Analyzing the Athlete Fan Community Phenomenon With Older Females

The current study adopts a holistic and positive psychological approach to mental health, focusing on the emotional and social health domains of adolescents. The focus is on the correlation between adolescents' social emotional health, stress resilience and their perceived parenting style. Research methodologies: The Social Emotional Health Survey System (SEHS-S, Furlong et al., 2014); Brief Resilient Coping Scale (Sinclaire, Wallston, 2004); The parenting styles questionnaire (EMBU, Arrindell, 1999). Participants: 160 adolescents between 12 and 18 years of age. Research results: all parenting styles (except rejection) perceived by adolescents are significantly positively related to overall social emotional health (SEHS-S) index Covitality; adolescents stress resilience significantly positively correlates with all sub-scales of social emotional health and with the overall Covitality index. Effective communication between parents and children could help prevent or mitigate many problems and stresses during adolescence and contribute to positive development in adulthood.

Introduction. Teacher’s job is considered to be not attractive as it contains emotional strain and stress and schools in Lithuania face a shortage of teachers (TALIS, 2018; Merkys & Balčiūnas, 2019). Research on the social emotional health and resilience of teachers is important, especially in the face of the challenges of the Covid-19 pandemic. Research on social emotional health and resilience of Lithuanian teachers was conducted as part of the ERASMUS+ project ‘Supporting teachers to face the challenge of distance teaching’ (2020-1-LV01-KA226-SCH-094599). Methodology. The aim of this research was to assess the social emotional health and resilience of secondary school teachers in post-pandemic times. 400 respondents from Lithuania participated in the research. The results are based on data from the ‘Social and emotional health survey for teachers’ (SEHS-T) (Furlong.& Gajdasova, 2019) and the ‘Resilience scale’ (RS14) (Wagnild & Young, 1993; Wagnild, 2016). Results. Teachers reported a sufficiently high level of overall indicator of Social and Emotional Health (SEHS-T) as well as its domains: Belief-in-Self, Emotional Competence, Engaged Living. The level of teacher Resilience reached a moderate level. Significantly high positive correlations were established between teacher resilience and the overall social emotional index (rs = .585, p = .000), as well as between the resilience and social emotional domains: Engaged Living (rs = .560*, p = .000), Emotional Competence (rs = .448*, p = .000) and Belief-in-Self (rs = .515**, p = .000). The research did not find statistically significant differences by age, sex, or work experience. Conclusions. The teachers demonstrated a rather high level of social emotional health, a moderate level of resilience, and weak Belief-in-Others. It is recommended that teachers’ resilience is strengthened through interventional activities such as stress coping strategies, emotional awareness, and peer support skills training during the Covid-19 pandemic times.

Social isolation and loneliness in older adults are associated with poor health outcomes and have been linked to an increased risk of cognitive impairment and incident dementia. Social engagement has been identified as a key factor in promoting positive health behaviors and quality of life and preventing social isolation and loneliness. Studies involving cognitively healthy older adults have shown the protective effects of both in-person and technology-based social engagement. However, the benefits of social engagement for people who are already at-risk of developing dementia, namely those with mild cognitive impairment (MCI), have yet to be elucidated. We present a narrative review of the literature, summarizing the research on social engagement in MCI. First, we identified social networks (quality, size, frequency, and closeness) and social activities (frequency, format, purpose, type, and content) as two overarching dimensions of an integrative framework for social engagement derived from literature examining typical cognitive aging. We then used this framework as a lens to examine studies of social engagement in MCI to explore (i) the relationship between in-person and technology-based social engagement and cognitive, emotional, and physical health, and (ii) interventions that target social engagement including technology-based approaches. Overall, we found that persons with MCI (PwMCI) may have different levels of social engagement than those experiencing typical cognitive aging. Moreover, in-person social engagement can have a positive impact on cognitive, emotional, and physical health for PwMCI. With respect to activity and network dimensions in our framework, we found that cognitive health has been more widely examined in PwMCI relative to physical and emotional health. Very few intervention studies have targeted social engagement, but both in-person and technology-based interventions appear to have promising health and well-being outcomes. Our multidimensional framework of social engagement provides guidance for research on characterizing the protective benefits of social engagement for PwMCI and informs the development of novel interventions including technology-based approaches.

One of the most challenging problems facing builders and facilitators of community networks is to create and sustain social engagement among members. In this paper, we investigate the drivers of social engagement in a community network through the analysis of three data sources: activity logs, a member survey, and the content analysis of the conversation archives. We describe three important ways to encourage and support social engagement in online communities: through system design elements such as conversation channeling and event notification, by various selection criteria for community members, and through facilitation of specific kinds of discussion topics.

Raziskovanje socialno-čustvenega zdravja učencev je pomembna za kakovostno učenje in njihovo blagostanje v šoli, še posebno v času izzivov, ki jih prinaša pandemija COVID-19. Namen: raziskati socialno-čustveno zdravje mlajših učencev, njihovo zadovoljstvo z življenjem in zaznano šolsko klimo v času pandemske krize in prevladujočega učenja na daljavo z uporabo vzdolžnega pristopa. Metoda: Vprašalnik Socialnega in čustvenega zdravja – osnovna (Social and Emotional Health Survey-Primary; SEHS-P; Furlong idr., 2013) in Večdimenzionalna lestvica zadovoljstva z življenjem za učence (Multidimensional Students Life Satisfaction Scale; MSLSS; Huebner, 2001). Vzorec je obsegal 84 učencev Litvanskih osnovnih šol (starih med 10 in 12 let). Rezultati in sklepi: Prvi meseci pandemske krize so vodili k poslabšanju socialno-čustvenega zdravja in zadovoljstva učencev. Vendar pa je bilo po osmih mesecih (retest) moč opaziti nekaj izboljšanja v čustvenem zdravju, zadovoljstvu učencev z življenjem ter razredni mikroklimi. Med učenci ni bilo moč opaziti razlik po spolu. Rezultati so prav tako pokazali pozitivne in značilne povezanosti med socialno-čustvenim zdravjem učencev, njihovim zadovoljstvom z življenjem ter zaznano šolsko klimo; regresijske analize so pokazale, da ima družina pomembno vlogo pri oblikovanju socialno-čustvenega zdravja učencev. Podpora učiteljev pri učenju na daljavo je lahko izboljšala razredno mikroklimo, poznavanje zdravstvenega stanja učencev pa jim je lahko pomagalo pri prilagajanju učenje na daljavo, da je bilo to v času pandemske krize bolj učinkovito.

Background Since the COVID-19 pandemic, the ‘silent pandemics’ associated with mental health became more visible; likewise, the confinement made us reflect on the importance of family environments for health promotion. On the other hand, child and adolescent suicide increases alarmingly; a context that highlights the need to consolidate health promotion actions from the emotional and social dimensions based on educational strategies with the community, be women, key to strengthen the community health system. Objectives To train 46 women as social and emotional health promoters in children and adolescents through the gamification methodology; 9 training sessions were held, developing the modules: a) Definition of social health and emotional health and play and gamification tools, b) Social health, c) Emotional health and d) Proposal for health promotion. Results Community mothers and women caregivers succeeded: a) Identification and application of the gamification methodology for the formulation of health promotion actions based on the projects implemented, such as: ‘I take care of myself to care for another', ‘Run with My Emotions', ‘Take Care of Myself and Be Happy', ‘Educational Mental Health', ‘Happy Explorers', ‘Active Squad'; b) Recognition of social and emotional health as well as personal and context risk factors; and c) Benefit your 46 families, an average of 5 persons per household, serving 230 persons in the community and 475 children and adolescents belonging to 36 community homes involved in the process. Conclusions Installed capacity was generated by certifying 46 women in the course: Gamification, play and playful, fundamental axes in the promotion of social and emotional health in children and adolescents; evidencing the strengthening of social and family ties based on the personal growth of trained women and the recognition of the role of participating women as multipliers and health promoters in their communities. Key messages • Gamification as a methodology for health education evidence significant learning in women and in their transfer of knowledge to children and adolescents. • Training women as health promoters makes it possible to strengthen the community health system, recognizing the educational role they have in their families and communities to be multipliers.

Individuals with multiple sclerosis (MS) sometimes have barriers to social participation. The advent of the internet has created online support systems for social participation such as websites for individuals with MS. However, minimal research has been conducted about determinants of individuals' in-person and online social participation or how types of social participation contribute to emotional well-being. The present study aims are: (1) to assess the role of access to resources and other determinants as enabling in-person and online social participation, and (2) to analyze the association between social participation and emotional health of individuals with MS. The sample consisted of 508 individuals diagnosed with relapsing/remitting or secondary/progressive MS. Data from NARCOMS registry and data from original questionnaire on determinants of social participation and emotional health were merged. Logistic and linear regression analyses were performed. Individuals with access to the internet were more likely to participate online with friends (OR 5.47, p<.001) and the community (OR 47.7, p<.001). Individuals who regularly participate in in-person social participation with friends reported being happier (B=.38, p<.001), less depressed (B=-2.01, p<.001), and less anxious (B=-1.21, p<.001) than those who did not. However, there was no evidence of a relationship between emotional health and online social participation. Increasing access to in-person social participation with friends will likely have the most positive impact on emotional health. Future research should examine the aspects of online participation that are helpful or harmful.

Exploring the impact of the COVID-19 pandemic on social isolation and mental health in people with MS

Young people are increasingly using social networking site (SNS) smartphone applications (apps), necessitating research on the effects of such use on the users’ emotional health. The present study recruited 360 college students across mainland China and recorded their smartphone usage for one week using an automatic tracking app. Surveys assessing social support perception and emotional health were subsequently conducted. The study examined the relationship between SNS smartphone app usage (frequency and duration) and emotional health, as well as the moderating role of perceived social support in SNS smartphone usage and emotional health. Among individuals with high social support, SNS smartphone use was more strongly associated with better emotional health. These results suggest conditional benefits of using SNS smartphone apps, depending on the user's perceived social support. The implications for designing and using SNS smartphone apps are also discussed.

ObjectivesChildren who are new to Canada have unique circumstances that can be associated with their emotional health. Using linked immigration and child self-report data, we examined associations between changes in children’s social support and emotional health from ages 9 to 12, for immigrant, refugee, and non-immigrant children. ApproachA population sample of N = 4664 immigrant, refugee, and non-immigrant children reported on their peer support and school belonging, as well as their emotional health (life satisfaction, self-esteem, sadness), in Grades 4 and 7. Social support and emotional health were measured using the Middle Years Development Instrument (MDI). Migration background including age at arrival, migration class, generation status, and source region, was obtained from the Immigration, Refugees, and Citizenship Canada database, individually linked to MDI records using children’s Personal Education Number and child date of birth. Multi-level modelling assessed associations adjusting for confounders. ResultsIn the linked sample, 19% of children were first- or second-generation economic immigrants (themselves or their parents were born outside of Canada), 8% were family immigrants, and 5% were refugees. Children with refugee backgrounds reported lower life satisfaction and self-esteem and higher sadness in Grade 4 compared to all other groups. Children with immigration backgrounds reported lower life satisfaction and self-esteem and higher sadness compared to non-immigrants. Refugee children had significantly more positive changes in emotional health from Grades 4 to 7 compared to non-immigrants, and significantly more positive changes in social supports. Positive changes in social supports were associated with positive changes in emotional health of similar magnitude for all children, regardless of migration background. Children with refugee backgrounds on average experienced improved emotional health during middle childhood, and changes in peer support partially accounted for these changes. ConclusionResults suggest that children with migration backgrounds enter school with lower emotional health and are likely to benefit from increased social supports. Likewise, incorporating opportunities to build peer relationships and school belonging is likely to benefit all children, regardless of migration background.

Why do some former rebels transition into social engagement after demobilisation while others do not? How do they adjust their militant aspirations to their context of reintegration? Studies on the political dimensions of rebel groups’ disarmament, demobilisation and reintegration processes have focused on post-rebel political parties, ex-combatant violence, elite transformation, political participation, and social and community engagement. Despite increased attention to reintegration processes, we know little about the processes that shape community engagement amongst ex-combatants. I address this gap by investigating the lifelong socialisation processes that influence transitions in and out of violence and social engagement. I argue that socialisation across various institutional settings in pre-recruitment and wartime life stages provides ex-combatants with dispositions and resources that, in interaction with post-demobilisation opportunities, shape their post-demobilisation social engagement. Applying a biographical approach, I analyse the trajectories of 32 ex-combatants from M-19, a left-wing nationalist guerrilla group at war with the Colombian government between 1974 and 1990. The study contributes to the literature on the long-term consequences of ex-combatant reintegration, socialisation and violence as well as the legacies of armed violence. It notably highlights how various dimensions of insurgent mobilisation can have lasting effects on individual life courses and society more broadly.

Social emotional health is essential for adolescents to develop positive competencies both physically and psychologically. Social emotional health is influenced by parental attachment as an external factor. The purpose of this study was to determine the effect of parental attachment on the social emotional health of adolescents as students. This study was conducted at Institut Agama Kristen Negeri Kupang with a total of 185 adolescents who were students in the first semester of 2022. This study used quantitative research methods. This research instrument uses a social emotional health scale compiled by Furlong, et al (2016) called social emotional health higher education while he parental attachment scale made by Armsden and Greenberg (2009) from the IPPA/Inventory of Parent and Peer Attachment theory. The results of this study found there was a positive and significant effect of parental attachment on adolescent social emotional health with p = 0.000 and F = 89.986, R square = 0.330. Father's attachment has a contribution to adolescent social emotional health by 15% while mother's attachment to adolescent social emotional health is 18% so that overall parental attachment both father and mother has a contribution to adolescent social emotional health as a student by 33%. It is expected that adolescents can establish an attachment relationship with parents both father and mother to improve positive social emotional health.

The article highlights that the concept of social responsibility does not only offer possibilities for brand building, but is also the social obligation of universities for the empowerment of their various external communities. After an overview of the current terminology of corporate- and university social responsibility and university community engagement, it presents forms of practice differentiating between USR and community engagement activities using the example of an Eastern-European university of applied sciences. The mainly qualitative data, collected from the content analysis of institutional documents and semi-structured interviews with key members of staff, demonstrate that although the university is a small regional institution, its social responsibility practice is commendable.

Purpose: To explore the perceptions of individuals with Parkinson’s disease (PD) on their experiences within a community based, non-contact boxing program. Specifically, this study considered how these individuals perceived non-contact boxing to influence their social and community engagement and factors influencing ongoing participation in this program. Method: This was a phenomenological case study that utilized qualitative methods for data collection including semi-structured interviews and observation. Colaizzi’s method was used for data analysis. A convenience sample obtained from a boxing club that offered PD specific boxing classes was used. The sample included 10 participants (3 female, 7 male) ranging in age from 52 to 84 years. Participants typically attended a 75 minute boxing class two to three times per week. Results: The exhaustive description of the phenomenon was that individuals with PD have a strong desire to maintain the life they had prior to their diagnosis and chose activities, such as non-contact boxing, which supported their ability to sustain that lifestyle. Two themes were identified which included 1) “The people I’ve met here and spent time with will be friends forever” and 2) “I don’t have to be Muhammed Ali. It’s not about that.” Conclusions: This study provided a basic understanding of the subjective experiences of individuals with PD who participated in non-contact boxing. Findings demonstrated that non-contact boxing facilitates the growth of supportive relationship for individuals with PD. The study also found that individuals with PD believe non-contact boxing provided a variety of physical, cognitive, and emotional benefits which facilitated their ability to maintain participation in valued activities.

Social engagement is fundamental to successful aging and linked to better emotional, physical, and cognitive health. Maintaining social engagement is challenging for many older adults but especially for those with a cognitive impairment (CI). Information and communication technologies (ICT) can provide enhanced opportunities for social and cognitive engagement for older adults with a CI via increased information, education, and social connectivity access. This study used a pre-test post-test design to evaluate the feasibility, acceptability, and preliminary efficacy of the PRISM-CI software system, a tablet-based application designed to enhance access to resources, information, and social engagement, in 52 individuals with a CI between the ages of 65-88 years who had access to PRISM-CI for five months. Findings show that social isolation, loneliness, and depressive symptoms significantly decreased, and mobile device proficiency significantly increased, from baseline to follow-up. Results highlight ICTs potential to foster social engagement among older adults with a CI.