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Artículos de revistas sobre el tema "Social and psychological overdeterminations"

Autor: Grafiati

Publicado: 15 de marzo de 2025

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1

Cherezova, E. B. "Mental causality within Justus Buchler’s ordinal metaphysics". Siberian Journal of Philosophy 21, n.º 4 (10 de octubre de 2024): 29–47. http://dx.doi.org/10.25205/2541-7517-2023-21-4-29-47.

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The paper aims to look at the possibilities of overcoming the restriction on the systematic overdetermination of mental causation in the ordinal naturalism of J. Buchler. We think that in ordinal naturalism, conscious behavioral acts have integrity and specificity, while being associated with other orders (physiological, psychological, social), but not being reduced to them, which ensures the complexity of mental causation, i.e. the possession of both mental and physical traits of both cause-events and effect-events. This will allow us to change the form of causal statements so as to avoid overdetermination. Mental causation is interpreted as an irreducibly natural complex. The order of physical events excludes mental traits as irrelevant. In the order of events of conscious behavior, a coalescence of physical and mental complexes occurs, forming a new integral complex. Therefore, highlighting the mental aspect of causation is a description of the traits of both the cause-event and the effect-event, belonging to the same order of conscious behavior. The identification of individual traits may have the syntactic character of the analysis of causal statements, but ontologically both types of causality are real relations of natural complexes of different orders.

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2

Albino, J. y T. Tiwari. "Behavior Change for Caries Prevention: Understanding Inconsistent Results". JDR Clinical & Translational Research 5, n.º 1 (27 de septiembre de 2019): 6–9. http://dx.doi.org/10.1177/2380084419878180.

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Most applied work on caries prevention acknowledges the role of oral hygiene and dietary control strategies in reducing the prevalence and incidence of caries. What we seldom address, however, is the necessity of initiating and sustaining behaviors that will ensure these strategies are implemented. Virtually every approach to prevention of caries requires the individual to do something, that is, to engage in different behavior. We are continually confronted by the fact that to improve oral health, individuals must behave in new ways. Strategies for achieving better oral health most often have relied on providing information or telling people what they should or should not do. These approaches have not proven highly effective, yet they continue to be the mainstay of efforts to improve oral health. Acknowledging this failure, dental behavioral scientists have turned to the health beliefs model or to other cognitive-behavioral models, with their emphases on relative risks, barriers, and readiness to change. These models help us to conceptualize what people are doing to keep themselves, or their children, orally healthy, but the success of these models has been only marginal, especially among groups where disparities are extreme. In response, increasingly complex models that require attention to social and environmental variables, as well as individual behavior, have been proposed. Acknowledgment of “upstream variables” has become common—especially when working with populations experiencing health disparities, but overcoming upstream influences can appear to require sweeping changes that we often are not in a position to address. Consequently, research only picks away at individual elements of models, seeking the behavioral “magic bullet.” In an effort to elucidate the challenges, this article introduces the construct of overdetermination of behavior and encourages more rigorous documentation of potential determinants, as well as personalized development of behavioral approaches for implementing strategies to improve oral health. Knowledge Transfer Statement: This article reexamines our inconsistent results in effecting behavior change for better oral health using 2 important psychological constructs: “upstream variables” and the “overdetermination” of behavior.

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3

Guchet, Xavier. "“Technological Object” in Gilbert Simondon’s Philosophy". Philosophy Today 63, n.º 3 (2019): 705–16. http://dx.doi.org/10.5840/philtoday2019115290.

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For the last twenty years, the philosophy of technology has firmly taken an “empirical turn” and has been strongly pervaded with Science and Technology Studies (STS) lessons, focusing on the social consistency of technical beings. In this context, Simondon’s approach to technology may appear a bit dated. A major issue of On the Mode of Existence of Technical Objects (MEOT) is indeed to theorize technology beyond any reference to social commitments: Simondon distinguishes “pure technicity,” amenable to rational analysis, from “psychosocial overdeterminations” that contaminate technical objects with exogenous concerns. Thus, Simondon may prove behind the times when he claims to analyze technology as a non-social realm. This article intends to demonstrate that Simondon can nevertheless fruitfully feed current debates related to technological developments. More precisely, the difference between several concepts of technological objects in MEOT proves to be of major interest for clarifying current issues related, in particular, to ethics.

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4

Hollander, Jocelyn A. y Judith A. Howard. "Social Psychological Theories on Social Inequalities". Social Psychology Quarterly 63, n.º 4 (diciembre de 2000): 338. http://dx.doi.org/10.2307/2695844.

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5

von Hippel, William. "A Social Psychological Perspective". Ethics & Behavior 4, n.º 4 (diciembre de 1994): 397–99. http://dx.doi.org/10.1207/s15327019eb0404_8.

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6

Meadows, Mark y Diane Grant. "Social and psychological exclusion". Community, Work & Family 8, n.º 1 (1 de febrero de 2005): 5–21. http://dx.doi.org/10.1080/1366880052000323977.

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7

Velligan, Dawn y Shitij Kapur. "PSYCHOLOGICAL AND SOCIAL TREATMENTS". Schizophrenia Research 136 (abril de 2012): S1—S2. http://dx.doi.org/10.1016/s0920-9964(12)70005-1.

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8

Richards, Graham. "Jung's social psychological meanings". Journal of Community & Applied Social Psychology 18, n.º 2 (2008): 108–18. http://dx.doi.org/10.1002/casp.967.

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9

de la Sablonnière, Roxane, Laura French Bourgeois y Mariam Najih. "Dramatic Social Change: A Social Psychological Perspective". Journal of Social and Political Psychology 1, n.º 1 (16 de diciembre de 2013): 253–72. http://dx.doi.org/10.5964/jspp.v1i1.14.

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10

Moreno, Esteban Sánchez. "Collectivize Social Support? Elements for Reconsidering the Social Dimension in the Study of Social Support". Spanish Journal of Psychology 7, n.º 2 (noviembre de 2004): 124–34. http://dx.doi.org/10.1017/s1138741600004820.

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Psychological models of mental disorders play an important role in the explanation of psychological deterioration. Researchers from this area usually study several cognitive and behavioral variables to account for the onset and maintenance of depression. However, many authors have detected the need to include a “social dimension” in the explanation of deterioration. In this sense, social support has become a crucial aspect in the study of mental health, and the psychological literature on this topic has generated an intense debate about several facets of the positive impact of social networks on psychological well-being. In this article, the author defends that this increasing centrality of the concept has been accompanied by a psychological reductionism that is making the role of “social aspects” to explain psychological well-being more problematic. Implications of this reductionism are discussed, and an alternative proposal is made to overcome some theoretical and empirical problems related to social support research.

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11

Serena Shim, Sungok. "Psychological mechanism explaining adolescents’ academic, social and psychological adjustment". Educational Psychology 38, n.º 4 (20 de abril de 2018): 409–10. http://dx.doi.org/10.1080/01443410.2018.1463892.

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12

Бырканов, А. В. "Social-psychological adaptation as a factor of psychological safety". Review of pedagogical research 6, n.º 2 (27 de marzo de 2024): 62–67. http://dx.doi.org/10.58224/2687-0428-2024-6-2-62-67.

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в настоящее время в мире, который характеризуется быстрой изменчивостью, адаптация к социальным и психологическим условиям является неотъемлемой частью жизни каждого индивида. Понятие социально-психологической адаптации приобретает особую актуальность в контексте постоянных изменений, вызванных социокультурными, экономическими и технологическими трансформациями. Этот процесс становится особенно значимым в свете растущего внимания к психологической безопасности и ее роли в обеспечении устойчивого психологического благополучия. В данной статье рассматривается важность социально-психологической адаптации в контексте обеспечения психологической безопасности. Проводится теоретический обзор факторов, влияющих на процесс адаптации в различных сферах жизни человека. Особое внимание уделяется взаимосвязи между социально-психологической адаптацией и уровнем психологической безопасности индивида. Значимость исследования социально-психологической адаптации для практики и теории в области психологической безопасности заключается в том, что оно обогащает понимание факторов, влияющих на психологическое благополучие и адаптацию индивидов. Это позволяет разрабатывать более эффективные методики и программы поддержки, направленные на укрепление психологической устойчивости и смягчение негативных последствий стресса и травматических событий. Практические рекомендации, вытекающие из таких исследований, могут быть ценным ресурсом для специалистов, работающих в сфере психологической поддержки, а также для разработки политики и программ психологической защиты. currently, in a world characterized by rapid change, adaptation to social and psychological conditions is an integral part of the life of every individual. The concept of socio-psychological adaptation acquires particular relevance in the context of constant changes caused by sociocultural, economic and technological transformations. This process becomes especially significant in light of the growing attention to psychological safety and its role in promoting sustainable psychological well-being. This article examines the importance of socio-psychological adaptation in the context of ensuring psychological safety. A theoretical review of the factors influencing the adaptation process in various spheres of human life is carried out. Particular attention is paid to the relationship between socio-psychological adaptation and the level of psychological safety of the individual. The significance of the study of socio-psychological adaptation for practice and theory in the field of psychological safety is that it enriches the understanding of the factors influencing the psychological well-being and adaptation of individuals. This allows for the development of more effective techniques and support programs aimed at strengthening psychological resilience and mitigating the negative effects of stress and traumatic events. The practical recommendations emerging from such research can be a valuable resource for professionals working in the field of mental health services and for the development of mental health policies and programs.

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13

Otto, Luther B., John Mirowsky y Catherine E. Ross. "Social Causes of Psychological Distress." Contemporary Sociology 19, n.º 6 (noviembre de 1990): 893. http://dx.doi.org/10.2307/2073250.

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14

Ziqiang, XIN. "Psychological issues inside social governance". Advances in Psychological Science 26, n.º 1 (2018): 1. http://dx.doi.org/10.3724/sp.j.1042.2018.00001.

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15

Zhakshylykova, T. A. "Psychological trust in social networks". Social'naja politika i social'noe partnerstvo (Social Policy and Social Partnership), n.º 8 (7 de agosto de 2022): 542–46. http://dx.doi.org/10.33920/pol-01-2208-04.

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The article analyzes the influence of the social network on humanity. For many years, humanity has realized even in social networks the need for psychological security. Social media confrontation is psychological warfare on a virtual level. Expecting negative information on a social network, people communicate only with friends, like-minded people. Communication on the social network has intensified over the past three years, due to the pandemic in the world, minimal contact has entered the way of life of mankind. Nevertheless, any positive and negative information can affect the psychological state of a person. Therefore, security at the psychological level is necessary and requires new approaches of non-violence.

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16

Bordeniuk, Serhii y Viktoriia Byshovets. "Psychological Aspects of Social Photography". Bulletin of Kyiv National University of Culture and Arts. Series in Audiovisual Art and Production 4, n.º 1 (30 de junio de 2021): 78–83. http://dx.doi.org/10.31866/2617-2674.4.1.2021.235089.

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The purpose of the research is to analyze the main features of social photography in the psychological aspect of the photographer. The research methodology is based on the application of a system-integrated approach to the review of this problem, within the framework of which a whole range of cultural, philosophical, psychological and professional qualities that affect viewers when viewing photographs is considered. The scientific novelty lies in the analysis of modern typological features and characteristics of social photography. The opinions of scientists from different times on issues of the psychological aspects of social photography were also systematized and generalized. Conclusions. We have analyzed the components of the psychological aspect of social photography. With the help of the analysis, the value of psychology in the work of the photographer specializing in the field of social photography has been established. Structural components that form a psychological aspect in the photo have been developed in detail. The factors that influence the rating of social photography have been summarized. The importance of the psychological aspects of social photography has been determined, since during the work at the same time the process of becoming the author himself, and his main task is to not just capture the environment but through his work to express feelings, emotions and thoughts.

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17

Bond, Doug, V. K. Kool y Glenn D. Paige. "Nonviolence: Social and Psychological Issues". Political Psychology 17, n.º 3 (septiembre de 1996): 599. http://dx.doi.org/10.2307/3791975.

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18

Collins, Michael D., Lynn Atkinson, John Mirowsky y Catherine E. Ross. "Social Causes of Psychological Distress". Teaching Sociology 19, n.º 4 (octubre de 1991): 538. http://dx.doi.org/10.2307/1317908.

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19

KINOSHITA, Tomio. "From a Social Psychological Standpoint". TRENDS IN THE SCIENCES 15, n.º 11 (2010): 40–47. http://dx.doi.org/10.5363/tits.15.11_40.

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20

Aleinikov, A. y Eric Shiraev. "Global risks: social-psychological aspects". Psikhologicheskii zhurnal 41, n.º 5 (septiembre de 2020): 118–23. http://dx.doi.org/10.31857/s020595920011248-8.

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21

Gilbert, Nicholas. "Waco: A social psychological analysis". Religion Today 9, n.º 1 (septiembre de 1993): 1–6. http://dx.doi.org/10.1080/13537909308580702.

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22

Dressler, William W. "Social Consistency and Psychological Distress". Journal of Health and Social Behavior 29, n.º 1 (marzo de 1988): 79. http://dx.doi.org/10.2307/2137182.

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23

Mugny, Gabriel y Stamos Papastamou. ""Psychological reactance" and social order". Quaderns de Psicologia, n.º 8 (18 de septiembre de 2009): 103. http://dx.doi.org/10.5565/rev/qpsicologia.378.

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24

ROBSON, PHILIP. "Psychological Profile of Social Drinkers". Addiction 84, n.º 11 (noviembre de 1989): 1329–36. http://dx.doi.org/10.1111/j.1360-0443.1989.tb00734.x.

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25

Lichtenberg, Philip y Carol Roman. "Psychological Contributions to Social Struggle". Journal of Progressive Human Services 1, n.º 2 (29 de noviembre de 1990): 1–15. http://dx.doi.org/10.1300/j059v01n02_01.

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26

MEHTA, KALYANI y S. VASOO. "Psychological and Social Well-Being". Asia Pacific Journal of Social Work and Development 14, n.º 2 (diciembre de 2004): 1–4. http://dx.doi.org/10.1080/21650993.2004.9755950.

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27

Yeager, David S. y Gregory M. Walton. "Social-Psychological Interventions in Education". Review of Educational Research 81, n.º 2 (junio de 2011): 267–301. http://dx.doi.org/10.3102/0034654311405999.

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28

Secord, Paul F. "Social Psychological Research on Schooling". Contemporary Psychology 33, n.º 6 (junio de 1988): 523–24. http://dx.doi.org/10.1037/025793.

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29

Secord, Paul F. "Making Social Psychological Experimentation Interdisciplinary". Contemporary Psychology: A Journal of Reviews 33, n.º 9 (septiembre de 1988): 752–53. http://dx.doi.org/10.1037/025966.

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30

Wells, Adrian y Dean McMillan. "Psychological treatment of social phobia". Psychiatry 3, n.º 5 (mayo de 2004): 56–60. http://dx.doi.org/10.1383/psyt.3.5.56.33968.

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31

Guadagno, Rosanna E., Nickolas M. Jones, Amanda M. Kimbrough y Ali Mattu. "Translating social media psychological research." Translational Issues in Psychological Science 2, n.º 3 (septiembre de 2016): 213–15. http://dx.doi.org/10.1037/tps0000087.

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32

Rowa, Karen y Martin M. Antony. "Psychological Treatments for Social Phobia". Canadian Journal of Psychiatry 50, n.º 6 (mayo de 2005): 308–16. http://dx.doi.org/10.1177/070674370505000603.

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Objective: To review the empirical status of psychological treatments for social phobia (SP), commenting both on cognitive-behavioural interventions and on more recent iterations of those approaches. We also review the effective components of cognitive-behavioural therapy (CBT). Method: We qualitatively reviewed the empirical literature on the psychological treatment of SP. We include empirical studies, metaanalyses, and recent conference presentations in this review. Results: Cognitive and behavioural interventions for SP appear to be more effective than wait-list controls and supportive therapy. Comparisons of CBT and pharmacologic treatment have produced inconsistent results. Several new treatments for SP demonstrate promising results. Conclusion: Evidence suggests that various psychosocial treatments for SP are better than wait-list controls and credible placebo interventions. Ongoing projects investigate the relative efficacy of combining medication and psychosocial treatments over monotherapies; this line of research is important to continue. Further research should also focus on which components of CBT are most effective.

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33

Song, Lijun. "Social Capital and Psychological Distress". Journal of Health and Social Behavior 52, n.º 4 (21 de octubre de 2011): 478–92. http://dx.doi.org/10.1177/0022146511411921.

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The author proposes a conceptual model to explain the diverse roles of social capital—resources embedded in social networks—in the social production of health. Using a unique national U.S. sample, the author estimated a path analysis model to examine the direct and indirect effects of social capital on psychological distress and its intervening effects on the relationships between other structural antecedents and psychological distress. The results show that social capital is inversely associated with psychological distress, and part of that effect is indirect through subjective social status. Social capital also acts as an intervening mechanism to link seven social factors (age, gender, race-ethnicity, education, occupational prestige, annual family income, and voluntary participation) with psychological distress. This study develops the theory of social capital as network resources and demonstrates the complex functions of social capital as a distinct social determinant of health.

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34

Carsrud, Alan L. y Robyn W. Johnson. "Entrepreneurship: a social psychological perspective". Entrepreneurship & Regional Development 1, n.º 1 (enero de 1989): 21–31. http://dx.doi.org/10.1080/08985628900000003.

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35

Eaton, William W. "Social Causes of Psychological Distress". Journal of Nervous and Mental Disease 179, n.º 12 (diciembre de 1991): 759. http://dx.doi.org/10.1097/00005053-199112000-00009.

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36

Kalkstein, David A., Tali Kleiman, Cheryl J. Wakslak, Nira Liberman y Yaacov Trope. "Social learning across psychological distance." Journal of Personality and Social Psychology 110, n.º 1 (enero de 2016): 1–19. http://dx.doi.org/10.1037/pspa0000042.

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37

Jackson, Diane. "Unemployment: its social psychological effects". Journal of Economic Psychology 7, n.º 2 (junio de 1986): 245–48. http://dx.doi.org/10.1016/0167-4870(86)90006-1.

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38

Kumaresan, Jacob. "Social psychological approaches to health". Social Science & Medicine 42, n.º 4 (febrero de 1996): 630–31. http://dx.doi.org/10.1016/s0277-9536(96)90375-5.

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39

McManus, Freda V. "Psychological treatment of social phobia". Psychiatry 6, n.º 5 (mayo de 2007): 211–16. http://dx.doi.org/10.1016/j.mppsy.2007.02.008.

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40

GILES, HOWARD y JOHN M. WIEMANN. "Social Psychological Studies of Language". American Behavioral Scientist 36, n.º 3 (enero de 1993): 262–70. http://dx.doi.org/10.1177/0002764293036003002.

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41

REICHER, S. D. "Ethnic Minorities: Social Psychological Perspectives". British Journal of Social Psychology 29, n.º 4 (diciembre de 1990): 379–81. http://dx.doi.org/10.1111/j.2044-8309.1990.tb00918.x.

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42

Brehm, Sharon S. "Commentary: A Social-Psychological Perspective". Journal of Social and Clinical Psychology 3, n.º 4 (diciembre de 1985): 474–83. http://dx.doi.org/10.1521/jscp.1985.3.4.474.

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Berdullas, Manuel, Sabino Ayestaran, Fernando Chacón y Dario Paez. "Psychological Intervention in Social Services". Applied Psychology 43, n.º 2 (abril de 1994): 275–90. http://dx.doi.org/10.1111/j.1464-0597.1994.tb00822.x.

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44

Chang, Luke J. y Alec Smith. "Social emotions and psychological games". Current Opinion in Behavioral Sciences 5 (octubre de 2015): 133–40. http://dx.doi.org/10.1016/j.cobeha.2015.09.010.

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45

Askarova, Gunel. "Social-psychological realism of Alabbas". Poetika.izm, n.º 01 (2023): 125. http://dx.doi.org/10.59849/2663-2926.2023.1.125.

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Sukhov, Anatoliy Nikolaevich. "Social determinants of typical syndromes of social work objects". Social'naja politika i social'noe partnerstvo (Social Policy and Social Partnership), n.º 11 (3 de noviembre de 2020): 68–72. http://dx.doi.org/10.33920/pol-01-2011-10.

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This article reveals the socio-psychological essence of the social determinants of typical syndromes of social work objects. It analyzes the possibilities of a socio-psychological approach to understanding the nature of these phenomena. It reveals such concepts as quality of life, typical negative socio-psychological phenomena, including social maladjustment, socially stressful situation, social fears and other phenomena. It also examines the practice of overcoming socially destructive phenomena, in particular, fears.

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47

Mallinckrodt, Brent y Meifen Wei. "Attachment, Social Competencies, Social Support, and Psychological Distress." Journal of Counseling Psychology 52, n.º 3 (2005): 358–67. http://dx.doi.org/10.1037/0022-0167.52.3.358.

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48

Pandey, Chitra y Shaista Ansari. "Social Support, Social Disability and Psychological Well- Being of Person with Depression". Mind and Society 10, n.º 01-02 (2 de marzo de 2021): 08–14. http://dx.doi.org/10.56011/mind-mri-101-220211.

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Depression is a psychological disorder that may lead to social disability. As a consequence, the psychological well-being of depressive patients can be strained. Social support is a possible moderator of the relation between social disability and psychological well-being. The focus of the present study is on the main effect versus the buffering effect of social support. This study examined the relationship of social support, social disability and psychological well-being in community –dwelling person with depression. Methods: Data on 180 depressive patients were gathered by mean of a 1-hr interview at the patient’s home. Results: Receiving more daily emotional support positively related to greater psychological well- being; whereas problem-oriented emotional support negatively related to some aspect of psychological well-being. People receiving more social companionship turned out to be less depressed. Conclusion: The assumption was confirmed that social support has a major effect on psychological well-being. A buffering effect of social support was not demonstrated.

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49

Oishi, Shigehiro y Jesse Graham. "Social Ecology". Perspectives on Psychological Science 5, n.º 4 (julio de 2010): 356–77. http://dx.doi.org/10.1177/1745691610374588.

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This article presents a socioecological approach (accounting for physical, societal, and interpersonal environments) to psychological theorizing and research. First, we demonstrate that economic systems, political systems, religious systems, climates, and geography exert a distal yet important influence on human mind and behavior. Second, we summarize the historical precedents of socioecological psychology. There have been several waves of ecological movements with distinct emphases in the history of psychological science, such as K. Lewin’s (1936, 1939) field theory and U. Bronfenbrenner’s (1977) ecological approach to human development. Environmental and community psychologies, created in the late 1960s and early 1970s, promoted social activism through basic and applied research on ecological factors and social outcomes. Most recently, the rise of cultural psychology has encouraged psychologists to pay attention to cultural factors in basic psychological processes, but note that less attention has been given to socioecological factors per se. We highlight the benefits of bringing the socioecological perspective back to mainstream psychological theorizing and research.

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Lozynskyi, Oleg. "SOCIAL AND PSYCHOLOGICAL COMPONENT IN THE TRAINING OF SOCIAL WORKERS". Social work and social education, n.º 2(11) (31 de octubre de 2023): 162–72. http://dx.doi.org/10.31499/2618-0715.2(11).2023.291892.

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30–35% of the competencies of higher education students (defined by the standard for specialty 231 «Social work») can be formed in the process of studying social and psychological educational disciplines. Therefore, the article analyzes the educational and professional programs of eleven Ukrainian institutions of higher education, which provide training in the specialty 231 «Social work». The purpose of the study was: 1) to analyze the weight of social-psychological competences in the standard of higher education of specialty 231; 2) to analyze the socio-psychological educational offers of institutions of higher education in the specialty «Social work»; 3) to propose the structure of educational disciplines of social and psychological topics for this specialty. It was found that Ukrainian institutions of higher education do not have a single strategy regarding the location of social-psychological training courses for the training of specialists in the «Social Work» specialty. The number of social and psychological disciplines ranges from 6 to 12 (for the «bachelor» educational level). We offered socio-psychological educational disciplines, adhering to the principles of systematicity and sequence of the educational process. Future social workers are offered to study «Fundamentals of personality psychology, age and differential psychology» and «Social psychology in social work» in the 1st year. In the second year – «Psychodiagnostics», «Game and artistic methods of social work», «Social prevention of deviant behavior», «Family psychology». In the third year – «Child and gerontological psychology», «Communication training», «Management psychology», «Mediation in conflict resolution». In the fourth year – «Intercultural communication and social work with migrants», «Criminal psychology, penitentiary and post-penitentiary social work», «Psychology of social work with deviant behavior of children and adolescents». For the master's degree, we suggest mastering the issues of «Organizational Psychology», «Psychology of Creativity», and «Social and Psychological Work in the Community».

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