scholarly journals Media and Communication Strategies Supporting Parents and Children in COVID-19 Pandemic Environment

2021 ◽  
Vol 11 (2) ◽  
pp. 170-177
Author(s):  
Mihaela Racheva
Keyword(s):  
Childhood Obesity ◽  
Communication Strategies ◽  
Emotional Problems ◽  
Social And Emotional ◽  
Parents And Children ◽  
The Social ◽  
Media And Communication

The article addresses the social and emotional problems of children and students during the isolation that transformed the lives of children, parents, and society. Emphasis is placed on the need to support parents and train them in skills that will be useful in the fight against childhood obesity in Bulgaria (based on media and communication strategies) in the context of the COVID-19.

Narrating Society: Enacting ‘Immigrant’ Characters through Negotiating, Naturalization, and Forgetting

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Sanne Boersma
Keyword(s):  
Scientific Work ◽  
Immigrant Integration ◽  
European Countries ◽  
Special Issue ◽  
Global Perspectives ◽  
Ethnographic Fieldwork ◽  
Scientific Institutions ◽  
The Social ◽  
Social Scientific ◽  
Media And Communication

This article scrutinizes how ‘immigrant’ characters of perpetual arrival are enacted in the social scientific work of immigrant integration monitoring. Immigrant integration research produces narratives in which characters—classified in highly specific, contingent ways as ‘immigrants’—are portrayed as arriving and never as having arrived. On the basis of ethnographic fieldwork at social scientific institutions and networks in four Western European countries, this article analyzes three practices that enact the characters of arrival narratives: negotiating, naturalizing, and forgetting. First, it shows how negotiating constitutes objects of research while at the same time a process of hybridization is observed among negotiating scientific and governmental actors. Second, a naturalization process is analyzed in which slippery categories become fixed and self-evident. Third, the practice of forgetting involves the fading away of contingent and historical circumstances of the research and specifically a dispensation of ‘native’ or ‘autochthonous’ populations. Consequently, the article states how some people are considered rightful occupants of ‘society’ and others are enacted to travel an infinite road toward an occupied societal space. Moreover, it shows how enactments of arriving ‘immigrant’ characters have performative effects in racially differentiating national populations and hence in narrating society. This article is part of the Global Perspectives, Media and Communication special issue on “Media, Migration, and Nationalism,” guest-edited by Koen Leurs and Tomohisa Hirata.

It Is More Than Language

2020 ◽  
pp. 79-98
Author(s):  
Dianne Toe ◽  
Louise Paatsch ◽  
Amy Szarkowski
Keyword(s):  
Specific Area ◽  
Cooperative Interaction ◽  
Social And Emotional Development ◽  
Children And Young People ◽  
Social And Emotional ◽  
The Social ◽  
Pragmatic Skills ◽  
Social Use ◽  
The Impact ◽  
Shed Light

Deaf and hard-of-hearing (DHH) children who use spoken language face unique challenges when communicating with others who have typical hearing, particularly their peers. In such contexts, the social use of language has been recognized as an area of vulnerability among individuals in this population and has become a focus for research and intervention. The development of pragmatic skills intersects with many aspects of child development, including emotional intelligence and executive function, as well as social and emotional development. While all these areas are important, they are beyond the scope of this chapter, which highlights the impact of pragmatics on the specific area of cognition. Cognitive pragmatics is broadly defined as the study of the mental processes involved in the understanding of meaning in the context of a cooperative interaction. This chapter explores how DHH children and young people construe meaning in the context of conversations and expository interactions with their peers. The chapter aims to examine the role played by the cognitive processes of making inferences and comprehending implicature, within the overall display of pragmatic skills. Further, the authors use this lens in the analysis of interactions between DHH children and their peers in order to shed light on the development of pragmatic skills in children who are DHH.

Investigating the Psychometric Properties of the Social-Emotional Learning Scale

2021 ◽  
pp. 153450842098452
Author(s):  
Christopher L. Thomas ◽  
Staci M. Zolkoski ◽  
Sarah M. Sass
Keyword(s):  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Emotional Information ◽  
Confirmatory Factor Analyses ◽  
Educational Support ◽  
Social And Emotional ◽  
The Social ◽  
Confirmatory Factor ◽  
Learning Programs

Educators and educational support staff are becoming increasingly aware of the importance of systematic efforts to support students’ social and emotional growth. Logically, the success of social-emotional learning programs depends upon the ability of educators to assess student’s ability to process and utilize social-emotional information and use data to guide programmatic revisions. Therefore, the purpose of the current examination was to provide evidence of the structural validity of the Social-Emotional Learning Scale (SELS), a freely available measure of social-emotional learning, within Grades 6 to 12. Students ( N = 289, 48% female, 43.35% male, 61% Caucasian) completed the SELS and the Strengths and Difficulties Questionnaire. Confirmatory factor analyses of the SELS failed to support a multidimensional factor structure identified in prior investigations. The results of an exploratory factor analysis suggest a reduced 16-item version of the SELS captures a unidimensional social-emotional construct. Furthermore, our results provide evidence of the internal consistency and concurrent validity of the reduced-length version of the instrument. Our discussion highlights the implications of the findings to social and emotional learning educational efforts and promoting evidence-based practice.

Teachers’ perceptions of an attachment-informed psychosocial programme for schoolchildren with social and emotional problems in Istanbul, Turkey: theory & practice

2019 ◽  
Vol 34 (1) ◽  
pp. 53-65
Author(s):  
H. Özden Bademci ◽  
Nasir Warfa ◽  
Narin Bağdatlı-Vural ◽  
E. Figen Karadayı ◽  
Seher Yurt ◽  
...  
Keyword(s):  
Emotional Problems ◽  
Teachers Perceptions ◽  
Social And Emotional

What should be the focus of emotion regulation in children? A nonlinear dynamic mathematical model of children's peer interaction in groups

1997 ◽  
Vol 9 (2) ◽  
pp. 421-452 ◽  
Author(s):  
JOHN MORDECHAI GOTTMAN ◽  
MICHAEL J. GURALNICK ◽  
BEVERLY WILSON ◽  
CATHERINE C. SWANSON ◽  
JAMES D. MURRAY
Keyword(s):  
Social Interactions ◽  
Estimation Procedure ◽  
Free Play ◽  
Family Characteristics ◽  
Negative Interaction ◽  
Social And Emotional ◽  
Modeling Process ◽  
The Social ◽  
Preschool Boys ◽  
Play Group

This paper questions the assumption that children's social and emotional competence be placed within the developing child, rather than in the interaction of the child with the range of peer social ecologies in which the children might function. This paper presents a new nonstatistical mathematical approach to modeling children's peer social interaction in small groups using nonlinear difference equations in which both an uninfluenced and an influenced regulatory set point of positive minus negative interaction can be separately estimated. Using this model and the estimation procedure, it is possible to estimate what a focal child and the group initially brings to the group interaction and also how these regulatory set points are influenced by the interaction to determine two influenced regulatory set points. Six-person mainstreamed and specialized groups were established involving three types of unacquainted preschool boys: children with and without developmental delays and a language disordered but intellectually normally functioning group, using a methodology that ensured appropriate matching of child and family characteristics. For each 2-week play group, the social interactions of each child were observed during a designated free play period. Handicapped children were observed in either a specialized or mainstreamed setting. The application made of this modeling process in this paper is generating theory to attempt to understand influence processes. Parameters are introduced that reflect uninfluenced target child and group set points, emotional inertia, and influence functions.

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