Books: 'Socialization experiences'

1

1955-, Butler Ian, and Shaw Ian 1945-, eds. A case of neglect?: Children's experiences and the sociology of childhood. Aldershot: Avebury, 1996.

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2

Becoming Buddhist: Experiences of socialization and self-transformation in two Australian Buddhist centres. New York: Continuum International Pub. Group, 2012.

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3

Life experiences, development, and childhood psychopathology. Chichester: Wiley, 1990.

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4

Berry, Mayall, ed. Children's childhoods: Observed and experienced. Bristol, Pennsylvania: Falmer Press, 1994.

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5

Berry, Mayall, ed. Children's childhoods: Observed and experienced. London: Falmer Press, 1994.

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6

The womb of mind: A sociological exploration of the status-experience of women in Delhi. New Delhi: Vikas Pub. House, 1990.

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7

The limits of family influence: Genes, experience, and behavior. New York: Guilford Press, 1994.

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8

Cultural practices and socioeconomic attainment: The Australian experience. Westport, Conn: Greenwood Press, 1997.

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9

Devine, Dympna. Structure, agency and the exercise of power in children's experience of school. Dublin: University College Dublin, 1998.

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10

Ann, Filer, ed. The social world of children's learning: Case studies of pupils from four to seven. London: Continuum, 2004.

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11

Case of Neglect?: Children's Experiences and the Sociology of Childhood. Taylor & Francis Group, 2017.

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12

Butler, Ian, and Ian F. Shaw. Case of Neglect?: Children's Experiences and the Sociology of Childhood. Taylor & Francis Group, 2018.

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13

Butler, Ian, and Ian F. Shaw. Case of Neglect?: Children's Experiences and the Sociology of Childhood. Taylor & Francis Group, 2018.

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14

Butler, Ian, and Ian F. Shaw. Case of Neglect?: Children's Experiences and the Sociology of Childhood. Taylor & Francis Group, 2018.

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15

Butler, Ian, and Ian F. Shaw. Case of Neglect?: Children's Experiences and the Sociology of Childhood. Taylor & Francis Group, 2018.

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16

(Editor), Ian Butler, and Ian Shaw (Editor), eds. A Case of Neglect?: Children's Experiences and the Sociology of Childhood (Cardiff Papers in Qualitative Research). Avebury, 1996.

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17

Simmel, Edward C. Early Experiences and Early Behavior: Implications for Social Development. Elsevier Science & Technology Books, 2013.

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18

Porter-Tibbetts, Sarah. PERCEIVING AND COPING WITH EXCLUSION: THE SOCIALIZATION EXPERIENCES OF ETHNIC MINORITY NURSING STUDENTS. 1992.

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19

Eddy, Glenys. Becoming Buddhist: Experiences of Socialization and Self-Transformation in Two Australian Buddhist Centres. Bloomsbury Academic, 2019.

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20

Neundorf, Anja, and Kaat Smets. Political Socialization and the Making of Citizens. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199935307.013.98.

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Political socialization describes the process by which citizens crystalize political identities, values and behavior that remain relatively persistent throughout later life. This chapter provides a comprehensive discussion of the scholarly debate on political socialization, posing a number of questions that arise in the study of political socialization and the making of citizens. First, what is it about early life experiences that makes them matter for political attitudes, political engagement, and political behavior? Second, what age is crucial in the development of citizens’ political outlook? Third, who and what influences political orientations and behavior in early life, and how are cohorts colored by the nature of time when they come of age? Fourth, how do political preferences and behavior develop after the impressionable years? The chapter further provides an outlook of the challenges and opportunities for the field of political socialization.

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21

Wilson, Connie Sue. THE PERCEPTION OF VALUES AND THE PROCESS OF PROFESSIONAL SOCIALIZATION THROUGH CLASSROOM EXPERIENCES AMONG BACCALAUREATE NURSING STUDENTS. 1995.

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22

Tyler, Tom R., and Rick Trinkner. Legal Socialization across the Spheres of Childhood and Adolescence. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190644147.003.0012.

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This part of the book examines the legal socialization process across three crucial domains. These domains are as follows: family and parents, schools and teachers, and legal institutions and authorities. The aim is to discuss the degree to which experiences with authority and rule-making and enforcement influence the acquisition of supportive legal values, formation of law-related attitudes, and development of legal reasoning competencies.

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23

Boon, Heather. Canadian naturopathic practitioners: The effects of holistic and scientific world views on their socialization experiences and practice patterns. 1996.

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24

Boon, Heather Shirley. Canadian naturopathic practitioners: The effects of holistic and scientific world views on their socialization experiences and practice patterns. 1996.

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25

Goodyer, Ian M. Life experiences, development and childhood psychopathology. John Wiley and Sons, 1991.

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26

Bernhardt, Jeanette Comer. BRIDGING THE GAP: A STUDY OF PARTICIPATION IN PRECEPTORSHIP EXPERIENCES AND ROLE SOCIALIZATION OUTCOMES OF NEWLY LICENSED REGISTERED NURSES (NURSES). 1992.

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27

The behaviors of adolescent boys in a residential treatment center during high ropes course experiences. 1986.

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28

Tyler, Tom R., and Rick Trinkner. Introduction. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190644147.003.0010.

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Legal scholars and social scientists studying the law recognize that a central issue in law is understanding why adults obey the law (Tyler, 2006a, 2011). Evidence suggests that law-related attitudes and values are central to motivating adult law-related behavior, and hence that it is important to understand how they develop during the process of legal socialization. Although this is true, legal scholarship has widely ignored the process of childhood and adolescent socialization. The lack of research on legal socialization is ironic in that by the time people become adults, their law-related attitudes and values are already well formed and they have often had formative personal experiences with legal authorities. This important development begins during childhood and adolescence as part of the overall process of socialization....

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29

Fielding, Nigel G. The Experience of Training and its Aftermath. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198817475.003.0006.

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Chapter 5 evaluates the effectiveness of police training pedagogy in training recruits to carry out Community Policing, and likewise its effectiveness in preparing recruits for the police role in managing conflict situations. It provides a conceptual discussion of the process of police learning drawing on interactionist and micro-sociological perspectives on interpersonal communication. The chapter then moves on to discuss the process of socialization into the police career, drawing on a stage model from anticipatory socialization through provisional membership, early service and the seasoned police practitioner. The chapter closes by looking at premature resignation (‘wastage’), particularly during the training period, and at differential attainment in advancement in the police career, with a focus on females and ethnic minorities.

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30

Mayall, Berry. Children's Childhoods: Observed and Experienced. Taylor & Francis Group, 2002.

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31

Mayall, Berry. Children's Childhoods: Observed and Experienced. Taylor & Francis Group, 2002.

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32

Mayall, Berry. Children's Childhoods: Observed and Experienced. Taylor & Francis Group, 1994.

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33

Mayall, Berry. Children's Childhoods: Observed and Experienced. Taylor & Francis Group, 2002.

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34

Dweck, Carol S. Social Development. Edited by Philip David Zelazo. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199958474.013.0008.

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This chapter describes new theories, concepts, and methods that are being brought to bear on the central questions of social development, and it highlights the unprecedented interdisciplinary nature of current research in social development. Topics include the foundations of “social-ness” and its role in making humans unique; new findings on gene–environment and temperament–environment interactions and their role in the emergence of important social outcomes; ways in which socialization experiences are carried forward in children’s mental representations and physiological changes; the impact of different agents of socialization, such as parents, peers, and media; the mutual influence of cognitive and social development, and the ways in which social-cognitive interventions can boost intellectual performance; and the burgeoning area of intergroup perception and interaction. Throughout I discuss the implications of recent discoveries for interventions, and the ways in which interventions both test theories and speak to the plasticity of developing systems.

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35

Kawabata, Yoshito. Cultural Contexts of Relational Aggression. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190491826.003.0017.

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Theories and models suggest cultural influences on children’s family and peer socialization. It is conceivable, therefore, that the development of relational aggression, which is a part of developmentally salient social experiences, may appear differently, depending on cultural contexts. The goal of this chapter is to summarize cross-cultural, international studies that have examined the development of relational aggression in various cultural contexts. Specifically, studies are reviewed that have evaluated psychometric properties of measures and have explored social-cognitive processes, peer relationships, victimization experiences, and psychopathology among relationally aggressive children and adolescents across cultures. Finally, developmental and clinical implications and directions for future research are discussed.

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36

Gibson, James L., and Michael Nelson. Black and Blue. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190865214.001.0001.

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It is not hyperbole to proclaim that a crisis of legal legitimacy exists in the relationships between African Americans and the law and legal authorities and institutions that govern them. However, this legitimacy deficit has largely (but not exclusively) been documented through anecdotal evidence and a steady drumbeat of journalistic reports, but not rigorous scientific research. We posit that both experiences and in-group identities are commanding because they influence the ways in which black people process information, and in particular, the ways in which blacks react to the symbols of legal authority (e.g., judges’ robes). Based on two nationally-representative samples, this book ties together four dominant theories of public opinion: Legitimacy Theory, Social Identity Theory, theories of adulthood political socialization and learning through experience, and information processing theories, especially the Theory of Motivated Reasoning and theories of System 1 and System 2 information processing. Our findings reveal a gaping chasm in legal legitimacy between black and white Americans. More importantly, black people themselves differ in their legal legitimacy. Group identities and experiences with legal authorities play a crucial role in shaping whether and how black people extend legitimacy to the legal institutions that so much affect them.

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37

Flais, Shelly Vaziri. Raising Twins. 2nd ed. American Academy of Pediatrics, 2014. http://dx.doi.org/10.1542/9781581108699.

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In the second edition of this popular parenting book, Shelly Vaziri Flais, MD, FAAP helps readers prepare for their twins’ arrival, birth and infancy, and provides sage advice for raising them through toddlerhood and the school years. Dr. Flais’ book will help parents of twins and other multiples: *Prepare for the arrival of their babies *Survive the first few days, weeks and months by providing information on feeding, sleeping, scheduling and outings *Navigate the toddler years from mealtime to potty training, one-on-on time to loving discipline *Move into the school years with ideas on managing things like socialization and competition, family dynamics and individuality. Combining her experience as a mom and her expertise as a pediatrician, Flais brings a unique blend of heartwarming personal experiences and professional knowledge to deliver a real survival guide for every family with twins, triplets, quads or more.

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38

Rockenbach, Alyssa Bryant, and Julie J. Park. Religion, Spirituality, and College Students. Edited by Michael D. Waggoner and Nathan C. Walker. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780199386819.013.31.

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While religion and spirituality have played pivotal roles in shaping US higher education since its inception, empirical studies on college student spirituality are a relatively recent phenomenon, gaining steam in the early 2000s with landmark national studies. These studies reflect a growing interest in the inner lives of college students and their journeys for meaning and purpose. This chapter provides an overview of key studies addressing religion and spirituality in the lives of US college students. Unique patterns related to religious worldview, race/ethnicity, sexual orientation, and gender are discussed, reflecting the tremendous range of experiences among college students. The chapter also addresses the impact of college on religious and spiritual development, including the role of different campus environments and experiences, reflecting the role of peer socialization and institutional dynamics.

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39

Rowe, David C. The Limits of Family Influence: Genes, Experience, and Behavior. The Guilford Press, 1993.

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40

Tyler, Tom R., and Rick Trinkner. Legal Socialization in the School. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190644147.003.0008.

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Chapter 8 focuses on schools. Traditionally schools sought to socialize children into the values they would need to have to be future citizens. More recently schools have been seen as institutions whose mission is skill acquisition, and the value socialization role has been minimized. Studies make clear that schools do shape values and that the type of classroom and school authority that children experience shapes the degree to which their initial consensual or coercive orientations toward rules strengthen or decline. If children experience transparency in the rules implemented by authorities they believe are concerned about them and their welfare, they increasingly define their relationship to rules as consensual and view the authorities as legitimate. Coercive approaches, in contrast, develop when these legitimating characteristics are absent. Coercive orientations are associated with higher levels of rule-breaking, bullying, gang activity, and criminal behavior. Despite these findings, recent developments in the school environment have increased the coerciveness of school environments.

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41

Balboni, Michael J., and Tracy A. Balboni. Why Medicine Should Resist Immanence. Edited by Michael J. Balboni and Tracy A. Balboni. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780199325764.003.0013.

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This chapter outlines four reasons why medicine should resist a spirituality of immanence as its chief love. First, this spirituality is incongruent with the beliefs of most American patients and their experience of serious illness. Second, a spirituality of immanence fails the test of religious pluralism, an essential characteristic of medicine in the twenty-first century. Third, this spirituality enables and encourages impersonal social forces, including bureaucracy, market forces, and the technological imperative, to affect how medicine is conceived, practiced, and experienced. Finally, immanence is creating a professional socialization with negative clinician outcomes, such as burnout. The argument especially focuses on the impact of immanence in creating conditions for impersonal medicine and its subsequent impact on clinician socialization. Apart from partnership with traditional religions, medicine is helpless to resist impersonal forces overtaking the patient–clinician relationship.

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42

Bilsky, Leora, and Annette Weinke, eds. Jewish-European Émigré Lawyers. Wallstein Verlag, 2021. http://dx.doi.org/10.5771/9783835346277.

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Jewish émigré lawyers, historians, archivists and activists and their individual approaches to International Humanitarian Law. Jewish-European émigré lawyers in the twentieth century were important agents of legal internationalism and served as carriers of intercultural concepts of international legal thought; concepts, which fed into postwar discourses, but were also often forgotten or marginalized. This interdisciplinary volume focusses on a range of international lawyers, historians, archivists and activists and their individual approaches towards International Humanitarian Law. It uses a biographical lens to analyze the impact of subjective experiences like academic socialization, ideological and religious viewpoints (Weltanschauung), social marginalization, political and racial persecution, and forced emigration. Moreover, it investigates the extent to which the emigrants’ experiences shaped typical notions of twentieth century politics and law, such as universalism and particularism, cosmopolitanism and sovereignty, national self-determination, citizenship and statelessness, collective minority rights, and individual human rights.

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43

Tyler, Tom R., and Rick Trinkner. Legal Socialization in the Family. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190644147.003.0007.

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The chapters in Part III take up the discussion of legal socialization across the spheres of childhood and adolescence. As they move through their early lives, children and adolescents pass through three spheres of authority: the family, the school, and the juvenile justice system. In each of these they can either experience coercive and consensual authority systems. Consensual systems promote the development of internal beliefs in the legitimacy of law and legal authority and because of such beliefs, encourage voluntary deference. Coercive systems lead to a risk orientation toward law, with people complying when the risk of being caught and punished is high.

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44

McNamara Barry, Carolyn, and Mona M. Abo-Zena. The Experience of Meaning-Making. Edited by Jeffrey Jensen Arnett. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199795574.013.22.

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Emerging adults are on a journey of self-discovery. In a nation founded on religious liberty, it is not surprising that so many emerging adults in the United States are focused on self-exploration concerning their religiousness and spirituality. This chapter addresses how religiousness and spirituality develop over the third decade by noting similarities and differences from previous and coming decades, the nature of religious and spiritual beliefs, the intersection of religious and spiritual development with developmental domains, and the outcomes associated with religiousness and spirituality. The chapter goes on to discuss religious and spiritual socialization contexts of parents, peers, religious communities, universities, and the media, and it delineates the variations in religious and spiritual development concerning gender, sexuality, and culture, as well as the subgroup of nonreligious and atheist emerging adults. The authors note limitations and future research directions for the study of emerging adults’ religiousness and spirituality.

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45

Grinstead, Linda Nicholson. PROFESSIONAL NURSES AND THE EXTERNSHIP EXPERIENCE: A DESCRIPTIVE STUDY (PROFESSIONAL SOCIALIZATION). 1995.

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46

Rowe, David C. Limits of Family Influence: Genes, Experience, and Behavior. Guilford Publications, 1993.

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47

Romero, Margarita Sánchez. Care and Socialization of Children in the European Bronze Age. Edited by Sally Crawford, Dawn M. Hadley, and Gillian Shepherd. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780199670697.013.18.

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Care and socialization are practices included in what have been called maintenance activities, a set of works that entangle very specific and characteristic relations and identities. These activities involve the quotidian maintenance of human groups through care, socialization, provision, food processing, and cooking or the organization and maintenance of the living area. Such practices are vital for the reproduction, cohesion, and wellbeing of communities and involve a significant amount of specialized knowledge, experience, and technology. This chapter examines evidence from the European Bronze Age for care and socialization practices, offering new challenges and questions on issues such as children’s agency and identity and involvement in the processes of daily life.

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48

Flais, Shelly Vaziri. Raising Twins: From Pregnancy to Preschool. American Academy of Pediatrics, 2009. http://dx.doi.org/10.1542/9781581105384.

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Sage advice from a pediatrician mom of twin boys! Offers tips and strategies for surviving (and enjoying!) the first few years of twins' lives. Even with years working as a pediatrician, Shelly Vaziri Flais, MD, FAAP, was nervous about what lay ahead when she was told she was pregnant with twins. Now, several years into parenting her twin boys, Dr Flais is sharing her wisdom and experience as a mom and her expertise as a doctor to help other parents prepare for and raise multiples with confidence. With insightful stories from her own experiences coupled with important information only a pediatrician can offer, Raising Twins will help parents - Prepare for the arrival of their twins - Survive the first few days and weeks with advice on sleep schedules, feeding choices, and finding support - Develop strategies to help successfully manage (and enjoy!) the first year of their twins' lives - Negotiate the toddler years, including potty training, language development, big-kid beds, budgets, and discipline - Understand the world of their twins as they become preschoolers, including socialization inside and outside the family, encouraging individualism, discipline and sleep issues.

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49

The Limits of Family Influence: Genes, Experience, and Behavior. The Guilford Press, 1995.

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50

Tyler, Tom R., and Rick Trinkner. Legal Socialization across the Life Course. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190644147.003.0003.

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Every developing child goes through a series of stages associated with childhood and adolescence. This is the focus of chapter 3. To some extent development is an invariant progression shaped by cognitive and biological growth, and the capacities and limits that exist at any stage of individual growth. At the same time, the progression reflects the unique experience of each individual over their life course, particularly with nonlegal and legal authority figures. Beyond that, every child grows up during a particular period in history that has particular events such as the war in Vietnam or the 9/11 terror attacks, which create a unique social climate and produce common concerns and outlooks among the members of a particular age cohort. These common elements have been widely discussed in popular writing that has sought to distinguish among the silent generation, baby boomers, generation X, millennials, and generation Z.

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Books on the topic 'Socialization experiences'

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