Artigos de revistas: "Being and belonging"

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Mullett, Jennifer, Karen Jung e Marcia Hills. "Being, Becoming and Belonging". Action Research 2, n.º 2 (junho de 2004): 145–65. http://dx.doi.org/10.1177/1476750304043728.

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Hayashi, Reiko, e Caren J. Frost. "Being, Belonging, and Becoming". Journal of Social Work in Disability & Rehabilitation 4, n.º 4 (5 de janeiro de 2006): 39–56. http://dx.doi.org/10.1300/j198v04n04_03.

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Pick, D. "On Being and Belonging". Oxford Art Journal 21, n.º 1 (1 de janeiro de 1998): 139–42. http://dx.doi.org/10.1093/oxartj/21.1.139.

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Hazdovac Bajić, Nikolina. "Being Nonreligious in Croatia: Managing Belonging and Non-Belonging". Religions 13, n.º 5 (24 de abril de 2022): 390. http://dx.doi.org/10.3390/rel13050390.

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Catholicism in the Croatian context has been one of the most powerful sources of collective belonging for centuries. Since the fall of socialism, desecularization tendencies have manifested as homogenization, collectivization, and deprivatization of religion. (Non)religiosity became a contested issue, which not only implied belonging (ethnic, national, historical) but was also highly politicized. This paper aims to explore how living in a society with a dominant collective religion influences the experience of nonreligious people. The conducted research was based on 30 semi-structured interviews with people who self-identify as nonreligious, but at the same time are not members of nonreligious organizations. The obtained data show that some elements of collectivism can push individuals away from religion, but for some nonreligious people, religiosity remains an important identification framework. Keeping a connection with religion is achieved through conformist behaviors or “cherry-picking” elements of religiosity, which are then combined in individually-consistent worldviews. Nonreligious people sometimes feel “left out” and experience their nonreligiosity as lonely and isolating, which they often do not want to pass on to others. This creates a specific position for some nonreligious individuals that is simultaneously “in” and “out” of religion, and challenges the way nonreligiosity is often imagined.

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Gonzales, Angela A., e Judy Kertész. "Indigenous Identity, Being, and Belonging". Contexts 19, n.º 3 (agosto de 2020): 28–33. http://dx.doi.org/10.1177/1536504220950398.

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Blaikie, Fiona. "Worlding Danny: Being, Becoming, and Belonging". Studies in Art Education 61, n.º 4 (1 de outubro de 2020): 330–48. http://dx.doi.org/10.1080/00393541.2020.1820831.

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Pall, Zoltan, e Martijn de Koning. "Being and Belonging in Transnational Salafism". Journal of Muslims in Europe 6, n.º 1 (9 de março de 2017): 76–103. http://dx.doi.org/10.1163/22117954-12341338.

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This article is an inquiry into how the transnational networks of Salafism in Europe and the Middle East are structured by looking at two case studies: one about a Lebanese-Palestinian preacher in Sweden and one about a Dutch preacher in the Netherlands and theuk. By presenting these case studies we explain the predominance of informality in these networks, and highlight the different ways in which they link European Salafi preachers to the Middle East, yielding different types of social capital. Our findings are based on ethnographic fieldwork in Lebanon, the Netherlands, Sweden and theukbetween 2007 and 2012.

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Rameka, Lesley. "A Māori perspective of being and belonging". Contemporary Issues in Early Childhood 19, n.º 4 (24 de outubro de 2018): 367–78. http://dx.doi.org/10.1177/1463949118808099.

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Belonging and being are inextricably linked. From a Māori perspective, belonging and being can be viewed through a number of interconnected historical and contemporary frames. One frame is derived from Māori perceptions of the creation of the universe and genealogical relationships to the universe and everything in it. Another frame of belonging and being stresses increasingly diverse and complex positionings that require negotiation of radically different terrains of assumptions, behaviours, values and beliefs. This article explores two interrelated aspects of being and belonging from a Māori perspective: whakapapa (‘genealogical connections’) and whanaungatanga (‘family relationships’). It discusses how each aspect has changed over time as a result of colonisation, urbanisation and western education, and identifies how the reflection of each has been transformed.

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Olwig, Karen Fog. "Islands as Places of Being and Belonging". Geographical Review 97, n.º 2 (1 de abril de 2007): 260–73. http://dx.doi.org/10.1111/j.1931-0846.2007.tb00402.x.

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Lucashenko, Melissa. "Country: Being and belonging on aboriginal lands". Journal of Australian Studies 29, n.º 86 (janeiro de 2005): 7–12. http://dx.doi.org/10.1080/14443050509388027.

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Greenaway, James. "Communitas: belonging and the order of being". International Journal of Philosophy and Theology 79, n.º 1-2 (17 de janeiro de 2018): 194–212. http://dx.doi.org/10.1080/21692327.2018.1426486.

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Marksteiner, Tamara, Marc Philipp Janson e Hanna Beißert. "Belonging as Compensator". Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie 52, n.º 3-4 (julho de 2020): 116–26. http://dx.doi.org/10.1026/0049-8637/a000221.

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Abstract. Bullying is a serious issue among adolescents worldwide. It has been conceptualized as a type of physical or indirect peer victimization that occurs repeatedly over time and is characterized by a systematic abuse of power. Being bullied at school severely affects victims’ health and well-being. What protects students from these consequences? We investigate feelings of belonging –i. e., the feeling that one is accepted, included, respected, and valued in the respective social environment – as a possible compensator for bullying consequences across different cultures. We hypothesize that being bullied is less severe for students who have strong feelings of belonging. We use data from 319,057 15-year-old students across 47 countries. Multilevel regression analyses replicated that bullying and well-being are negatively associated. Further, the results indicated, as expected, that feelings of belonging compensate for the negative impact that bullying has on well-being. Practical implications as well as limitations are discussed.

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Geng, Yuanyuan. "Social Exclusion and Sense of Belonging: Being Excluded by Strangers and Being Excluded by Familiar People". Lecture Notes in Education Psychology and Public Media 6, n.º 1 (17 de maio de 2023): 393–98. http://dx.doi.org/10.54254/2753-7048/6/20220375.

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Humans are social animals, and sense of belonging is one of our existence needs. When people are placed in a new environment with both strangers and familiar people, they tend to first contact with people they are familiar with. The study aims to find out the relationship between people's sense of belonging and the identity of the excluder. I conducted a questionnaire to examine whether there is a difference in sense of belonging when the identity of the exluder is different. There are five different conditions displayed in the questionnaire in separate sections, and participants are going to complete all five sections. The closeness between the excluder and the participants in the five conditions is divided into five scales (completely strange; seen but do not know; know but not well; know and familiar with; and recognized to be friends). The five conditions in the questionnaire test the relationship between participlants sense of belonging and different degrees of the closeness between the excluder and the participants. The hypothesized result is that as the closeness between the excluder and participants is higher, participants senses of belonging will be lower. The analysis of the results of the questionnaire demonstrates that peoples sense of belonging is significantly different when the identity of the excluder is different.

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Hammell, Karen R. Whalley. "Belonging, occupation, and human well-being: An exploration". Canadian Journal of Occupational Therapy 81, n.º 1 (fevereiro de 2014): 39–50. http://dx.doi.org/10.1177/0008417413520489.

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Watson, Jean. "Caring Science: Belonging Before Being as Ethical Cosmology". Nursing Science Quarterly 18, n.º 4 (outubro de 2005): 304–5. http://dx.doi.org/10.1177/0894318405280395.

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Rodríguez, Richard T. "Being and Belonging: Joey Terrill's Performance of Politics". Biography 34, n.º 3 (2011): 467–91. http://dx.doi.org/10.1353/bio.2011.0046.

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Tavera, Santiago. "Translational Spaces: Virtual narratives of being and belonging". Virtual Creativity 7, n.º 2 (1 de dezembro de 2017): 133–46. http://dx.doi.org/10.1386/vcr.7.2.133_1.

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Salles, Arghavan, Dana T. Lin, Cara A. Liebert, Micaela Esquivel e Claudia Mueller. "Belonging, Well-being, and Attrition in General Surgery". Journal of the American College of Surgeons 223, n.º 4 (outubro de 2016): e40-e41. http://dx.doi.org/10.1016/j.jamcollsurg.2016.08.106.

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Reynolds, Thomas E. "Prophetic Belonging: Disability, Hospitality, and Being Church Together". Spiritus: A Journal of Christian Spirituality 23, n.º 1 (março de 2023): 51–65. http://dx.doi.org/10.1353/scs.2023.a899754.

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Sumsion, Jennifer, e Sandie Wong. "Interrogating ‘Belonging’ in Belonging, Being and Becoming: The Early Years Learning Framework for Australia". Contemporary Issues in Early Childhood 12, n.º 1 (janeiro de 2011): 28–45. http://dx.doi.org/10.2304/ciec.2011.12.1.28.

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Gormally, Sinead. ""It's Not Being Racist, but ... "". Boyhood Studies 12, n.º 2 (1 de dezembro de 2019): 70–88. http://dx.doi.org/10.3167/bhs.2019.120205.

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This article explores the tacit endorsement of male youth gang members engaging in “race”-based conflict to gain localized levels of power. It examines the importance of belonging to an “in-group” for these young people via their connectedness to the broader residents, through cultural essentialism toward a Roma “out-group.” The young, male gang members, drawing on what they perceive to be their role, adopt physical and symbolic strategies to assert their control over their space and to concretize their sense of belonging with the wider community in-group. The article considers how a labeled and excluded group of male youth gang members from wider social structures find connection, commonality, and belonging in hardening their self-image through an othering process against those deemed inferior to them.

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Filstad, Cathrine, Laura E. M. Traavik e Mara Gorli. "Belonging at work: the experiences, representations and meanings of belonging". Journal of Workplace Learning 31, n.º 2 (3 de abril de 2019): 116–42. http://dx.doi.org/10.1108/jwl-06-2018-0081.

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Purpose This paper aims to explore what belonging is through the represented experience of people at work. The aim is to investigate employees’ interpretations of belonging at work and its interrelation with the material, aesthetic and emotional aspects associated to the where, the how and the when workplace is inhabited. Design/methodology/approach In line with the practice turn in social sciences, this study uses the visual method (snaplogs), which includes pictures and texts. Findings Belonging is situated in and integrated with social interactions, materiality, emotions and aesthetics. Belonging is about being part of something, the process of becoming through constant mediation between material aspects and social components, the process of experiencing boundaries and the attempt to perform, engage and participate (and find spaces for shared practices) in a workplace. Together, they constitute the situatedness, the here and now, of experiences of belonging and the perceived interpretation of being one among equals across organizational boundaries. Research limitations/implications Data were only collected at one point in time. The authors also relied on their own interpretations of pictures and texts and did not involve the informants in the analysis. Practical implications Being, becoming and belonging comprise material, social and affective dimensions. These dimensions should be addressed for employees to belong at work. Originality/value This study contributes to the belonging literature on perceived interpretations of what belonging is at work. The paper is also original in terms of the visual method used to grasp the practice representation of belonging experiences.

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Steger, Michael F., e Todd B. Kashdan. "Depression and everyday social activity, belonging, and well-being." Journal of Counseling Psychology 56, n.º 2 (2009): 289–300. http://dx.doi.org/10.1037/a0015416.

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Rebeiro Gruhl, Karen, Sara Lacarte, Martin Boucher e Lauri Ledrew. "Being, belonging and becoming: Development of the 3B Scale". Australian Occupational Therapy Journal 65, n.º 5 (30 de março de 2018): 354–62. http://dx.doi.org/10.1111/1440-1630.12468.

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Jackson, Shannon M. "Being and Belonging: Space and Identity in Cape Town". Anthropology Humanism 28, n.º 1 (junho de 2003): 61–84. http://dx.doi.org/10.1525/ahu.2003.28.1.61.

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Ebbeck, Marjory, Hoi Yin Bonnie Yim e Lai Wan Maria Lee. "Belonging, Being, and Becoming: Challenges for Children in Transition". Diaspora, Indigenous, and Minority Education 4, n.º 2 (8 de abril de 2010): 103–17. http://dx.doi.org/10.1080/15595691003635864.

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Donlon, Enda, Elaine McDonald, Sabrina Fitzsimons e PJ Sexton. "Being and Belonging: Student-Teachers’ Contextual Engagement in Schools". Australian Journal of Teacher Education 45, n.º 6 (junho de 2020): 95–113. http://dx.doi.org/10.14221/ajte.2020v45n6.6.

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Kaur Bagga, Manpreet. "Being, Becoming, and Belonging: Professional Identity of Teacher Educators". Education & Self Development 18, n.º 3 (30 de setembro de 2023): 38–49. http://dx.doi.org/10.26907/esd.18.3.03.

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Teacher education plays an essential role in shaping the quality of education, and teacher educators are central to this process. The paper explores the personal and professional aspects that constitute the professional identity of teacher educators, shedding light on their journey from classroom teachers to facilitators of fellow educators' growth. This article delves into the intricate model of professional identity of teacher educators, examining the dimensions of being, becoming, and belonging within this dynamic role. The concept of ‘being’ a teacher educator encompasses the multifaceted roles and functions these educators undertake. The aspect of ‘becoming’ a teacher educator focuses on the transition from classroom teaching to teacher education. The paper examines the two prominent pathways into this role: the academic pathway, driven by advanced academic pursuits, and the practitioner's pathway, chosen by experienced educators seeking a shift from schools to training institutions. The concept of ‘identity shock’ during this transition is explored, along with the heightened intellectual engagement that emerges as teacher educator’s grapple with new challenges and opportunities. The theme of ‘belonging’ uncovers teacher educators’ affiliations with various communities, each shaping their professional identity. The paper highlights the role of collective affinities in shaping teacher educators' teaching methods, research endeavours, and leadership approaches.

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Tibbetts, Yoi, Zachary M. Himmelberger, Kenneth E. Barron, Mark R. Speicher e Chris S. Hulleman. "Learning Mindsets and Well-Being and Ill-Being Among Osteopathic Medical Students". JAMA Network Open 7, n.º 6 (14 de junho de 2024): e2418090. http://dx.doi.org/10.1001/jamanetworkopen.2024.18090.

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ImportanceGiven the high rates of burnout and associated negative mental health outcomes (eg, depression, suicidal ideation, substance abuse) among medical students and physicians, it is imperative to identify strategies for supporting the future health workforce, particularly when considering trends indicating a future shortage of physicians. Understanding the associations of medical school students’ learning mindsets (eg, growth mindset, purpose and relevance, and sense of belonging) with indicators of well-being (eg, flourishing) and ill-being (eg, burnout) could provide a foundation for future research to consider when attempting to combat the negative mental health trends among medical students and physicians.ObjectivesTo understand the associations of medical school students’ learning mindsets (ie, their beliefs about themselves as learners and their learning environment) with critical student health outcomes (ie, well-being and ill-being).Design, Setting, and ParticipantsThis survey study used a nationally representative sample of first-year osteopathic medical school students across the US who responded to a survey of learning mindsets as well as measures of well-being and ill-being in fall 2022. Data were analyzed from January to April 2024.Main Outcomes and MeasuresLearning mindsets were categorized as growth mindset, purpose and relevance, and sense of belonging. Well-being was categorized as flourishing and resilience, and ill-being was categorized as burnout and psychological symptoms. Outcomes were regressed on learning mindset and demographics variables, and interactions of demographic variables and learning mindsets were assessed.ResultsA total of 7839 students were surveyed, and 6622 students (mean [SD] age, 25.05 [3.20]; 3678 [55.5%] women) responded and were included in analyses. The 3 learning mindsets were significantly associated with flourishing (growth mindset: b = 0.34; 95% CI, 0.23 to 0.45; P &lt; .001; purpose and relevance: b = 2.02; 95% CI, 1.83 to 2.20; P &lt; .001; belonging uncertainty: b = −0.98; 95% CI, −1.08 to −0.89; P &lt; .001) and resilience (growth mindset: b = 0.28; 95% CI, 0.17 to 0.40; P &lt; .001; purpose and relevance: b = 1.62; 95% CI, 1.43 to 1.82; P &lt; .001; belonging uncertainty: b = −1.50; 95% CI, −1.60 to −1.40; P &lt; .001) well-being outcomes and burnout (growth mindset: b = −0.09; 95% CI, −0.11 to −0.07; P &lt; .001; purpose and relevance: b = −0.29; 95% CI, −0.32 to −0.25; P &lt; .001; belonging uncertainty: b = 0.28; 95% CI, 0.26 to 0.30; P &lt; .001) and psychological symptoms (growth mindset: b = −0.22; 95% CI, −0.30 to −0.14; P &lt; .001; purpose and relevance: b = −0.51; 95% CI, −0.64 to −0.38; P &lt; .001; belonging uncertainty: b = 1.33; 95% CI, 1.27 to 1.40; P &lt; .001) ill-being outcomes, even when controlling for important demographic characteristics (eg, race and ethnicity, gender identity, age). Furthermore, several significant interactions indicated that these learning mindsets may be particularly salient for students from historically marginalized communities: there was a significant interaction between growth mindset and race and ethnicity (b = 0.58; 95% CI, 0.08 to 1.09, P = .02), such that growth mindset was more strongly associated with flourishing among American Indian or Alaska Native, Black, Latine, or Native Hawaiian students.Conclusions and RelevanceThese findings suggest that identifying strategies for supporting students’ learning mindsets may be an effective way to support medical student well-being and reduce ill-being, particularly among students from historically marginalized backgrounds.

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Romeo, Isabella, Harold Stanislaw, Jamie McCreary e Marcus Hawley. "The importance of belonging for well-being in college students". PLOS Mental Health 1, n.º 1 (13 de junho de 2024): e0000057. http://dx.doi.org/10.1371/journal.pmen.0000057.

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College students are vulnerable to mental health challenges that include depression, anxiety, and suicidal thoughts. We examined how subjective well-being in 369 college students in the United States was affected by the number friends or family members who could provide essential needs (instrumental support) or with whom intimate or personal matters could be discussed (emotional support), the frequency of engaging with others, satisfaction with these engagements, and the sense of belonging. Engagement satisfaction was affected by emotional support and engagement frequency. Instrumental support had no significant effect, but this could be an artifact of our sample. Emotional support affected belonging, which in turn affected well-being. These results highlight the central role of belonging in establishing and maintaining well-being. Some characteristics may act as well-being risk or protective factors, but these effects are small; all students may experience low levels of well-being. We recommend that institutions monitor the well-being of their students and require participation in curricular and co-curricular activities that are intentionally designed to promote belonging and well-being.

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Ragudaran, Sanjana. "On Being and Belonging: Transnational migration and its bearing on my identity and sense of belonging". Border Crossing 11, n.º 1 (14 de maio de 2021): 109–16. http://dx.doi.org/10.33182/bc.v11i1.1385.

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Movement of people within or between countries has taken place for millennia. Migration is a common phenomenon, where migrant experiences are known to be vast and varied. Although migration has been studied globally, there is a need to document personal migrant experiences to understand their struggles in order to build inclusive communities. This narrative describes the author’s transnational experiences and struggles in trying to grapple with her identity and sense of belonging.

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Hall, Suzanne M. "Being at Home: Space for Belonging in a London Caff". Open House International 34, n.º 3 (1 de setembro de 2009): 81–87. http://dx.doi.org/10.1108/ohi-03-2009-b0010.

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This paper relates migration and home through the experiences of belonging negotiated by both newcomers and established residents in a South London caff. My account emerges out of an ethnographic exploration of Nick's Caff, a small meeting place off a multi-ethnic, inner city Street. Urban change and social diversity are exemplified in the Walworth Road: a place from which one can hear the chimes of Big Ben and catch glimpses of the London Eye, but which remains curiously detached from the image of a prestigious city; where remnants of white working-class culture juxtapose with a variety of cultures brought from across the globalising world; and where emergent cultures are forged across the difficulties and possibilities of cultural difference. Nick's Caff situates the day-to-day and face-to-face experiences of belonging within a shared space in the contemporary city. This paper explores how different individuals reconstitute conventional understandings of ‘home’ and ‘family’ through inhabiting their regular tables in the Caff. I expand on ‘belonging’ as a mode of social interaction through three key ideas: social space, practice and sociability. I analyse the social and spatial dimensions of everyday interactions in the Caff, and examine whether intermingling within the Caff produces alternative understandings of belonging, beyond the binaries of insider/outsider or local/foreigner.

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Park, Lynne Soon-Chean, Rebekah Jaung, Joohyun Justine Park e Changzoo Song. "Asian communities’ well-being in Aotearoa during Covid-19". Aotearoa New Zealand Social Work 35, n.º 1 (26 de abril de 2023): 95–112. http://dx.doi.org/10.11157/anzswj-vol35iss1id1027.

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INTRODUCTION: Anti-Asian racism was a feature of the social response to the Covid-19 pandemic, and its impact on the well-being of Asian communities warrants closer examination. The current study aimed to gauge whether the sense of belonging mitigated the adverse effects of racism on life satisfaction for self-identified Asian New Zealanders. METHODS: This analysis included 1341 responses to a cross-sectional online survey conducted in 2021. Descriptive analyses outline how components of a sense of belonging were distributed among participants and those who experienced racism during the Covid-19 pandemic. We used linear regression to examine the role of a sense of belonging as a potential pathway variable in the association between experiencing racism and life satisfaction. FINDINGS: In this survey, four out of 10 participants reported experiencing racism in the first 18 months of the pandemic. Participants’ life satisfaction decreased slightly since January 2020 (p<0.001). Experiencing racism was associated with decreased life satisfaction. All the components of sense of belonging reduced the magnitude of this negative association between racism experience and life satisfaction, in particular, expressing one’s own ethnic identity and belonging in Aotearoa. CONCLUSIONS: Given that anti-Asian racism is currently a feature of life and a significant stressor during the pandemic, this study provides empirical evidence of the protective role of a sense of belonging against anti-Asian racism. This study focused on Asian members in Aotearoa New Zealand, but its practical implications have the potential to support other minoritised ethnic communities who also experience racism during the pandemic and beyond.

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Treacher, Amal. "Matters of belonging to place and the nation". Psychology of Women Section Review 9, n.º 1 (2007): 13–23. http://dx.doi.org/10.53841/bpspow.2007.9.1.13.

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This article is an exploration of how we become who we are through the senses and by way of places – for as places make sense, senses make place. We attach and belong through internalising place/s and we absorb, love, live in place. Just as the senses blend and merge, we as human beings mingle, unite, come together and fall apart, in places and with nationhood. Belonging and attachment are laden with social discourses, emotions and fantasies. There needs to be an essential recognition of the need to attach and belong otherwise conservative discourses and feelings alongside moribund fantasies are circulated and reinforced. Embedded within recognition is the matter of identification with place, with other human beings and with the nation. There are ethical issues involved – first, the need to inhabit identification with those who are similar and those who are different to the self. Second, a recognition of the murky, if not ugly, aspects of being human, for example, hatred; and third, a recognition that none of us belong straightforwardly and that at some level being in an emotional state of exile is both inherent in being human and necessary for political engagement and as a way to a different future.

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Haim-Litevsky, Dorit, Reut Komemi e Lena Lipskaya-Velikovsky. "Sense of Belonging, Meaningful Daily Life Participation, and Well-Being: Integrated Investigation". International Journal of Environmental Research and Public Health 20, n.º 5 (25 de fevereiro de 2023): 4121. http://dx.doi.org/10.3390/ijerph20054121.

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The association between well-being, sense of belonging, connectedness to community, and meaningful participation in daily life occupations was theoretically proved and demonstrated in several health conditions or specific age groups. This study aimed to investigate an interplay between well-being, sense of belonging, and connectedness, and meaningful participation in a range of daily life occupations among healthy adults of working age in Israel. Participants (N = 121; age: M = 30.8, SD = 10.1; women: N = 94, 77.7%) completed standard instruments to evaluate the main constructs through an internet survey. A variety of communities, that the participants reported to belong to, were not different in the sense of belonging and connectedness, participation dimensions, and well-being. An association was found between sense of belonging and connectedness, the participation subjective dimension, and well-being (0.18 < rp < 0.47, p < 0.05). Sense of belonging explained in a significant way the variance in well-being (F(3) = 14.7, p < 0.001; R2 = 0.274) and was found to be a mediator between participation and well-being (1.86 < Sobel test < 2.39, p < 0.05). The study provides empirical support to the interrelationship between meaningful participation, sense of belonging and connectedness, and well-being in a healthy population. Participation in a range of meaningful activities that contribute to the sense of belonging and connectedness as a universal concept could further promote well-being.

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Fan, Lin Lin, e Wei Jie Meng. "The relationship between parental support and exposure to being bullied: Family belonging as a mediator". Social Behavior and Personality: an international journal 50, n.º 12 (6 de dezembro de 2022): 1–8. http://dx.doi.org/10.2224/sbp.12022.

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We explored the mediating effect of family belonging in the relationship between parental support and exposure to being bullied among students in Grades 3–6 in China. Participants were 457 students at five primary and middle schools in Shandong Province, China, who completed the Child Bullying Questionnaire, the Parental Support Questionnaire, and the Family Belonging Scale. The results show that parental support and family belonging were negatively associated with exposure to being bullied, and that parental support and family belonging were significantly and positively correlated. The relationship between parental support and exposure to being bullied was mediated by family belonging. Our findings indicate that higher levels of family support and family belonging can help reduce exposure to being bullied.

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Jaremka, Lisa M., e Naoyuki Sunami. "Threats to Belonging Threaten Health: Policy Implications for Improving Physical Well-Being". Policy Insights from the Behavioral and Brain Sciences 5, n.º 1 (21 de dezembro de 2017): 90–97. http://dx.doi.org/10.1177/2372732217747005.

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Human beings have an innate need to form caring social bonds and be loved by others. Thwarting this basic human need should have negative health consequences. This article begins by reviewing empirical evidence linking belonging threats to concrete health outcomes and medical conditions. Next, alterations in immune function and appetite regulation are examined as two peripheral physiological mechanisms that partially explain how threats to belonging impact health. Empirically supported interventions that attenuate threats to belonging are also discussed. Throughout, the article focuses on loneliness, marital distress, and lack of perceived social support as three indices of belonging threats because they are commonly studied in the health context. Improving belonging, via reducing loneliness and marital distress and increasing social support, should thus be a focus for policy makers.

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Gerle, Elisabeth. "Being, belonging, and borders: Scandinavian creation theology as political theology". Dialog 60, n.º 1 (18 de fevereiro de 2021): 35–44. http://dx.doi.org/10.1111/dial.12640.

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Kubow, Patricia K., e Jessica Ulm. "South African Schoolchildren’s Voices on Democratic Belonging, Being, and Becoming". Educational Practice and Theory 37, n.º 1 (1 de janeiro de 2015): 19–44. http://dx.doi.org/10.7459/ept/37.1.03.

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Shanahan, Suzanne. "Belonging Together: Friendship, Hope, and Well-Being Among Young Adults". Perspectives in Biology and Medicine 65, n.º 1 (2022): 143–56. http://dx.doi.org/10.1353/pbm.2022.0009.

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Haw, Kaye. "Being, Becoming and Belonging: Young Muslim Women in Contemporary Britain". Journal of Intercultural Studies 31, n.º 4 (agosto de 2010): 345–61. http://dx.doi.org/10.1080/07256868.2010.491273.

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Haug, Peder. "Childhood and disability in the Nordic countries. Being, becoming, belonging". European Journal of Special Needs Education 31, n.º 2 (22 de janeiro de 2016): 291–93. http://dx.doi.org/10.1080/08856257.2015.1134947.

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Slay, Jill. "Being, becoming and belonging: Some thoughts on academic disciplinary effects". Cultural Studies of Science Education 6, n.º 4 (23 de agosto de 2011): 841–43. http://dx.doi.org/10.1007/s11422-011-9357-z.

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Kymlicka, Will. "Belonging and Banishment: Being Muslim in Canada (review)". University of Toronto Quarterly 79, n.º 1 (2010): 372–74. http://dx.doi.org/10.1353/utq.2010.0192.

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Kisly, Martin-Oleksandr. "Crimean Tatars in exile: community belonging and being the Others". NaUKMA Research Papers. History 2 (4 de dezembro de 2019): 41–55. http://dx.doi.org/10.18523/2617-3417.2019.2.41-55.

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Barclay, Katie. "Childhood and disability in the Nordic countries: being, becoming, belonging". Disability & Society 31, n.º 6 (2 de julho de 2016): 850–51. http://dx.doi.org/10.1080/09687599.2016.1208982.

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Chan, Selena. "Learning Through Apprenticeship: Belonging to a Workplace, Becoming and Being". Vocations and Learning 6, n.º 3 (13 de março de 2013): 367–83. http://dx.doi.org/10.1007/s12186-013-9100-x.

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Laitinen, Satu. "Work-Related Well-Being Profiles among Health Education Teachers". Education Sciences 12, n.º 5 (13 de maio de 2022): 343. http://dx.doi.org/10.3390/educsci12050343.

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The aim of this cross-sectional study was to examine the well-being of Finnish health education teachers (n = 108) by examining the latent profiles of work burnout and work engagement by using a person-centered approach. Additionally, this study explored to what extent different job and personal resources (social support, pedagogical self-efficacy, and social belonging) and job demands (work overload) are associated with teachers’ belonging to the work-related well-being profiles. The Job Demands-Resources model was used as the theoretical framework for this study. The study found that three different work-related well-being profiles could be identified among health education teachers: those who were engaged (45%), those who were already experiencing burnout (43%), and those at risk of burnout (12%). The more demands the teachers experienced, the likelier they were to belong to the burnout profile. Experiences of pedagogical self-efficacy, social belonging, and social support increased the probability of belonging to the engaged profile group. Determining job and personal resources and job demands might be beneficial for health education teacher well-being.

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Peers, Chris, e Marilyn Fleer. "The Theory of ‘Belonging’: Defining concepts used within Belonging, Being and Becoming—The Australian Early Years Learning Framework". Educational Philosophy and Theory 46, n.º 8 (27 de março de 2013): 914–28. http://dx.doi.org/10.1080/00131857.2013.781495.

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Lian, Olaug S., e Geir Fagerjord Lorem. "“I Do Not Really Belong Out There Anymore”". Qualitative Health Research 27, n.º 4 (9 de julho de 2016): 474–86. http://dx.doi.org/10.1177/1049732316629103.

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In this article, we explore relations between health, being, belonging and place through an interpretive thematic analysis of autobiographic text and photographs about the everyday lives of 10 women and men living with medically unexplained long-term fatigue in Norway. While interpreting their place-related illness experiences, we ask: How do they experience their being in the world, where do they experience a sense of belonging/not belonging, and why do places become places of belonging/not belonging? The participants describe experiences of (a) being socially detached and alienated, (b) being imprisoned, (c) being spectators who observe the world, and (d) senses of belonging. They describe senses of being and belonging/not belonging as closely attached to physical and symbolic aspects of places in which they reside, and they wistfully reflect on the question of “why.” The study illustrates the influence of experienced place—material as well as immaterial—on health and illness.

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