Development Of Social Roles Research Articles

The Influence of the Relationship Between HRV Circadian Rhythms and Self-actualization on the Behavior of Skydivers During the Competitive Period

Human health, the development of social roles, inextricably linked with his behavior. Dissatisfaction with basic needs, such as the need for security, love, respect, self-respect, identity and self-actualization, leads to diseases and various disorders that affect the health of athletes and their sports achievements. During a competition, the effects of the circadian rhythms and the power of harmonics on the heart rate variability of skydivers were studied. People reveal the level and features of their self-actualization. The data obtained showed that during the acrophase of circadian rhythms in male skydivers, activation of mental processes is noted. This phenomenon is reliably associated with the need for cognition and spatial orientation. In the bathyphase of the competitive period, they showed a decrease in-group of synchronization, an increase in individual and cross-adaptive response. In female skydivers during the competitive period, according to the circadian rhythm indicators in the bathyphase, the need for protection and support revealed, which show psycho-emotional stress and a stable parasympathetic influence on the control of heart rhythm regulation. Group asymmetric synchronization of harmonic powers also noted. The results of the study of circadian rhythms showed a biorhythmological relationship between self-actualization of the personality of athletes and indicators of heart rate variability.

Технологии формирования российской идентичности у школьников в этнокультурной образовательной среде

The purpose of the work is to theoretically substantiate the technologies for the formation of Russian identity among schoolchildren in an ethnocultural educational environment and formulate recommendations for their use. Based on the methods of theoretical analysis, as well as generalization of his own and advanced pedagogical experience, the author proposes some effective forms and means that contribute to the formation of Russian identity among schoolchildren in an ethno-cultural educational environment. The article emphasizes the connection between the concepts of «Russian identity» and «patriotism», provides a definition of the ethno-cultural educational environment, describes the various areas of work on the formation of the Russian identity of students in the course of educational and extracurricular activities, reveals the forms of organization of interethnic and intercultural communication participants in the educational process. The paper al-so considers the means of forming Russian identity in the lessons of literature, mathematics, fine arts, music, and technology. In the conclusions, the author characterizes the process of formation of Russian identity as the process of becoming a socially active person who is able to actively interact in a polyethnic and multicultural society, to carry out interethnic and intercultural communication and cooperation, and from this point of view assigns a special role to gaming technologies and highlights their social function, which consists in the development of social roles by schoolchildren, and, consequently, sociocultural norms, the ability to evaluate their social behavior in terms of the mastered rules of behavior in situations of interethnic and intercultural interaction.

Social role development in playback theater groups in light of the Mackenzie and Livesley model

Playback theater is a form of improvisational theater created in a response to personal stories. It can take place as a performance and in the setting of an ongoing group. In such groups, members create improvised theatrical responses to personal stories shared by other group members. Group dynamics are both represented in the discourse and interaction between members, and manifested and shaped through theatrical expression. Draw on the thinking of MacKenzie and Livesley, who outline four types of group roles, this paper demonstrates the interrelatedness of a member’s role type and the dynamic unfolding on the group stage. In order to explore this relation, the authors propose three distinct perspectives or lenses: i) dramatic role; ii) the rules of dramatic play; iii) and the theatrical encounter with the story’s contents. These three lenses help conductors recognize the interrelatedness and mutual influence of the social role of the individual member of a Playback group and the drama unfolding on stage and thereby choose methods and interventions in theatrical space that could promote development and role-expansion for individual members.

Developing Roles and Skills in Community-Living Adults With Severe and Persistent Mental Illness

ABSTRACT People with severe and persistent mental illness often experience a disruption in the development of social roles, and the skills within these roles. Role Development, a set of guidelines for practice, is an intervention to develop roles and skills. The purpose of this study was to continue to examine the efficacy of this intervention. Ten people attending two community mental health programs participated in evaluation and treatment based on Role Development. Quantitative pretest and posttest measures were used. Qualitative components were incorporated to get a sense of the experience involved in developing roles and skills. Quantitative results indicated statistical significance (p < .05) in the development of roles and skills. Qualitative data revealed multiple trends experienced by the participants. This study contributes to the evidenced-based knowledge regarding development of roles and skills for persons living with severe and persistent mental illness.

Schizophrenie und Depression

Comparison of symptom-related and social role development between patients with schizophrenia, major depression and healthy controls provided insights into the untreated early course of the two disorders. Symptoms, functional impairment and social disability were assessed and compared using the IRAOS and several other cross-sectional instruments in three samples. At the early illness stages there was considerable overlap in the symptom patterns and impairments presented by persons with schizophrenia and severe depression. The two disorders did not diverge until later in the early illness course with the onset of psychotic symptoms. Depressive symptoms showed a maximum in the first psychotic episode and relapse episodes and decreased with the remitting episode. Due to differences in cognitive appraisal depressed patients reported more functional impairment and social disability than patients with schizophrenia did. The early course of symptoms and social impairment in schizophrenia and depression seems to offer an opportunity to distinguish these disorders from variants of normal development fairly early. However, early diagnostic distinction and prediction of psychosis versus depression risk at the pre-psychotic prodromal stage do not seem promising due to the broad overlap in symptoms and impairment.

The Mentalities of gorillas and orangutans: comparative perspectives

List of contributors Preface Acknowledgments Part I. Comparative Evolutionary and Developmental Perspectives on Gorillas and Orangutans: 1. Hominid family values: morphological and molecular data on relations among the great apes and humans David R. Begun 2. The life history and development of great apes in comparative perspective Sue T. Parker 3. The frontal lobes of the great apes with a focus on the gorilla and the orangutan Katerina Semendeferi Part II. Cognition and Tool Use in Gorillas and Orangutans: 4. Intelligent tool use in wild Sumatran orangutans Elizabeth A. Fox, Arnold F. Sitompul and Carel P. van Schaik 5. Orangutans' imitation of tool use: a cognitive interpretation Anne E. Russon 6. Object manipulation and skill organization in the complex food preparation of mountain gorillas Richard W. Byrne 7. Development of sensorimotor intelligence in infant gorillas: the manipulation of objects in problem-solving and exploration Juan C. Gomez 8. Tool use in captive gorillas Sarah T. Boysen, Valerie A. Kuhlmeier, Peter Halliday and Yolanda M. Halliday 9. A survey of tool use in zoo gorillas Sue T. Parker, Mary Kerr, Hal Markowitz and Jay Gould Part III. Communication in Gorillas and Orangutans: 10. Symbolic communication with and by great apes H. Lyn Miles 11. The development of spontaneous gestural communication in a group of zoo-living lowland gorillas Joanne E. Tanner and Richard W. Byrne 12. Early sign-language acquisition: comparisons between children and gorillas John B. Bonvillian and Francine G. P. Patterson 13. Early sign performance in a free-ranging, adult orangutan Gary L. Shapiro and Birute M. F. Galdikas Part IV. Social Cognition in Gorillas and Orangutans: 14. Comparative aspects of mirror self-recognition in great apes Karyl B. Swartz, Dena Sarauw, and Sian Evans 15. Deception and concealment as strategic script violation in great apes and humans Robert W. Mitchell 16. Levels of imitation and cognitive mechanisms in orangutans Joseph Call 17. Parental encouragement in Gorilla in comparative perspective: implications for social cognition and the evolution of teaching Andrew Whiten 18. The development of social roles in the play of an infant gorilla and its relationship to sensorimotor intellectual development Sue T. Parker Part V. Epilogue: 19. The mentalities of gorillas and orangutans in phlyogenetic perspective Sue T. Parker and Robert W. Mitchell, Index of authors Index of subjects.

Psychosis and depression arising in the midlife period. A comparison.

Two groups of hospitalized psychotic patients were compared to a hospitalized nonpsychotic group composed mainly of major unipolar depressives. In the main, demographic and historical dimensions did not differ. Interpersonal and social role development favored the nonpsychotic group, but only employment history and maternal function reached significance. All groups were judged to be under substantial stress in association with the index hospitalization. Loss of a supportive relationship was the most frequent stress category for all groups but was relatively more frequent in the nonpsychotic (depressive) group. Medical stress was significantly higher in the psychotic groups.

The development of social roles: A sequence of social-cognitive development

Preschool children progress through a multistep developmental sequence in understanding and using social roles.

Development of social roles in elicited and spontaneous behavior during the preschool years.

In two experiments, children between ll/2 and 7l/2 years of age were tested on a predicted, eight-step sequence of the development of social roles. Performance on this sequence was related to two measures of more spontaneous behavior. Nearly all children fit the predicted sequence perfectly. By 2 years of age, most children could make a doll act as an independent agent. The majority of 3-yearolds could make a doll carry out several behaviors fitting the role of doctor. At age 4 or 5, most children developed the capacity to show a social role, making a doctor doll interact with a patient doll. The intersection of social roles for two agents appeared at about age 6: A man doll could be both doctor and father to a patient who was also his daughter. In their spontaneous behavior, early preschoolers almost always showed the highest step that they were capable of, but beginning with the step for social roles, late preschoolers seldom showed their highest step. For children to act and feel socially competent, they need to understand roles such as mother, father, doctor, and patient. Despite the importance of these social roles in the child's life, the development of social roles in the preschool years is, at best, only

Development of social roles in elicited and spontaneous behavior during the preschool years.

Development of social roles in elicited and spontaneous behavior during the preschool years.