.edu.au/theses/2331.

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Facebook is an integral part of today’s social landscape, but Facebook use involves compromising one’s privacy in relation to both other users and to the Facebook corporation and its affiliated businesses. This analysis explores respondents’ reasons for using Facebook together with their Facebook-related privacy concerns, and how these factors influence self-disclosures and privacy management strategies on the site. Also explored are respondents’ perceptions both of what the Facebook corporation ‘knows’ about them and with whom it shares their data. The research is based on the concepts of user-user and user-corporate privacy concerns versus the social needs of self-portrayal and belonging. Self-portrayal (inspired by Friedlander, 2011) is explored in the contexts of both strategic self-presentation and expression of the true self, and belonging is explored in the contexts of both intimacy and affiliation. These concepts have been drawn from a combination of psychological theories together with existing research on privacy concerns and social needs on social networking sites. Respondents completed an online questionnaire over a six week period from late August to early October 2014, and a focus group was held in November 2014. The questionnaire was largely quantitative but allowed for qualitative input via text boxes. There were 404 completed and valid responses, and of the demographic factors tested, gender was most strongly associated with Facebook-related privacy concerns and age was most strongly associated with reasons for using Facebook. Respondents indicated a clash between fulfilling their social needs on Facebook and their privacy concerns on the site. However, these concerns did not, for the most part, stop them using Facebook, although in certain instances respondents employed tactics to minimise their privacy concerns. This thesis argues that, when using Facebook, respondents resolved the privacy paradox to the best of their ability. It is anticipated that the findings of this thesis will contribute to the ongoing dialogue surrounding the benefits and drawbacks of social media use.
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Kregel, Elizabeth Ann. "Addressing the Social, Emotional, and Academic Needs of Gifted High School Students." University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1438706219.

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Beamer, Patricia Carole MS, and Sharon Ella MS Hodges. "Chronically Homeless: Service Needs." CSUSB ScholarWorks, 2014. https://scholarworks.lib.csusb.edu/etd/98.

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The purpose of this study was to determine the service needs being met and the needs not being met as perceived by the chronically homeless who call the park their home. The authors thought this an important study to examine to better understand the service needs of the homeless. The study used a qualitative design for collecting data which involved face-to-face interviews with ten of the homeless people at the park. Four primary themes, three of which had two subthemes each, were identified through a thematic analysis. The primary theme of mistrust of services had subthemes of safety and restrictions and ineffective services. The primary theme of services needed was subdivided into problem identified and potential solutions. The families theme contained subthemes fractured families and park community as family. The theme of hopelessness did not have any subthemes. It was concluded that research should continue in this field and funding should be used to focus on providing services as specified through these themes.
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Skinner, Geraldine, and n/a. "Cognitive style and social needs of academically gifted children." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20061108.162013.

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Most departmental policy statements on the education of gifted and talented students recommend their retention, where possible, in mainstream classes in neighbourhood schools. The educational experience in such classes, of 14 students identified as academically gifted by their teachers, was investigated using a case study approach. Their cognitive style was studied by reference to information processing strategies as revealed in WISC-R subtest scores. Interpersonal and communication skills were investigated through classroom observation and structured interviews. The theories of deviance and authority were applied in interpreting this data. Results indicated relationships between students' cognitive style and teachers' identification methods, and between students' cognitive style and their school satisfaction. Sex differences in teacher response and student interaction were also noted.
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Books on the topic "Social needs"

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Stavenhagen, Rodolfo. Needs, rights and social development. Geneva: United Nations Research Institute for Social Development, 2003.

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Meehan, Eugene J. Social inquiry: Needs, possibilities, limits. Chatham, N.J: Chatham House, 1994.

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Bryan, Davis John, and O'Boyle Edward J. 1937-, eds. The social economics of human material need. Carbondale: Southern Illinois University Press, 1994.

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Mallika, Choudhary Jeetendri, ed. Adolescent girls: Social needs and psycho-social problems. Jaipur: National Pub. House, 2008.

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Towle, Charlotte. Common human needs. Silver Spring, MD: National Association of Social Workers, 1987.

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Penz, G. Peter. Normative issues in social needs assessment: A theoretical overview. North York, Ont: Faculty of Environmental Studies, York University, 1986.

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Braybrooke, David. Meeting needs. Princeton: Princeton University Press, 1987.

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Privacy: Individual right v. social needs. Brookfield, Conn: Millbrook Press, 1994.

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Walker, Steven. Social work assessment and intervention. 2nd ed. Lyme Regis: Russell House Pub., 2011.

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Ignatieff, Michael. The needs of strangers. London: Vintage, 1994.

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Book chapters on the topic "Social needs"

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Thompson, Neil. "Needs, unmet needs and problems." In Practising Social Work, 5–17. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-04871-4_1.

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McDonald, Ann. "Social Needs and Housing Needs." In Understanding Community Care, 201–19. London: Macmillan Education UK, 1999. http://dx.doi.org/10.1007/978-1-349-14280-4_12.

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Thompson, Neil. "Needs, unmet needs and problems." In The Professional Social Worker, 5–19. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-60378-4_1.

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Sharpton, Amy N. "Social Service Needs." In Encyclopedia of Immigrant Health, 1366–67. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4419-5659-0_715.

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Stanley, Todd. "Social-Emotional Needs." In When Smart Kids Underachieve in School, 45–61. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003239567-7.

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Walton, David, and Graham Fowler. "Defining Social Needs." In The Cities of the Poor, 95–122. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003171003-4.

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Balyejjusa, Senkosi Moses. "Social Needs Framework." In The Palgrave Handbook of Global Social Problems, 1–15. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-68127-2_122-1.

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McDonald, Ann. "Social Needs and Health Care Needs." In Understanding Community Care, 186–200. London: Macmillan Education UK, 1999. http://dx.doi.org/10.1007/978-1-349-14280-4_11.

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Baillie, Caroline, Eric Feinblatt, Thimothy Thamae, and Emily Berrington. "Sustainability: Economic, Environmental, and Social." In Needs and Feasibility, 91–102. Cham: Springer International Publishing, 2010. http://dx.doi.org/10.1007/978-3-031-79958-7_7.

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Hannell, Glynis. "Social, emotional and mental health." In Identifying Special Needs, 113–67. Third edition. | Milton Park, Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781351011372-6.

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Conference papers on the topic "Social needs"

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Roberson, Jahmeilah, and Bonnie Nardi. "Survival needs and social inclusion." In the 2010 ACM conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1718918.1718993.

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Li, Cuiping, Binghui Zu, Zhongxue Li, and Linlin Zhang. "Corporate social responsibility and social responsibility needs of stakeholders." In 2011 International Conference on Remote Sensing, Environment and Transportation Engineering (RSETE). IEEE, 2011. http://dx.doi.org/10.1109/rsete.2011.5964248.

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Heuer, Hendrik, Anna Polizzotto, Franziska Marx, and Andreas Breiter. "Visualization Needs in Computational Social Sciences." In MuC'19: Mensch-und-Computer. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3340764.3344440.

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Wong-Villacres, Marisol, Aakash Gautam, Wendy Roldan, Lucy Pei, Jessa Dickinson, Azra Ismail, Betsy DiSalvo, et al. "From Needs to Strengths." In CSCW '20: Computer Supported Cooperative Work and Social Computing. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3406865.3418594.

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Parekh, Gillian, Robert S. Brown, and Karen Robson. "Session 7: Inclusive Education | The Social Constructed of Gifted Education." In World Congress on Special Needs Education. Infonomics Society, 2015. http://dx.doi.org/10.20533/wcsne.2015.0033.

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Koroleva, Yulia. "Social Needs Of Adolescents With Developmental Disabilities." In International Scientific Conference “Personality in Norm and in Pathology. European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.06.04.6.

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Lan Vicky, Tsang Kwan. "Session 8: Assistive Technologies | A Pilot Investigation on the Social Processing Schedule." In World Congress on Special Needs Education. Infonomics Society, 2014. http://dx.doi.org/10.20533/wcsne.2014.0030.

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Nkire, Flora O. "Session 2: Educational Foundations: Need for Teaching Nigerian Local Economic Activities in Social Studies." In World Congress on Special Needs Education. Infonomics Society, 2014. http://dx.doi.org/10.20533/wcsne.2014.0011.

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TYRRELL, Katie Rose, Emma BOND, Cristian DOGARU, and Mark MANNING. "Youth Unemployment: Addressing Real Needs through Social Enterprise." In The 4th International Conference on Economic Sciences and Business Administration. Fundatia Romania de Maine, 2017. http://dx.doi.org/10.26458/v4.i1.42.

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Rong, Dunlei, Hanchuan Xu, Junrui Tian, Nan Li, Zhiying Tu, and Zhongjie Wang. "An Intention Tree based Model for Social Needs." In 2021 International Conference on Service Science (ICSS). IEEE, 2021. http://dx.doi.org/10.1109/icss53362.2021.00011.

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Reports on the topic "Social needs"

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Timme, Mary. Social work continuing education needs assessment study. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2109.

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Bachrach, Deborah Bachrach, Kier Wallis Wallis, Helen Pfister Pfister, and Mindy Lipson Lipson. Addressing Patients' Social Needs: An Emerging Business Case for Provider Investment. New York, NY United States: Commonwealth Fund, May 2014. http://dx.doi.org/10.15868/socialsector.18186.

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Cooper, Rose. Medical-social needs in a sample population of elderly post-hospital patients. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.348.

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Sanz, E., M. Lascurain, A. Serrano, B. Haidar, P. Alonso, and J. García-Espinosa. Needs and requirements analysis. Scipedia, 2021. http://dx.doi.org/10.23967/prodphd.2021.9.001.

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The prodPhD project aims to address the challenging problem of introducing entrepreneurship training in PhD programmes regardless of discipline. The prodPhD project will create the necessary teaching methodologies and the platform for applying them. The project consists of a consortium of four organizations from across Europe. The main objective of the prodPhD project is to implement innovative social network-based methodologies for teaching and learning entrepreneurship in PhD programmes. The multidisciplinary teaching and learning methodologies will enable entrepreneurship education to be introduced into any PhD programme, providing students with the knowledge, skills, and motivation to engage in entrepreneurial activities. The methodology will be conceived to develop experiential knowledge, involving academics, entrepreneurship experts, and mentors in its development and implementation. Besides, the exchange of experience, competences, and approaches facilitated by social networking will pave the way to crowdsourcing new ideas, improving training methodologies, and stimulating academics’ entrepreneurial skills.
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Harkins, Jerry. Unmet social work needs in an inmate population of a county correctional institution. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.506.

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Seferis, Louisa, and Paul Harvey. Accountability in Crises: Connecting Evidence from Humanitarian and Social Protection Approaches to Social Assistance. Institute of Development Studies (IDS), March 2022. http://dx.doi.org/10.19088/basic.2022.013.

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Social assistance in crises, whether part of a social protection system or driven by humanitarian needs, provides crucial support to people affected by disaster and conflict. Accountability is a central component of delivering effective social assistance. The increasing emphasis on reinforcing social protection in fragile contexts and the Grand Bargain ‘participation revolution’ workstream suggest the need for a fresh look at accountability frameworks and how they play out in practice for the people they aim to serve. This paper seeks to connect evidence from humanitarian and development accountability approaches to better understand the linkages and disconnects, and to identify opportunities for future research and learning.
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Seferis, Louisa, and Paul Harvey. Accountability in Crises: Connecting Evidence From Humanitarian and Social Protection Approaches to Social Assistance. Institute of Development Studies (IDS), February 2022. http://dx.doi.org/10.19088/basic.2022.026.

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Social assistance in crises, whether part of a social protection system or driven by humanitarian needs, provides crucial support to people affected by disaster and conflict. Accountability is a central component of delivering effective social assistance. The increasing emphasis on reinforcing social protection in fragile contexts and the Grand Bargain ‘participation revolution’ workstream suggest the need for a fresh look at accountability frameworks and how they play out in practice for the people they aim to serve. Approaches to accountability are usually researched and analysed separately as part of social protection, humanitarian, or governance (citizenship) responses in fragile contexts. This brief therefore seeks to connect evidence from humanitarian and development accountability approaches to better understand the linkages and disconnects, as well as to identify opportunities for future research and learning.
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Hartley III, Dean S. Human, Social, Cultural Behavior (HSCB) Modeling Workshop I: Characterizing the Capability Needs for HSCB Modeling. Fort Belvoir, VA: Defense Technical Information Center, July 2008. http://dx.doi.org/10.21236/ada488073.

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Parker, Anne. A descriptive study of social service needs and demographic characteristics of selected emergency room patients. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2773.

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Dabas, Chitra Srivastava, Sarah McCracken, Karina Romero, and Sarah Chung. Changing Needs of Millennial Customers: Role of social responsibility perception and Instagram engagement in determining purchase intention. Ames: Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-360.

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