Academic literature on the topic 'Socio-emotional wellbeing'
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Journal articles on the topic "Socio-emotional wellbeing"
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Arace, Angelica, Laura Elvira Prino, and Donatella Scarzello. "Emotional Competence of Early Childhood Educators and Child Socio-Emotional Wellbeing." International Journal of Environmental Research and Public Health 18, no. 14 (July 18, 2021): 7633. http://dx.doi.org/10.3390/ijerph18147633.
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Background: Early childhood educators are attachment figures for babies and play an important role in emotion socialization. This study aims to analyze the role of educators as emotional socializers and its relationship with infants’ social competence and attachment security, considering various characteristics of educators (age, years of experience, level of knowledge of development and parenting) and the context (day-care center–family communication). Methods: 563 infants attending day-care centers (age: M = 25.98 months SD = 5.41) and their 223 early childhood educators (age: M = 42.61 SD = 11.02) took part in this study. The educators completed: CEESQ—Crèche Educator Emotional Style Questionnaire, Information Sources Questionnaire, two sub-scales of KIDI—Knowledge of Infant Development Inventory, QRS-F—Questionnaire on the Relationship between Services and Families, QPI—Questionnaire on Peer Interactions, and AQS—Attachment-Q-Sort. Results: Results showed that the educator’s coaching style has a relationship with attachment security and social skills and is positively correlated with the educators’ emotional self-efficacy and with the level of communication between day-care centers and families, while the correlation with knowledge of parenting is weak. Conclusions: These findings highlight the importance of enhancing not only educators’ knowledge about educative strategies, but above all their emotional competence to promote children adaptation to day-care centers.
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Smaliukiene, Rasa, and Svajone Bekesiene. "Towards Sustainable Human Resources: How Generational Differences Impact Subjective Wellbeing in the Military?" Sustainability 12, no. 23 (November 30, 2020): 10016. http://dx.doi.org/10.3390/su122310016.
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The article analyzes the generational (age cohorts) effect on subjective wellbeing at work. The main aim is to reveal generational differences that lead to subjective wellbeing at work and possible discrepancies between the generations. The article contributes to the literature by creating and testing a theoretical model of subjective wellbeing at work as a composition of several dimensions that vary among generations, including physical experience, cognitive job performance, and appraisal, as well as social relationships and socio-emotional enablement at work. Using the military as an organization where daily routine creates similar conditions for different generations, we surveyed 890 army professionals representing three different generations: Gen Y, Gen X, and Gen Z. A structural equation modelling (SEM) technique is used to test the research model. The results support the hypothesis that generation has a strong moderating impact on the components of subjective wellbeing at work. Social relationship, as a socio-emotional experience, is the most important component of wellbeing at work for Gen Z, while socio-emotional enablement plays a central role in subjective wellbeing at work for Gen X and Gen Y.
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Zhang, Fan, and David Kaufman. "Massively Multiplayer Online Role-Playing Games (MMORPGs) and Socio-Emotional Wellbeing." Computers in Human Behavior 73 (August 2017): 451–58. http://dx.doi.org/10.1016/j.chb.2017.04.008.
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Mulikat Ladj Abdulqadir, Mustapha, Shuaib Abolakale Muhammed, and Jamila Yusuf. "Impact of climate change awareness on undergraduates’ socio-emotional well-being in Nigeria." International Journal of Emotional Education 14, no. 2 (November 30, 2022): 53–67. http://dx.doi.org/10.56300/gdue5169.
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Students’ living conditions may suffer as a result of climate change. This research examined the impact of climate change awareness on undergraduates’ beliefs about socio-emotional well-being in Nigeria. The total number of undergraduate students in Kwara state made up the study’s population, with the sample size being 589. The Climate Change and Mental Wellbeing Questionnaire (CCMWQ) was used to collect data from randomly selected undergraduate participants for the study. The acquired data was evaluated using descriptive statistics, t-test, ANOVA and PPMC at a significance level of 0.05. The results showed that most undergraduates are aware of climate change but have little understanding of its origins, effects, and preventive strategies. The results further revealed that the undergraduates’ level of climate change awareness influences their beliefs about their socio-emotional wellbeing. At different ages, participants’ opinions on how climate change would affect their socio-emotional health varied dramatically. Similarly, a correlation exists between climate change awareness and beliefs about socio-emotional well-being and awareness and attitude towards protecting the environment.
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Omede, Jacob. "Examining the Psycho-Emotional and Socio-Economic Wellbeing of Remarried Widowed Christians." Current Research in Psychology and Behavioral Science (CRPBS) 3, no. 5 (June 8, 2022): 1–7. http://dx.doi.org/10.54026/crpbs/1056.
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This study examined the Psycho-emotional and Socio-economic Wellbeing of Remarried Widowed Christians in Ankpa Town, Kogi state, Nigeria. The study employed the descriptive research design. The particular descriptive design used was survey. The population for the study was 100 remarried widowed Christians located in the 75 local church denominations in Ankpa town. Since this population was not large, it was not sampled. The instrument for the study was the Psycho-emotional and Socio-economic Wellbeing Questionnaire (PEASE-WQ) designed by the researcher. The psychometric properties of the instrument were established before it was administered on the respondents. The data collected were analyzed using statistical mean, standard deviation and t-Test. The results of the findings were that both the males and the female christians that were bereaved and later remarried claimed to have overcome the psychological, emotional, social and economic challenges that they faced during bereavements. However, the female respondents had higher mean levels than their male counterparts on each of the four variables measured. But, the test of significance that was run on each of the four variables showed that the mean differences were not statistically significant. Based on these findings, it was recommended that widowed Christians that are not too advanced in age should remarry and if possible, they should marry one another and that such marriages should be in accordance to Christian tradition.
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Kislyakov, Pavel, Elena Shmeleva, Olga Silaeva, Natalia Belyakova, and Valery Kartashev. "Indices of socio-emotional wellbeing of youth: evaluation and directions of improvement." SHS Web of Conferences 28 (2016): 01056. http://dx.doi.org/10.1051/shsconf/20162801056.
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Jayman, Michelle, and Annita Ventouris. "Dealing children a helping hand withBook of Beasties: The mental wellness card game." Educational and Child Psychology 37, no. 4 (December 2020): 69–80. http://dx.doi.org/10.53841/bpsecp.2020.37.4.69.
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Aim(s)Play contributes uniquely to effective learning and the development of children’s socio-emotional skills. This study investigated Book of Beasties: A school-based, socio-emotional intervention centred around a card game which aims to improve children’s emotional literacy and wellbeing through playful learning. Exploratory research was conducted to determine its potential as an effective resource for school staff and other professionals working in school settings with responsibility for supporting pupils’ mental health.MethodA single case study comprised one London primary school. Four children (aged eight to nine years; two boys and two girls) received the intervention. Qualitative data were collected from session observations, a focus group with children and semi-structured interviews with school staff (the delivery agents) and parents/carers. Data were collated and thematically analysed.FindingsIntegrated findings suggested intervention recipients had benefitted in terms of increased socio-emotional skills and wellbeing. Child and adult participants agreed that Book of Beasties was valuable and acceptable and thus socially valid. Specific components which contributed to the intervention’s effectiveness were elicited. These included fantasy elements of the game and sensory-focused activities.LimitationsData were collected from a single, volunteer school. The class teacher (delivery agent) selected the children who received the intervention, potentially biasing the findings.ConclusionsExploratory research indicated that Book of Beasties was a promising resource for practitioners in schools and can contribute to the evidence-based socio-emotional literature. A full evaluation using both quantitative and qualitative methods was recommended to examine intervention effectiveness on socio-emotional outcomes, process issues and potential adaptations.
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PRATSCHKE, JONATHAN, TRUTZ HAASE, and KIERAN McKEOWN. "Direct and indirect influences of socio-economic position on the wellbeing of older adults: a Structural Equation Model using data from the first wave of the Irish Longitudinal Study on Ageing." Ageing and Society 37, no. 9 (June 20, 2016): 1770–97. http://dx.doi.org/10.1017/s0144686x1600060x.
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ABSTRACTThe authors use Structural Equation Modelling techniques to analyse the determinants of wellbeing amongst older adults using data from the first wave of the Irish Longitudinal Study on Ageing (TILDA), a rich source of data on people aged over 50 and living in private households. The analysis uses a two-group linear statistical model to explore the influence of socio-economic position on the wellbeing of men and women, with Full Information Maximum Likelihood estimation to handle missing data. The fit indices for the final model are highly satisfactory and the measurement structure is invariant by gender and age. The results indicate that socio-economic position has a significant direct influence on wellbeing and a strong indirect influence which is mediated by health status and lifestyle. The total standardised effect of Socio-economic Position on Socio-emotional Wellbeing is statistically significant (p⩽ 0.05) and equal to 0.32 (men) and 0.43 (women), a very strong influence which risks being underestimated in standard multivariate models. The authors conclude that health, cognitive functioning and wellbeing reflect not just the ageing process, but also the impact of social inequalities across the lifecourse and how they are transmitted across different life spheres. These results can help to orient future research on factors which mediate between socio-economic position and wellbeing, an important policy-related issue.
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Frunza, Gabriela, Dragos Mihai Lapusneanu, and Gherasim Nacu. "The Impact of Human Resource Management on Socio-Emotional Skills, Health and Wellbeing." Risk in Contemporary Economy 1, no. 1 (July 31, 2021): 344–54. http://dx.doi.org/10.35219/rce20670532127.
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Maury, Susan, Dianne Vella-Brodrick, Jane Davidson, and Nikki Rickard. "Socio-emotional Benefits Associated with Choir Participation for Older Adults Related to Both Activity Characteristics and Motivation Factors." Music & Science 5 (January 2022): 205920432211377. http://dx.doi.org/10.1177/20592043221137759.
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Community choirs can contribute to health and wellbeing, but there is less clarity about the mechanisms through which choir participation promotes positive change, or whether mechanisms are shared with other leisure activities. This research explores two possible types of mechanism: Mechanisms relating to individual characteristics pertaining to mindset and motivation, including experiences of flow, competence, autonomy, and relatedness (Study 1); and mechanisms relating to the activity experience, which include music, movement, and social opportunities (Study 2). In Study 1, middle and older aged members of choirs, exercise groups and other kinds of social groups (N = 190) completed surveys on their experience of emotional wellbeing (operationalized as positive and negative affect scores), mental wellbeing, and social cohesion (outcomes) pertaining to their group activity as well as experiences of motivation, flow, and the components of Self-Determination Theory (potential mediators). Multiple regression analyses revealed that participation in Choir or Exercise groups predicted positive emotional wellbeing, but not social cohesion. Underlying mechanisms differed, with positive affect mediated by intrinsic motivation for choir members, and by intrinsic motivation, identified regulation, and flow for Exercise group members. Mental wellbeing was correlated only with exercise group participation and was mediated by flow. Study 2 used an experience sampling methodology conducted with a sub-group from Study 1 (N = 59), which asked daily questions about wellbeing (happiness, sense of social connection, and energy levels) and participation in activities (music engagement, exercise, and social activities) experienced in their everyday lives and not directly associated with any leisure group participation. Repeated-measures t-tests revealed that participants were more likely to report higher levels of social connection on days in which they participated in music activities than on days in which they did not engage in music activities. Engaging in exercise or social activities was also associated with a greater sense of social connection, as well as higher levels of happiness and energy. In sum, the activity characteristics and individual differences of motivation and mindset towards participation correlated with greater wellbeing, reflecting an ecological model of person-activity fit, with no indication of superior benefits associated with group singing. Findings are discussed in terms of social prescribing and other settings where social opportunities are organized.
Dissertations / Theses on the topic "Socio-emotional wellbeing"
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Jeong, Sooyeon. "The impact of social robots on young patients' socio-emotional wellbeing in a pediatric inpatient care context." Thesis, Massachusetts Institute of Technology, 2017. http://hdl.handle.net/1721.1/112538.
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Thesis: S.M., Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2017.Cataloged from PDF version of thesis. Page 82 blank.
Includes bibliographical references (pages 76-81).
In this thesis, I explore how interactive technologies can positively impact human wellness and flourishing. I investigate this in the context of pediatric inpatient care. Children and their parents may undergo challenging experiences when admitted for inpatient care at pediatric hospitals. While most hospitals make efforts to provide socio-emotional support for patients and their families during care, gaps still exist between human resource supply and demand. The Huggable project aims to close this gap by creating a social robot able to mitigate stress and anxiety and to promote positive affect and physical activity in pediatric patients by engaging them in playful interactive activities. We ran a randomized controlled trial study at a local pediatric hospital to study how three different interactive mediums (a plush teddy bear, a virtual agent on a screen and a social robot) affects the child patient's physical activity, affect, joyful play, stress and anxiety. In this thesis, I analyze the social, emotional, linguistic and physical behaviors of the patients, caretakers and medical staff with the video data collected during the Huggable study. Results from the behavioral analyses show that a social robot promotes more physical movement, more emotional verbal expressions, and more dynamic patient-caretaker-medical staff interaction than the virtual character and the plush interventions. Then, I extend the findings from the in-hospital experiment and develop an autonomous virtual avatar mobile application that provides personalized positive psychology interventions. A three-week longitudinal study with smartphone users showed that the interactive virtual avatar resulted an immediate improvement on people's affect and the users' engagement with the avatar increased over time due to the personalization algorithm implemented in the system. The findings from the randomized clinical trial in the pediatric hospital and the longitudinal study with smartphone users suggest the potential benefit of an autonomous and personalized social robot in pediatric inpatient-care contexts on young patients' social and emotional wellbeing.
by Sooyeon Jeong.
S.M.
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Kvist, Lindholm Sofia. "The Paradoxes of Socio-Emotional Programmes in School : Young people’s perspectives and public health discourses." Doctoral thesis, Linköpings universitet, Tema Barn, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-122457.
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Over the past decades socio-emotional programmes have been implemented in schools worldwide. Depression in Swedish Adolescents (DISA) and Social and Emotional Training (SET) are two socio-emotional programmes being practised in Swedish schools. The aim of the present dissertation is to explore students’ perspectives on DISA and SET, as well as the programmes’ intentions and strategies. The empirical material consists of interviews with students taking part in DISA and SET, participant observations conducted in an elementary school practising SET, participant observations of DISA and SET instructor courses, and a broad range of textual material concerning the programmes. Article I reports on an inherent contradiction in DISA, where techniques designed as treatment are practised as universal prevention for girls as a group. The girls’ accounts of DISA demonstrate why this contradiction is problematic – it was not up to the girls as course participants to define what problems they were having, but the problems were instead defined for them by the course. Taking part in DISA and SET involves exercises in which the students are expected to selfdisclose in front of their classmates. Article II reports on how this task of self-disclosure had a potential for strengthening students’ peer relations, while it at the same time entailed a risk of triggering already on-going destructive interactions, such as bullying and harassment. Article III demonstrates that the potential of self-disclosure is not equally distributed across the students, but depends on their social status within their peer group. Article III also shows that the norm conveyed by the SET programme – that showing anger is an inappropriate behaviour –functioned locally as a way to justify exclusion and negative positioning of peers who showed anger in response to ill treatment. Article IV provides an in-depth analysis of exchanges in a SET lesson concerning how students should deal with exposure to the negative actions of peers. It demonstrates how the types of questions a teacher is instructed to pose to maintain a neutral attitude in practice involve using more implicit forms of authority to construct ideals concerning desirable behaviours. These ideals were formed by discussing fictive examples, which meant stripping students’ actions of meaning and detaching them from the social and cultural context to which they belong. The present dissertation concludes by giving recommendations for policy practice.Sedan millenniumskiftet har socio-emotionella program kommit att bli allt vanligare i skolor runtom i världen. Depression in Swedish Adolescents (DISA) och Social och Emotionell Träning (SET) utgör två socio-emotionella program som används i svenska skolan. Syftet med denna avhandling är att studera elevers perspektiv på DISA och SET, samt att studera programmens målsättning och design. Analysmaterialet består av intervjuer, deltagande observationer, programmanualer och dokument som beskriver och förklarar programmens utgångspunkter. Avhandlingen innefattar fyra artiklar. Artikel I belyser en konflikt i DISA programmet. DISA programmet lär ut tekniker som har utformats för att behandla depression. Programmet riktas dock till flickor generellt med syftet att förebygga att de utvecklar depression. Flickornas beskrivningar av DISA visar varför denna konflikt i programmet är problematisk. De fick inte själva definiera vilka problem de upplevde, istället var de tvungna att jobba med de problem som programmets övningar tillskrev dem. Övningarna som ingår i DISA och SET innebär moment där eleverna förväntas öppna sig inför varandra. Artikel II och III belyser hur detta fenomen hade potential att stärka elevernas sociala relationer, samtidigt som det också riskerade att leda till mobbning. I SET programmet tränas elever på att kontrollera sin ilska. Artikel III belyser hur normen – att visa ilska är ett olämpligt beteende – användes av eleverna för att rättfärdiga uteslutning av elever som visade ilska. Artikel IV består av en djupanalys av lektionen ’Vad kan du göra’ som handlar om hur elever bör agera om de utsätts för negativa handlingar från kamrater. Artikeln tar utgångspunkt i det dilemma som lärare ställs inför i SET programmet: att å ena sidan träna barnen i att anta socialt accepterade beteenden, och å andra sidan följa programmets krav på neutralitet. Analysen visar att de frågor som SET lärare använder för att åstadkomma en neutral hållning i praktiken medför mer implicita former av styrning där programmets ideal om önskvärda beteenden reproduceras. Önskvärda beteenden konstrueras genom att diskutera fiktiva fall utan att relatera dem till den sociala och kulturella kontext där barnen agerar och hanterar aktuella problem. Avhandlingen avslutas med en diskussion om hur ’barns psykiska hälsa’ och ’barns behov’ förstås och bemöts genom dessa program och vilka slutsatser som kan dras för utformandet av framtida insatser i skolan.
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Maika, Amelia. "Effects of inequality, family investment and early childhood interventions on children cognitive and socio-emotional wellbeing in Indonesia." Thesis, 2016. http://hdl.handle.net/2440/104812.
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Background: Understanding inequality in children’s health and development is important because effects of disadvantage early in life may contribute to health disparities throughout life. Evidence shows that children who live in poorer families tend to have poorer cognitive outcomes and higher risk of behavioural problems compared to their peers from non-poor families. In low and middle income countries, children from poor families are more likely to be exposed to a multitude of risk factors that compromise healthy child development including lack of access to safe drinking water and improved sanitation, lack of access to health and education services, as well as inadequate learning environment at home. Whilst parental investment in children’s health and development often relies on resources that are available at home, effective interventions may protect children from negative consequences of living in poverty and increase investment in children’s health and development. Aims: The overall aim of this thesis is to investigate inequalities in cognitive function and socio-emotional well-being among Indonesian children, and how early childhood interventions might reduce these inequalities. The specific research questions are as follows: 1. What is the magnitude of socioeconomic inequality in Indonesian children’s cognitive function in 2000 and 2007? What factors contribute to the inequality? Does the inequality in children’s cognitive functioning change between 2000 and 2007 and what factors contribute to the change in inequality? 2. What is the effect of household per capita expenditure on Indonesian children cognitive function and does a cash transfer intervention increase cognitive function scores? 3. What is the association of poverty at ages 0-7 and poverty at 7-14 with children’s cognitive function at 7-14 years? What is the direct effect of poverty at 0-7 years on cognitive function at 7-14 years, and is this effect mediated through poverty at 7-14 and through school attendance and aspects of the child’s home environment? 4. What is the relative and combined effect of different hypothetical interventions such as improving standard of living through provision of piped water and improved sanitation, maternal mental health and a parenting program on children’s school readiness and socio-emotional wellbeing in Indonesia? Methods: This thesis used data from the Indonesian Family Life Survey (IFLS) and the Early Childhood Education and Development (ECED) project. IFLS was used in studies 1-3, where the study participants consisted of two cohorts who were recruited for cognitive testing, comprising children aged 7-14 in 2000 (born between 1993 and 1986) and children aged 7-14 in 2007 (born between 2000 and 1993). In study 4, data from the ECED was used. Herein, the study participants included children aged 4 in 2009 and followed up at ages 5 and 8. This thesis used a range of statistical approaches to answer the aims of this thesis including the relative concentration index, decomposition of concentration index, Oaxaca-type decomposition of change, an inverse probability of treatment weight of a marginal structural model, conventional regression analysis, decomposition analysis (direct and indirect effects) and parametric g-formula. Multiple imputation analysis was also performed where applicable. Results: In the first study, there were substantial reductions in inequality in children’s cognitive function between 2000 and 2007, but the burden of poor cognitive function was still higher among the disadvantaged. In both 2000 and 2007, household per capita expenditure was the largest single contributor to inequality in children’s cognitive function. However, improvements in maternal education, access to improved sanitation and household per capita expenditure were the main contributors to reductions in inequality in children’s cognitive function from 2000 to 2007. In study two, greater household per capita expenditure was associated with higher cognitive function but the effect size was small. Based on simulations of a hypothetical cash transfer intervention, an additional US$ 6-10/month of cash transfer for children from the poorest households in 2000 increased the mean cognitive function score by 6% but there was no overall effect of cash transfers at the total population level. In the third study, being exposed to poverty was associated with poor cognitive function score at any age, however, there was no evidence that being exposed to poverty at 0-7 had a larger effect on cognitive function than poverty at 7-14 years. From decomposition analysis, poverty at 0-7 had a larger direct effect on children’s cognitive function at 7-14 years than the effect of poverty at 0-7 that was mediated through poverty, school attendance and aspects of the child’s home environment at 7-14 years. Moreover, the effect of poverty at 0-7 on cognitive function at 7-14 years was largely mediated through pathways involving child’s home environment, school attendance and poverty at 7-14 than the mediated effect through poverty at 7-14 alone. From the final study, providing access to piped water as the main drinking water source, improved sanitation, maternal mental health and a parenting education program had positive effects on children’s school readiness and socio-emotional wellbeing in rural Indonesia. Intervention that combined multiple programs had a larger effect than any single intervention. In this study, a combination of provision of piped drinking water, improved sanitation, maternal mental health and a parenting education program is likely yield the largest effect, however, most of the effect was driven by provision of piped drinking water and improved sanitation. Conclusions: This thesis provides some evidence to fill the knowledge gap on inequalities in children’s cognitive and socio-emotional wellbeing in Indonesia. It has also attempted to generate evidence that is relevant for policy intervention that may help to reduce these inequalities. Providing early childhood intervention that combined multiple programs is likely to have the largest effect. More importantly, the early childhood intervention in Indonesia should start with providing greater access to piped drinking water and improved sanitation.Thesis (Ph.D.) (Research by Publication) -- University of Adelaide, School of Public Health, 2016.
Book chapters on the topic "Socio-emotional wellbeing"
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Devis-Rozental, Camila. "Socio-Emotional Intelligence: A Humanising Approach to Enhance Wellbeing in Higher Education." In Humanising Higher Education, 15–33. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57430-7_2.
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Denston, Amanda, Letitia Hochstrasser Fickel, Rachel Martin, and Veronica O’Toole. "Laying the Foundation for Wellbeing in Youth in New Zealand: Developing Socio-Emotional Understandings in Students, Families, and Teachers Through a Co-constructed Culturally and Linguistically Sustaining Framework." In Wellbeing and Schooling, 121–33. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-95205-1_8.
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"Family play and leisure activities: correlates of parents’ and children’s socio-emotional well-being: Diana D. Coyl-Shepherd and Colleen Hanlon." In Play and Wellbeing, 108–26. Routledge, 2017. http://dx.doi.org/10.4324/9781315651118-15.
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Bandila, Ratna Kumari. "Concerns of Elderly Women's Wellbeing." In Handbook of Research on Multicultural Perspectives on Gender and Aging, 231–40. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-4772-3.ch017.
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Marginalization/isolation or alienation in old age is among the most common issues that are affecting older women. Elderly women, who are still living with their sons/daughters and grand-children, are also suffering from emotional alienation. Due to fast changing socio-economic scenario of the country, fast paced modern lifestyle, and rapid urbanization across the country, younger generations hardly interact with their elderly family members. Popularity of nuclear family system has virtually crushed the strong traditional bond between grandchildren and grandmothers. The authors analyze this situation thoroughly and ask themselves (1) do the national policies for older persons help the aged women to enhance their wellbeing and (2) does the judiciary show alternate arrangements for the wellbeing of our senior citizens?
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Bandila, Ratna Kumari. "Concerns of Elderly Women's Wellbeing." In Research Anthology on Supporting Healthy Aging in a Digital Society, 1621–30. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-5295-0.ch093.
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Marginalization/isolation or alienation in old age is among the most common issues that are affecting older women. Elderly women, who are still living with their sons/daughters and grand-children, are also suffering from emotional alienation. Due to fast changing socio-economic scenario of the country, fast paced modern lifestyle, and rapid urbanization across the country, younger generations hardly interact with their elderly family members. Popularity of nuclear family system has virtually crushed the strong traditional bond between grandchildren and grandmothers. The authors analyze this situation thoroughly and ask themselves (1) do the national policies for older persons help the aged women to enhance their wellbeing and (2) does the judiciary show alternate arrangements for the wellbeing of our senior citizens?
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"Socio-Emotional Competencies Across Adulthood: Stability, Changes, and their Role on Wellbeing Dimensions." In Psychology Applications & Developments VIII. inScience Press, 2022. http://dx.doi.org/10.36315/2022padviii26.
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Chettiar, Teri. "“More than a Contract”." In The Intimate State, 112–40. Oxford University Press, 2023. http://dx.doi.org/10.1093/oso/9780190931209.003.0005.
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Abstract This chapter continues the examination of the rising value attributed to intimate family relationships in the post-1945 decades by focusing on the important role that marriage counseling and therapy services played in promoting its wide-ranging benefits for both individual emotional health and national wellbeing. The chapter explores the implications of state support for relationship therapy services and uncovers how the expansive social health objectives of marriage therapy pioneers actively contributed to the welfare-state project of creating a “classless” social democratic society. Citizens’ access to loving relationships were cast as the great social equalizer as marriage therapists argued that individuals were primarily shaped through their desire for emotional, rather than socio-economic, wellbeing. This chapter also investigates the unintended political effects of marriage therapy, revealing how therapists’ language and concepts shaped a new public discourse of relationship “breakdown” and provided persuasive (ostensibly scientific) arguments for liberalizing the divorce law. Tracking divorce reformers’ mobilization of psychiatric understandings of intimate relationships in framing and legitimizing their demands for change, I investigate the effects of the dissemination of this new body of psychosocial knowledge in shaping public expectations and related political discourses of emotional fulfilment and psychological freedom.
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Ntshwarang, Poloko Nuggert, and Odireleng Mildred Shehu. "Parenting Practices in Botswana." In Advances in Medical Education, Research, and Ethics, 242–59. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2940-9.ch011.
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As in other Sub-Saharan countries, the legal reforms that occur in Botswana have significant effects on family functioning and how parenting occurs. Parenting practices such as strategies for supporting, monitoring, and disciplining children have significant effects on children's physical, social, psychological, emotional, and behavioral wellbeing. An important section of the structural system that affects parenting practices is the law. Botswana's Children's Act is an overriding law that informs any children's policy and program as well as parenting behaviors. Children's laws in the country are influenced by both socio-cultural discourses as well as the international bodies that Botswana is signatory to such as the Convention for the Rights of the Child (CRC). The authors adopt a critical discourse analysis (CDA) to examine how Botswana's Children's Act of 2009 contributes to parenting practices in the country and the impact of socio-cultural discourses in understanding and implementing the act. Implications for social work practice, research, and policy are highlighted.
Conference papers on the topic "Socio-emotional wellbeing"
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Al-Mansoori, Reem S., Mohammad Naiseh, Dena Al-Thani, and Raian Ali. "Digital Wellbeing for All: Expanding Inclusivity to Embrace Diversity in Socio-Emotional Status." In 34th British HCI Conference. BCS Learning & Development, 2021. http://dx.doi.org/10.14236/ewic/hci2021.27.
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Macedo, DM, LG Smithers, R. Roberts, DG Haag, and LM Jamieson. "OP44 Does ethnic-racial identity modify the effects of racism on australian aboriginal children socio-emotional wellbeing?" In Society for Social Medicine and Population Health and International Epidemiology Association European Congress Annual Scientific Meeting 2019, Hosted by the Society for Social Medicine & Population Health and International Epidemiology Association (IEA), School of Public Health, University College Cork, Cork, Ireland, 4–6 September 2019. BMJ Publishing Group Ltd, 2019. http://dx.doi.org/10.1136/jech-2019-ssmabstracts.45.
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Camacho-Zuñiga, C., M. Peña-Becerril, M. Cuevas-Cancino, and EG Avilés-Rabanales. "INVESTIGATION OF FACULTY EMOTIONS DURING THE COVID-19 PANDEMIC AND THE STRATEGIES TO ASSURE THEIR EMOTIONAL WELL-BEING." In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7141.
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This paper analyses faculty’s emotions during the Covid-19 pandemic and identifies their characteristics and possible emotional vulnerability in order to provide decision makers with the information necessary to better serve this community. This action is important since teaching is catalogued as the fourth most stressful profession in the world, and due to adverse conditions, this could increase, as reported by the literature. This research, carried out in Mexico during April 2020, answers the questions: What are the main concerns of instructors at the beginning of the COVID-19 lockdown in a private Mexican university? What are their perceptions about their health and the demographic characteristics of these instructors during the COVID-19 lockdown? We conducted a survey for 104 professors of the South-Centre Region of the Tecnologico de Monterrey and the results were analysed using a mixed methodology which included text analysis and descriptive and inference statistics. Results indicated that the mayor concerns were health, getting sick, contagion and uncertainty. Other concerns included socio-economic consequences of lockdown and their teaching performance under the online modality. Regarding health, the faculty reported feeling more frequently concerned, followed by feeling calm, excellent, at risk and vulnerable and 36% revealed having negative feelings regarding their health. Based on their generation, negative feelings increased the older the faculty member was, from 28% of Millennials to 55% of Boomers. Main concerns of professoriate are dependent of gender and generation; however, these are independent of the academic degree, the professional experience and the relationship status. Furthermore, we mention the strategies implemented by the Tecnologico de Monterrey to assure the emotional wellbeing of its faculty. Keywords: Professors’ well-being, faculty concerns, support during pandemic, higher education, educational innovation
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Al Shamari, Badriya, and Lily OHara. "Depression in patients with spinal injury in Qatar: a mixed-methods study." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2021. http://dx.doi.org/10.29117/quarfe.2021.0107.
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Background: There is a high prevalence of depression in people with spinal injury. It has a major negative influence on health and performance of daily living activities following the injury. Social support plays an important role in the recovery process of patients. Objectives: The objectives of the study were to determine the prevalence of depression; identify the association between the level of depression and the cause and site of spinal injury, sociodemographic factors, and social support; and explore the experiences of depression in patients with spinal injury in Qatar. Methods: A cross-sectional mixed-methods study was conducted. All patients admitted to Hamad Medical Corporation in 2020 with spinal injury were surveyed using an interviewer-administered questionnaire in Arabic, English or Hindi. Depression was assessed using the Patient Health Questionnaire-9 (PHQ-9). The Social Support Survey was used to assess overall social support and four specific aspects of social support. Demographic data were collected. The cause and site of injury were obtained from patient records. Semi-structured interviews were conducted with purposively selected participants. Results: A total of 106 participants participated in the survey. In-depth interviews were conducted with 12 participants. For the survey component, the average age of participants was 35.82±10.00 years, the majority were males (94.3%), and 69% had some level of depression (mild: 28%, minimal: 25.5%, and moderate to severe: 15%). Depression was not associated with socio-demographic factors or the cause or site of spinal injury. Emotional/informational support and positive social interaction were inversely correlated with depression scores. The interviews revealed that spinal injury had a negative impact on participants’ daily lives and their physical, mental, social, and spiritual wellbeing. Emotional/informational support and positive social interaction were both inversely correlated with depression. This was consistent with the findings of the interviews, which highlighted the important role of social support in improving participants’ ability to cope with their new situation. Conclusion: Depression is prevalent among patients with spinal injury. Early detection, referral, and treatment of depression are recommended. Strategies to enhance emotional/informational support and positive social interaction should be developed and tested in patients with spinal injury.
Reports on the topic "Socio-emotional wellbeing"
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Bayley, Stephen, Darge Wole, Louise Yorke, Paul Ramchandani, and Pauline Rose. Researching Socio-Emotional Learning, Mental Health and Wellbeing: Methodological Issues in Low-Income Contexts. Research on Improving Systems of Education (RISE), April 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/068.
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This paper explores methodological issues relating to research on children’s socio-emotional learning (SEL), mental health and wellbeing in low- and lower-middle-income countries. In particular, it examines the key considerations and challenges that researchers may face and provides practical guidance for generating reliable and valid data on SEL, mental health and wellbeing in diverse settings and different cultural contexts. In so doing, the paper draws on the experience of recent research undertaken in Ethiopia to illustrate some of the issues and how they were addressed. The present study extends earlier 2018-2019 RISE Ethiopia research, expanding its scope to consider further aspects of SEL, mental health and wellbeing in the particular context of COVID-19. In particular, the research highlights that the pandemic has brought to the fore the importance of assessing learning, and learning loss, beyond academic learning alone.
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Nolan, Anne, and Emer Smyth. Risk and protective factors for mental health and wellbeing in childhood and adolescence. ESRI, December 2021. http://dx.doi.org/10.26504/rs120.
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New ESRI research, based on Growing Up in Ireland, shows that strong relationships with parents, peers and teachers enhance child and adolescent wellbeing New ESRI research funded by HSE Health and Wellbeing, examines the risk and protective factors for mental health and wellbeing of children and young people. Using data from the Growing Up in Ireland ’08 Cohort at 9 years of age and the ’98 Cohort at 17 years of age, the research examined both positive (life satisfaction) and negative (socio-emotional difficulties) aspects of mental health and wellbeing. Socio-emotional difficulties refer to difficulties of an emotional nature (e.g., feeling unhappy, downhearted or tearful) or with peers (e.g., picked on or bullied).
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Yorke, Louise, Pauline Rose, Stephen Bayley, Darge Wole Meshesha, and Paul Ramchandani. The Importance of Students’ Socio-Emotional Learning, Mental Health, and Wellbeing in the Time of COVID-19. Research on Improving Systems of Education (RISE), March 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/025.
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In this policy brief, we set out the importance of focusing on students’ socio-emotional learning, especially in the context of the ongoing COVID-19 pandemic. We first consider the role of socio-emotional learning in students’ education and development and also their mental health and wellbeing, and then identify specific areas that we suggest have particular importance in supporting students’ education and development during and beyond the COVID-19 pandemic.
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Bayley, Stephen, Darge Wole Meshesha, Paul Ramchandani, Pauline Rose, Tassew Woldehanna, and Louise Yorke. Socio-Emotional and Academic Learning Before and After COVID-19 School Closures: Evidence from Ethiopia. Research on Improving Systems of Education (RISE), November 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/082.
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This paper presents the findings of research undertaken in Ethiopia to examine the effects of COVID-19 school closures on children’s holistic learning, including both socio-emotional and academic learning. It draws on data collected in 2019 (prior to the pandemic) and 2021 (after schools reopened) to compare primary pupils’ learning before and after the school closures. In particular, the study adapts self-reporting scales that have been used in related contexts to measure Grade 3 and 6 children’s social skills, self-efficacy, emotional regulation and mental health and wellbeing, along with literacy and numeracy. Lesson observations were also undertaken to explore teachers’ behaviours to foster socio-emotional learning (SEL) in the classroom. The findings advance current knowledge in several respects. First, they quantify the decline in Ethiopian pupils’ social skills over the period of the school closures. Second, they identify a significant and strong relationship between learners’ social skills and their numeracy, even after taking other factors into account. Third, they reveal a significant association between children’s social skills and their mental health and wellbeing, highlighting the importance of interpersonal interactions to safeguard children’s holistic welfare. The paper concludes by proposing a model for understanding the relationship between learners’ SEL and academic outcomes, and with recommendations for education planning and practice, in Ethiopia and elsewhere.