Bibliografie tematiche / Social and community psychology

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Letteratura scientifica selezionata sul tema "Social and community psychology"

Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 19 febbraio 2023

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Articoli di riviste sul tema "Social and community psychology"

Lane, Silvia T. Maurer, e Bader Burihan Sawaia. "Community Social Psychology in Brazil". Applied Psychology 40, n. 2 (aprile 1991): 119–42. http://dx.doi.org/10.1111/j.1464-0597.1991.tb01364.x.

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Sánchez, Euclides, Esther Wiesenfeld e Karen Cronick. "Community Social Psychology in Venezuela". Applied Psychology 40, n. 2 (aprile 1991): 219–36. http://dx.doi.org/10.1111/j.1464-0597.1991.tb01369.x.

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Serrano-García, Irma, María M. López e Eduardo Rivera-Medina. "Toward a social-community psychology". Journal of Community Psychology 15, n. 4 (ottobre 1987): 431–46. http://dx.doi.org/10.1002/1520-6629(198710)15:4<431::aid-jcop2290150402>3.0.co;2-v.

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Hosking, Dian-Marie, e Ian E. Morley. "Social constructionism in community and applied social psychology". Journal of Community & Applied Social Psychology 14, n. 5 (settembre 2004): 318–31. http://dx.doi.org/10.1002/casp.801.

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Miller, Robin Lin. "Community Psychology, Evaluation, and Social Critique". American Journal of Evaluation 36, n. 1 (16 dicembre 2014): 89–99. http://dx.doi.org/10.1177/1098214014557694.

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Reid, Anne, e Miguel Angel Aguilar. "Constructing Community Social Psychology in Mexico". Applied Psychology 40, n. 2 (aprile 1991): 181–99. http://dx.doi.org/10.1111/j.1464-0597.1991.tb01367.x.

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Chavis, David M., e J. R. Newbrough. "The meaning of “community” in community psychology". Journal of Community Psychology 14, n. 4 (ottobre 1986): 335–40. http://dx.doi.org/10.1002/1520-6629(198610)14:4<335::aid-jcop2290140402>3.0.co;2-t.

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Earle, Leon, e Tony Earle. "Social Context Theory: A systems model of social change based on social needs and social issues". South Pacific Journal of Psychology 11, n. 2 (1999): 1–12. http://dx.doi.org/10.1017/s0257543400000572.

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AbstractThe theme of this edition is community development in the North Australian region. The articles included discuss ways of advancing positive community involvement, and report on a range of issues that impact on community development. Social Context theory is presented as a tool of analysis for examining social changes and associated needs among individuals in societies over time. The concept of community development has particular relevance to the fields of psychology, social psychology, and community services, because individuals look to the availability of community involvement options, and the potential they offer, for accessing social activities and social support networks. Social Context theory is therefore central to community development.

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Lorion, Raymond P., e Leonard A. Jason. "Community psychology and health psychology: An opportunity awaits". Journal of Community Psychology 23, n. 2 (aprile 1995): 165–66. http://dx.doi.org/10.1002/1520-6629(199504)23:2<165::aid-jcop2290230206>3.0.co;2-x.

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Bostock, Janet. "Community psychology network". Journal of Community & Applied Social Psychology 5, n. 5 (dicembre 1995): IV. http://dx.doi.org/10.1002/casp.2450050509.

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Tesi sul tema "Social and community psychology"

Howarth, Caroline. ""So, you're from Brixton?" : towards a social psychology of community". Thesis, London School of Economics and Political Science (University of London), 2000. http://etheses.lse.ac.uk/72/.

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This thesis examines the social psychological significance of 'community', as it is experienced and talked about in Brixton, a culturally diverse area in South London. There are two points of entry into the social psychology of a community: (1) the negotiation of social representations of the community and (2) the co-construction of community identities. The theoretical perspective that I have developed through this research is grounded in the theory of social representations (Moscovici, 1984, 1988; Farr, 1987) and draws on other theories of representation (Hall, 1997a), community (Cohen, 995), identity and self-consciousness (Hall, 1991a; Tajfel, 1982; Mead, 1934), stigma (Goffman, 1968) and the media (Thompson, 1995). It is an ethnographic study which combines ongoing participant-observation, 7 focus groups with 44 adolescents aged between 12 and 16, 5 in-depth interviews with deputy-heads of Brixton's schools, a media analysis of a documentary set in Brixton, and follow-up discussions. These accounts are woven together to answer the principal research question: how is `community' lived in Brixton? This study shows that communities emerge as sites of struggle in the negotiation of self-identity, belonging and difference. Community identities are constructed through and against social representations of the community, particularly those in the media. Two competing representations of Brixton - 'Brixton as Diverse' and 'Brixton as Bad' — were found in the same representational field. The data illustrate the different ways in which people affirm, manipulate and contest these ambivalent social representations in order to defend their perspective on Brixton, and so either claim or reject community membership. I examine how these representations both reflect and construct the social reality of Brixton. This reveals the potential of social representations to construct, delimit and empower the living of community. The systematic analysis of social representations of community and community identities demonstrates the pressing need for a social psychology of community.

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Michaels, Meredith. "The Therapeutic Benefits of Community Gardening| An Exploration of the Impact of Community Gardens Through the Lens of Community Psychology". Thesis, Alliant International University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3567663.

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Community psychology is a unique field of psychology that perceives individuals as linked to their context. The role of psychologist within this branch of psychology is viewed as one who is responsible for addressing the individual, as well as the social patterns and structures that adversely affect well-being. The use of community gardens as a therapeutic tool may serve as a two-fold intervention that can be used at both the individual and community levels. This doctoral project explores the therapeutic benefits of community gardening through the lens of the community psychology perspective. Framed within a community psychology perspective in which clients are inextricably linked to their social and physical context, engaging with nature through community gardening may lead to healthier client outcomes. A literature review was conducted to inform the author of current data related to the study of community gardens and their impact on mental health. The reviewed data pointed to the impact of community gardens on individual physical and mental health, and the social and physical community contexts that additionally affect mental health. Additional consultations with experts in the field were used to corroborate and extend research findings in the literature. The information collected from the current body of literature and consultations were presented as a professional presentation to mental health workers to increase their knowledge of the therapeutic benefits of community gardening. The limitations of the current body of literature, considerations for application in clinical practice, and recommendations for future areas of study were also considered.

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Connell, Nicholas J. "Examining Implicit Associations for Community Support Stimuli Following Community Trauma". Thesis, University of Louisiana at Lafayette, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10615596.

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Indirect exposure to a traumatic event is associated with the development of posttraumatic stress disorder (PTSD) symptoms. Indeed, emerging research demonstrates that exposure to media coverage of violent acts has the potential to cause PTSD symptoms. Theoretical conceptualizations for the development and maintenance of trauma- and anxiety-related disorders suggest that avoidance behaviors of trauma-related stimuli may ultimately lead to the development and maintenance of PTSD symptoms through negative reinforcement processes. Assessing learned associations between environmental stimuli and anxiety may help identify those at risk for the development of PTSD such that those individuals with more learned associations between environmental stimuli and anxiety may engage in greater avoidance behaviors. A highly publicized traumatic event occurred in Lafayette, Louisiana in the summer of 2015. Following the trauma, the community held several vigils and slogans, and banners were displayed throughout the city to show support for the victims. For some individuals, these community support stimuli may have been associated with comfort; however, some may have developed associations between these community support stimuli and the traumatic event and anxiety. As such, the current study sought to examine the learned associations between community support stimuli and comfort and anxiety. Additionally, this study sought to explore the relation between these learned associations and avoidance behaviors, as well as PTSD symptoms. Overall, participants exhibited greater implicit associations between community support stimuli and anxiety stimuli than with community support stimuli and calm stimuli (M = 0.10, SD = 0.31, 95% CI [0.05, 0.16]). These associations did not predict PTSD symptoms or avoidance behaviors. Findings indicate that although community support stimuli were associated with anxiety, these associations may not contribute to the development and maintenance of PTSD symptoms. Rather, community support stimuli may serve to facilitate effective coping strategies through exposure to anxiety- and fear-eliciting stimuli.

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Salone, Marci A. "Social Networks and Sense of Community Effects on Psychological Distress Among Community X Residents". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6947.

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A certain community within the southern region of Texas has consistently been linked to escalating poverty, high crime rates, low educational achievement, and poor physical and mental health. For the purpose of this research, this community will be referred to as Community X. Although some researchers have found that sense of community and supportive social networks are associated with healthy mental and physical functioning, others have suggested that in a debilitated community social networks can facilitate psychological distress and a strong sense of community is difficult to develop. Guided by Bronfenbrenner's ecological model, the purpose of this quantitative correlational study was to examine the combination of 3 Social Network Index (SNI) scores and 4 Sense of Community Index 2 (SCI-2) scores that affect Kessler Psychological Distress Scale (K10) scores. For the 106 Community X resident participants, as the SNI number of embedded networks increased, K10 scores tended to increase, indicating higher levels of psychological distress (consistent with the negative effect research). In a cluster analysis, two clusters emerged in which one cluster (n = 67) had positive z-score means on all SNI indices and all SCI-2 subscales, while the other cluster (n = 39) had all negative z-score means. The cluster with all positive scores had lower K10 psychological distress scores (consistent with the positive effect research), but the difference was not statistically significant. The mixed results indicated that comparative research is needed to control for communities of varying ecological distress to better relate psychological distress to sense of community and the valence of social networks to facilitate positive social change health policies and interventions that are ecological-distress sensitive.

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Kelber, Jeanne M. "Using Positive Psychology Interventions to Combat Cyberbullying". Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/cmc_theses/495.

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The "always on" aspect of social media creates a complex zone of self-expression for children and adolescents. The relentless quality of the potential for interaction encourages impulsive communication and response, a primary feature of what we think of as "bullying" in social media. In addition, social media creates a forum for people to connect within a community larger and more extensive than the physical. Different social media outlets even connect with each other to create an even larger sense of community. Increased understanding of the psychology of these dynamics may contribute to successful interventions to educate and reach out to young social media users. Application of positive psychological principles can help elicit emotions such as empathy in order to help resolve conflicts and curb online bullying. While social media receives a great deal of criticism for the platform it provides bullying, social media outlets can also provide an effective platform for promoting positive social change by playing into the psychology of inclusion to combat exclusion through the internet.

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Audsley, Richard W. "Responding to Collective Trauma Through Community Connectedness". Thesis, Adams State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10750384.

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Connections within communities have been recognized as a protective factor in the experience of collective trauma, yet many interventions have not accounted for the potential disruptions to connections within communities. The purpose of this dissertation project is to broaden the knowledge of ways to generate community connectedness through culturally appropriate and systemic interventions directed at social networks and communities, and the methodologies to implement them. One of the most notable findings following terrorism and immense psychosocial trauma is that family, community, and social network supports are the most significant factors in promoting recovery and preventing long-term mental health difficulties. This project utilized a content analysis of theoretical foundations and professional counselor competencies, which provided empirical evidence as to how community connectedness emerges following a collective trauma event. Given the significance for building community connectedness into collective trauma responses (Breckenridge & James, 2012; Charuvastra & Cloitre, 2008; Flynn, 2007; Hobfoll et al., 2007; Landau, 2012; Mears, 2008; Saul, 2014; Saul & Bava, 2009; Shultz, Cattaneo, Sabina, Brunner, Jackson, & Serrata, 2016), and the call for more leadership from counselors by CACREP (2016) in the area of disasters and crises, this project provides an instructional manual for mental health professionals who are called upon after a collective trauma. This instructional manual offers interventions and models to facilitate long-term post disaster recovery after a collective trauma.

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Luke, Jacqueline A. "Urban community gardens in a shrinking city| Community strength and the urban community gardens of Cleveland, Ohio". Thesis, Kent State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1555289.

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Cleveland has experienced population loss in the past decade because of the economic and foreclosure crisis, which caused many of the residents to move away, creating an increase in vacant homes and lots. Urban community gardens are a form of greenspace that repurposes vacant homes and lots that would otherwise be potential sites for debris, dumping, arson, squatters, and crime. Other forms of greenspace have been shown to positively increase feelings of community, ties to place, and create feelings of safety while offering social space and recreation areas in urban environments. I conducted a survey at three urban community gardens in different Cleveland neighborhoods to determine who was using the gardens, how they were using them and if garden participation increased feelings of community, community strength, and improved how the participants felt about their neighbors and neighborhood. Non-gardeners were also surveyed for comparison. Survey results indicate that the gardens are similar to other forms of urban greenspace in that they serve to increase feelings of community, create ties to place by creating neighborhood satisfaction, and increasing feelings of safety. This research suggests that urban gardens are a positive way to repurpose vacant land in residential neighborhoods by offering greenspace and strengthening the community.

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Ely, Peter W. "Quality of life and social integration of psychiatrically disabled citizens in community residences". Thesis, University of Ottawa (Canada), 1991. http://hdl.handle.net/10393/7788.

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As part of a study sponsored by the Quebec government this investigation evaluated the subjective quality of life (QOL) and social integration (SI) of 70 deinstitutionalized chronic psychiatrically disabled citizens living in community residences in the Outaouais region. An extant QOL interview (Lehman 1988) was translated into French and modified to include social integration data. The revised quality of life and social integration (QOLSI) instrument was based on a conceptual model derived from subjective quality of life, person-environment (P-E) congruence, social integration, and normalization/social role valorization theoretical perspectives. Individual interviews were conducted with 37 male and 33 female residents of community housing. Data were gathered on demographics, objective quality of life indicators, global subjective quality of life measures, domain-specific subjective quality of life and personal preference indicators in ten life domains, client satisfaction with services, self-esteem, level of client activity inside and outside the residential placement, and frequency of activities with socially valued others. Respondents were interviewed in a variety of settings, including family-care homes (n = 55), group homes (n = 10), sheltered apartments (n = 4), and an apartment hotel (n = 1). Urban residential services were located in Aylmer, Gatineau, and Hull. Rural residential services were located in the western Quebec region. Housing services were evaluated using the French-language version of PASSING-Program analysis of service systems' implementation of normalization goals (Wofensberger, and Thomas, 1989). The QOLSI interview data were analyzed according to the multivariate relationships in the Comprehensive conceptual (QOLSI) model. The findings indicate that the translated and modified interview replicated earlier findings with the English-language version. The Echelle de Satisaction de Vie (ESV) was found to be as good an indicator of global subjective QOL as the Item du Bien-etre Global (IBG), while offering the advantage of superior psychometric qualities. The best predictor of global subjective QOL was satisfaction in life domains. Personal preferences improved the prediction of domain-specific satisfactions in six of eight life domains. Preferences and social integration (SI) did not add significantly to the prediction of global subjective QOL. Global subjective QOL and SI were not related. Frequency of activity outside of the residential service (i.e., weak social integration) was best predicted by a combination of variable sets including: personal characteristics, OQL indicators, SQL measures, and preferences. Frequency of activities with socially valued others (i.e., strong social integration) was best predicted by age, health, and satisfaction with family contacts. Location and size of residence were negatively related to service quality as measured by PASSING. The findings generally supported the proposed QOLSI model. Preference measures and the SI scales are argued to offer guidelines for the efficient allocation of service resources toward program interventions that favour improved SQL and SI for the psychiatrically disabled residents of community residences. However, further research on these newly developed measures in relation to SQL and SI is recommended before they are adopted by program planners.

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Jackson, Taft Leanne. "Exploring the potential contribution of educational psychology to the promotion of community cohesion". Thesis, University of Manchester, 2018. https://www.research.manchester.ac.uk/portal/en/theses/exploring-the-potential-contribution-of-educational-psychology-to-the-promotion-of-community-cohesion(482f8481-7c98-4dfc-9e3a-80df75a0d1d2).html.

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The United Nations Convention on the Rights of the Child (UNCRC) calls for education to prepare children for "responsible life in a free society, in the spirit of understanding, peace, tolerance, equality of sexes, and friendship among all peoples, ethnic, national and religious groups and persons of indigenous origin" (UN, 1989, p.9). This thesis examines the potential role of Educational Psychologists (EPs) in addressing the UNCRC call to promote community cohesion through their work in schools. A systematic review of recent international research into the effects of psychology-based educational approaches promoting community cohesion was undertaken. The review, structured by the PRISMA framework, identified 13 studies examining the effects of approaches to community cohesion. Analysis of these studies yielded insight into approaches to community cohesion, which may be best promoted through educational approaches that have both knowledge and process-based components and through a multi-level approach, which takes into account the individual and their relationships as well as the relationships between community groups and the individual's participation in their community. An empirical study with an Educational Psychology Service (EPS) in the North West of England was undertaken. This consisted of an Appreciative Inquiry cycle of four focus groups exploring ways in which an EPS could envisage promoting community cohesion. Findings from the empirical study suggest that an EPS supporting community cohesion is facilitated by aspects of current EP practice including values and by EPs knowing their school communities. EPs reflecting on their own positionality regarding community and culture may also be a facilitator. Dissemination to EP practice was considered, both at the research site as well as within the profession more generally. A multi-level approach was generated in which dissemination to practice through journal publication, conference presentations and continued contribution to a working group of regional EPSs was planned alongside dissemination through the design and delivery of training packages for schools. Deliberation over whether adopting a children's rights-based approach could help to maintain focus on community cohesion through times of changing government priorities was discussed.

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Button, Christopher John. "Community colleges as a path to baccalaureate degree attainment and social mobility : are community colleges fulfilling this role?" Diss., University of Iowa, 2009. https://ir.uiowa.edu/etd/785.

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There is a significant degree of controversy surrounding the transfer mission of community colleges. Specifically, many researchers have suggested that these institutions divert the educational attainments, and thus social mobility, of disadvantaged groups (Brint & Karabel, 1989; Dougherty, 1987, 1992, 1994; Karabel, 1972). Others suggest that community colleges provide disadvantaged individuals, who would have otherwise failed to consider a postsecondary education, with a viable path by which to attain a four-year degree (Cohen & Brawer, 1996; Hilmer, 1997; Pascarella & Terenzini, 2005). This study sought to determine whether the path to social mobility, via educational attainment, differed for bachelor's degree aspirants who commenced their postsecondary education at a community college, versus a four-year institution, in terms of enrollment outcomes three-years later (i.e., at a four-year institution, a selective or highly-selective four-year institution, and/or a privately-controlled four-year institution). Specifically, hierarchical logistic regression analyses were used to determine whether the effect of initial enrollment location on the odds of year-four enrollment outcomes depended on student characteristics (i.e., race/ethnicity, generational status, family income, prior academic achievements, and/or psychosocial factors) among a large representative sample of students who started their postsecondary education at either a community college or a four-year institution in the fall semester of 2003. Results suggest that student characteristics do not detrimentally modify the effect of initial community college enrollment on students' odds of later enrollment outcomes. In addition, the results suggest that after accounting for the effects of initial enrollment location and other predictors, the effect of standardized test scores appears to significantly increase the odds of being enrolled at a selective or highly selective four-year institution for students who initially matriculated to a community college rather than a four-year institution. The findings are discussed in terms of implications for consumers of higher education, vocational psychologists, as well as postsecondary institutions and educational policy.

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Più fonti

Libri sul tema "Social and community psychology"

Sutton, Carole. Social work, community work and psychology. Leicester: BPS Books, 1994.

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Sutton, Carole. Social work, community work and psychology. Leicester: BPS Books, 1994.

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Community. 2^a ed. London: Routledge, 2010.

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The psychological sense of community: Prospects for a community psychology. Cambridge, MA: Brookline Books, 1988.

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Orford, Jim. Community psychology: Theory and practice. Chichester [England]: J. Wiley, 1992.

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Robert, Boguslaw, a cura di. Communication and community: An approach to social psychology. Englewood Cliffs, N.J: Prentice-Hall, 1985.

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Montero, Maritza. Psicología social comunitaria: Teoría, método y experiencia. [Guadalajara]: Universidad de Guadalajara, 1994.

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1939-, O'Connor William A., e Lubin Bernard 1923-, a cura di. Ecological approaches to clinical and community psychology. Malabar, Fla: Krieger Pub. Co., 1990.

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Dinesh, Bhugra, e Leff Julian P, a cura di. Principles of social psychiatry. Oxford: Blackwell Scientific Publications, 1993.

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Orford, Jim. Community psychology: Challenges, controversies, and emerging consensus. Chichester, West Sussex, England: John Wiley & Sons, 2007.

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Capitoli di libri sul tema "Social and community psychology"

Nelson, Geoffrey, e Isaac Prilleltensky. "Social Interventions". In Community Psychology, 160–85. London: Macmillan Education UK, 2005. http://dx.doi.org/10.1007/978-0-230-21400-2_8.

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Nelson, Geoffrey, e Isaac Prilleltensky. "Social Interventions". In Community Psychology, 173–200. London: Macmillan Education UK, 2010. http://dx.doi.org/10.1007/978-0-230-37008-1_8.

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Sloan, Tod. "Globalization, Poverty and Social Justice". In Community Psychology, 309–29. London: Macmillan Education UK, 2005. http://dx.doi.org/10.1007/978-0-230-21400-2_15.

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Nelson, Geoffrey, e Isaac Prilleltensky. "Globalization, Poverty and Social Justice". In Community Psychology, 331–52. London: Macmillan Education UK, 2010. http://dx.doi.org/10.1007/978-0-230-37008-1_15.

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Lazarus, Sandy. "Participatory Action Research Practice and Social Policy Engagement". In Community Psychology, 65–89. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-99939-5_4.

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Nelson, Geoffrey, e Isaac Prilleltensky. "Community Research Methods: Post-positivist and Social Constructivist Paradigms". In Community Psychology, 255–76. London: Macmillan Education UK, 2005. http://dx.doi.org/10.1007/978-0-230-21400-2_12.

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Nelson, Geoffrey, e Isaac Prilleltensky. "Community Research Methods: Post-positivist and Social Constructivist Paradigms". In Community Psychology, 274–95. London: Macmillan Education UK, 2010. http://dx.doi.org/10.1007/978-0-230-37008-1_12.

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Phillips, Deborah A. "Social Policy and Community Psychology". In Handbook of Community Psychology, 397–419. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/978-1-4615-4193-6_17.

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Dohrenwend, Barbara Snell. "Social Stress and Community Psychology". In A Quarter Century of Community Psychology, 103–17. Boston, MA: Springer US, 2002. http://dx.doi.org/10.1007/978-1-4419-8646-7_7.

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O’Neill, Patrick. "Cognition in Social Context". In Handbook of Community Psychology, 115–32. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/978-1-4615-4193-6_6.

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Atti di convegni sul tema "Social and community psychology"

Sjoraida, Diah Fatma, e Rully Khairul Anwar. "Social Behavior Internet User Community in Suburban Society". In Proceedings of the International Conference on Psychology and Communication 2018 (ICPC 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icpc-18.2019.4.

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Indratno, Imam, Irland Fardani, Tomi Ismiandika, Sena Harikuntoro, Muhamad Ramdani Pamungkas e Naniek Widayati. "Cultural Psychology of the Adat Karuhun Urang (AKUR) Cigugur Community, Kuningan Regency". In 4th Social and Humanities Research Symposium (SoRes 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220407.124.

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Grechenko, Tatiana. "REFLECTION OF REORGANIZATION OF SOCIAL STRUCTURE OF MICROBIAL COMMUNITY IN ELECTRICAL ACTIVITY". In XVIII INTERNATIONAL INTERDISCIPLINARY CONGRESS NEUROSCIENCE FOR MEDICINE AND PSYCHOLOGY. LCC MAKS Press, 2022. http://dx.doi.org/10.29003/m2728.sudak.ns2022-18/108-109.

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Rakhmanova, Lidia. "SOCIAL IDENTITY AS A SPACE-MARKER OF REFORMATORY SOCIAL ACTIVITY (BY THE EXAMPLE OF SOLOVKY ISLANDS� COMMUNITY)". In SGEM 2014 Scientific SubConference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b12/s2.104.

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Fitria, Annisa Zaenab Nur, e Marselius Sampe Tondok. "Family and Community as Protective Factors for Psychological Well-Being of Adolescents Survivors of Dating Violence". In Interdisciplinary Conference of Psychology, Health, and Social Science (ICPHS 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220203.010.

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Abdulkin, Viacheslav V. "SOCIAL TOLERANCE TOWARDS CHILDREN WITH DISABILITIES IN THE SCHOOL COMMUNITY (RESULTS OF THE SURVEY)". In SGEM 2014 Scientific Conference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b11/s3.114.

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Lushahina, Tetiana, Natalia Hromadska e Svitlana Matviіenkiv. "Formation of Community Security Policy in the Conditions of Decentralization as a Component of National Security of Ukraine". In International Conference on Social Science, Psychology and Legal Regulation (SPL 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.211218.013.

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Pruteanu, Sorela-Maria, e Marius Nita. "Social Responsibility- Sustainable Challenge for Public and Private Sector". In International Conference Innovative Business Management & Global Entrepreneurship. LUMEN Publishing, 2020. http://dx.doi.org/10.18662/lumproc/ibmage2020/36.

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The focus on social responsibility is even more pronounced given that competitiveness in the private sector can be surpassed by responsible business policies towards both the environment and the community. All institutions from public sector should act in the interest of the communities they represent, promoting at the same time the benefits of the “social responsibility” concept. Including this concept within the public sector creates an added value, in terms of both the morality of the decisions (taken by the legal representatives of the communities) and this kind of behaviour’s promotion by the organizations working for the public sector or by the companies which represent the private sector. Since ancient times, moral judgements were concepts debated by both psychology experts and within the church, however, at present, this area has been expanded so that major companies are building their development strategy by placing customer satisfaction as the central element; and the public sector has the same target: solving citizen’s needs. Making ethical decisions, by taking into consideration communities’ benefits, is a goal both public and private sectors are trying to achieve in their approach of carrying out their mission: act for the good of the community by including social measures and environmental protection in the foundation of their decisions. Competition between community initiatives and socio-environmental projects where companies get involved is getting tighter and tighter in a context where business practices are more and more visible.

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Gómez Blancarte, Ana Luisa, Blanca Rosa Ruiz Hernandez, M. Alejandra Sorto e Travis Weiland. "Working Group: Statistics education across social and political boundaries: Similarities, differences and points for building community". In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-19.

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Pannone, Michelle. "Agency in the Education of an Architect: Models of Engagement Toward Empowering Students". In Schools of Thought Conference. University of Oklahoma, 2020. http://dx.doi.org/10.15763/11244/335065.

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The disparity between education and practice continues to dominate academic discourse, but oftentimes forgotten is the impact that agency plays in architectural education and, in turn, a student’s presence and contributions within the future of the built environment. Integrating a haptic and tangible process with easily recognizable social implications alongside traditional didactic models in architectural education engenders a sense of empowerment and obligation to a larger social authority. How might agency drive the education of an architect? In addition to teaching technical skills, how might academia address the methods to develop students’ skill sets working with and through local and political actors? Implemented as an experimental design-build course, the intention is to enable students to apply their understanding of the design thinking process and knowledge of architectural principles in their community. The specific course that is the case study engages students across a variety of levels outside their comfort zone through collaborating with departments, administrators, and stakeholders to truly understand the inner workings of a project at the scale of a community. The outcomes, presented through a case study of an experimental course, further exemplify how architecture students employ the concepts of environmental psychology and participatory planning in action, within the context of a semester-long design-build, to create a more integrated user-driven approach to architectural education. Leveraging the next generation of thinkers by empowering them to apply their skills for the betterment of society is critical to the future. In cultivating experiences that empower students, it is imperative to recognize each student’s ability to impact the built environment, further establishing the basis of their responsibility as a designer through developing a sense of collective agency in their design education. Therefore, not only addressing but actively pursuing engagement in the context of their education transforms their academic experience from a passive learner to an active participant.

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Rapporti di organizzazioni sul tema "Social and community psychology"

Castro Caldas, José Maria, João Rodrigues e Luís Francisco Carvalho. Economics and Social Psychology on Public Goods: Experiments and Explorations. DINÂMIA'CET-IUL, 2003. http://dx.doi.org/10.7749/dinamiacet-iul.wp.2003.30.

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Bouikidis, A. Social infrastructure and community resilience. Natural Resources Canada/CMSS/Information Management, 2022. http://dx.doi.org/10.4095/330535.

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Woodhall-Melnik, Julia. Overview of Fostering Social Inclusion through Community Housing. Community Housing Canada, luglio 2021. http://dx.doi.org/10.33802/chc-2021-02.

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This report introduces Area of Inquiry III: Fostering Social Inclusion through Community Housing and gives an overview of the Area’s activities in its first year of operations. Our activities were significantly impacted by the COVID-19 pandemic; however, the first year provided an opportunity to reflect on the Area’s goals and develop collective objectives that our team will work toward meeting in the coming months and years.

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Hernández-López, Luis Pablo, Miriam Romero-López e Guillermo García-Quirante. Humor and social competence in High School and University education: a systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, novembre 2021. http://dx.doi.org/10.37766/inplasy2021.11.0033.

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Review question / Objective: Research question: What type of relationship exists between the use of humor and social competence, or any of their respective components, in post-compulsory education students? The aim of this paper was to conduct a systematic theoretical review of the relationship between humor and social competence in post-compulsory education students. Information sources: Electronic bibliographic databases of Psychology, Biomedical and Multidisciplinary Sciences, as well as the ProQuest search platform and the SCOPUS and Web of Science meta-search engines. The electronic databases used were MEDLINE, ProQuest Dissertations & Theses Global, Psychology Database, APA PsycArticles, APA PsycInfo, SCOPUS and Web of Science Core Collection. Platforms: ProQuest and the meta-search engines SCOPUS and Web of Science.

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McCall, Jamie, e Teshanee Williams. Social Capital in the Era of Social Distancing: Community Development Responses to COVID-19. Carolina Small Business Development Fund, aprile 2020. http://dx.doi.org/10.46712/covid19.social.capital.

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McCall, Jamie, Austin Bussing, Michele Hoyman e Laurie Paarlberg. Place Matters: Government Capacity, Community Characteristics, and Social Capital. Journal of Public Policy (In Press), luglio 2020. http://dx.doi.org/10.46712/place.matters.

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Walsh, Patrick J. U.S. Army Recruiting: Improving Advertising, Community Outreach, and Social Media. Fort Belvoir, VA: Defense Technical Information Center, marzo 2010. http://dx.doi.org/10.21236/ada521796.

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Weaver, Anne. The Social Acceptance of Community Solar: A Portland Case Study. Portland State University Library, gennaio 2000. http://dx.doi.org/10.15760/etd.5770.

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Haines, Kelly. The Social Bottom Line of Community Development Financial Institutions: What Facilitates or Inhibits the Uptake and Use of Meaningful Social and Community Impact Reporting? Portland State University Library, gennaio 2000. http://dx.doi.org/10.15760/etd.5247.

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Dalupan, M. Cecilia. Community Agreements and Mining: A New Frontier for Social Impact Investments. One Earth Future Foundation, dicembre 2015. http://dx.doi.org/10.18289/oef.2015.004.

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