Social Interaction Experience Research Articles

Young children’s perspectives on their social interactions within early childhood settings

ABSTRACT This paper presents findings from mixed-method research exploring 3–5-year-old children’s social interaction experiences while attending one of three different early childhood settings: a therapeutic family support program; a supported playgroup; or a preschool. Thematic analysis of child interviews revealed differences in how children experienced peers, parents and staff depending on the setting, potentially reflecting differences in the composition and goals of the programs and the quality of the children’s peer interactions. Quantitative results suggested preschool children were more advanced in their social development than family support program and supported playgroup children. The parent–child attachment relationship, opportunities to practise appropriate social skills, language ability, and staff qualifications may also be influencing factors in child experiences of peer interaction. This research contributes to literature on how young children experience service environments and the need to respect children as important stakeholders whose perspectives can inform and support the programs they attend.

Innovative Socio-Cultural Project Development Realized by The Leaders of Folklore Groups to Preserve and Develop the National Folk Culture

The article is devoted to innovative socio-cultural project development as a way of preserving and developing folk culture. In the modern world, far from traditional culture, folk rituals and art must penetrate life itself, as it was two hundred years ago, and accompany daily events and activities. Innovative socio-cultural project development contributes to this. The conceptual justification for the implementation of the laws and principles of innovation was carried out by M.M. Potashnik, L.S. Podymova and A.V. Khutorskoy. The essence of innovation was revealed by F. Bezrudnyi, V.S. Dudchenko and O.S. Sovetova. A special area of cultural innovation is the ethnocultural sphere; its features were considered in the works by N.G. Mikhailova, L.L. Khristiansen and A.S. Iareshko. The study reveals the features of project development in the field of culture and leisure, which consist in the fact that it is aimed at updating existing or developing and introducing new technologies significant for culture and priority artistic and spiritual values. The authors have systematized modern projects in the field of folk culture related to the creation of audiovisual products, organization of festivals and celebrations based on the materials of regional song folklore, artistic and creative recreation of folk clothes, jewelry, crafts and ceremonies, stage productions, as well as new forms of cultural activity, including quests, cities of folk crafts, virtual travel. The study may be useful to teachers and methodologists in developing educational programs in universities of culture and art, to social and cultural workers in organizing and conducting socio-cultural projects related to folk culture, to heads of ethnocultural centers and amateur and professional groups in conducting artistic and creative activities, as well as scientific researchers of modern sociocultural processes. The novelty of the study is associated with its conclusions. Based on the fact that the socio-cultural sphere has acquired both a non-commercial and commercial nature today, a head of a folklore collective must be an economically and legally competent specialist, whose activity correlates with the laws of cultural- and socio-historical, as well as modern, processes and experience of social communication and interaction. For successful development of innovative thinking in leaders of folk groups and institutions in the cultural sphere, scientifically based information is needed, concerning both structural and procedural characteristics of innovative thinking and socio-psychological determinants of its development and implementation.

Соціалізація учнівської молоді в діяльності молодіжних і дитячих громадських організацій

В статті розглядається процес соціалізації учнівської молоді в діяльності молодіжних та дитячих громадських організаціях. Проаналізовано різні підходи науковців до питань соціалізації підростаючого покоління в соціальних інститутах, зокрема, громадських організаціях; розкрито зміст поняття “громадська організація” та “дитяча молодіжна громадська організація”; форми взаємодії, напрями співпраці соціального працівника з молодіжними та дитячими громадськими організаціями; визначено особливості соціалізації молоді в умовах соціально-педагогічної діяльності в громадських організаціях.В роботі зазначено, що сучасна молодь характеризується підвищеною потребою бути причетною до суспільних явищ, намагається самоствердитись, зайняти активну життєву позицію. Проте, через недостатню обізнаність, нестачу життєвого досвіду, частина молоді схильна до сприйняття негативних впливів і може стати на асоціальний шлях розвитку, бути втягнута під вплив “вулиці”. Щоб цього не сталося, потрібно подбати про змістовне заповнення вільного часу молодого покоління, залучаючи їх до суспільно корисної діяльності. Молодіжні та дитячі громадські організації сприяють їх включенню в життя суспільства, дозволяють набути позитивного досвіду соціальної взаємодії, захищають інтереси та права дітей і молоді. Для ефективності роботи, спрямованої на успішну соціалізацію підлітків, необхідно попередньо здійснити низку заходів з ознайомлення соціальних педагогів і представників громадських організацій зі складовими соціально-педагогічної роботи з дітьми підлітко¬вого віку. Зміст взаємодії школи й молодіжної організації, форми та методи спільної діяль¬ності, безперечно, залежать від професіоналізму та вміння соціальних працівників координувати роботу молодіжної організації, сприяти забезпеченню її ефективної діяльності як відкритої соціально-педагогічної системи, що виховує й соціалізує молоде покоління. Членство в різноманітних молодіжних та дитячих організаціях – ступінь до повноцінної громадської діяльності, виховання активних громадян, становлення лідерів.

“I Need to Do This on My Own” Resilience and Self-Reliance in Urban At-Risk Youths

ABSTRACT This qualitative study investigates urban at-risk youths’ perspectives on their multiproblem situations and explores their needs for support. Semi-structured interviews were conducted with 23 at-risk youths with varied (externalizing) problems and risk factors. The data analysis was carried out using an inductive thematic approach. Four main themes emerged: desistance from delinquent behavior, need for self-reliance, negative experiences in social relationships and need for support. The participants indicated a strong need to be(come) self-reliant, which was visible in their statements on independence, coping with problems and reluctance to seek or accept help, also regarding desistance from crime. For some, this need for self-reliance seemed to be accompanied by distrust of others, which appeared related to previous negative experiences in social interactions. The participants seemed more open to support coming from someone with similar characteristics or experiences. The findings suggest that in helping at-risk youths, a delicate balance should be sought between stimulating autonomy and providing the necessary resources for support. A focus on strengthening factors that foster resilience is recommended. Future research could investigate the possible benefits of perceived similarity between youths and their care providers.

A case study: developing a safe space for vulnerable young people at school

At Rushton Manor School, a small independent school in the South West of England, the proportion of young people with Autistic Spectrum Condition (ASC), a form of Social, Communication and Language Need (SCLN), was substantially higher than regional averages: 15% at the school versus 5.4% in primary schools and 8.7% in secondary schools regionally (DfE, 2017). This study explores the school’s response to those students’ needs in the form of the Oasis Room, part of provision of a ‘safe space’ and supportive structures for those students during unstructured parts of the school day. It was found that the Oasis Room improved students’ experiences of social interactions, reduced behavioural incidents and allowed for proactive, supportive intervention by pastoral staff, in place of reactive ‘after‐the‐fact’ interventions. Suggestions are made relating to provision, structures and staff development at Rushton Manor and how these may be useful in other settings.

Exploring Indie Game Development: Team Practices and Social Experiences in A Creativity-Centric Technology Community

The emergence of various interest-based online communities has led to the popularity of new forms of distributed creative teamwork such as citizen science, crowdsourcing, and open source software development. These new phenomena further complicate the context and content of distributed creative teamwork: what are the characteristics of these new forms of creative teams? And how do they shape people’s perceptions and social experiences of distributed creative teams? In this paper, we report our empirical research of the team characteristics and practices in a creativity-centric technology community (i.e., independent [indie] game development) in hopes of exploring these questions. Our findings show that 1) indie game development teams are formed upon shared aspirations and use various strategies to collaborate with friends or online strangers; and their team practices are achieved through a balance between individual creativity and collective vision as well as a collaborative learning for problem solving and self-improvement; and 2) these teams mediate new forms of social interaction and collaborative experiences, featuring a mix of online comradery and weak social ties, and a mix of self-confidence and self-confliction. Using this new dataset and research context, we confirm and extend existing theories of distributed creative teams in CSCW. We also argue that studying these small-scale, self-selected, and interest-based teams can inform the design of collaborative systems to support various creative teams’ social needs.

The effect of social influence and social interactions on the adoption of a new technology: The use of bike sharing in a student population

The present study investigates how social influence and social interactions can affect the adoption of new technologies, using stated preference (SP) survey data combined with an “accelerated reality” experience of social interaction among the respondents. Specifically, the intention to use a pro-environmental transport mode (the bike sharing) during a public transport strike within a cohort of students has been analysed. Previous studies have modelled social influence effects using SP data by providing a hypothetical scenario with simulated interactions or information about social conformity processes (i.e. social adoption) during the survey. In our paper, in addition to the impact of assumed social norms, the effect of live/real social interactions is included in the survey. SP survey is developed to investigate the effect of Level-of-Service attributes on the hypothetical choices in the scenario of a public transport strike. Besides the pre-defined attributes characterising the alternatives in the SP design, the survey includes techniques to acquire information on conformity and social interactions. Specifically, the interviewees undertake a before and after stated preference experiment (SP1 and SP2), with a period of group discussion in between the two parts. This SP experiment involves different cognitive and interpersonal mechanisms, such as the functional information exchange on benefits and drawbacks of cycling and bike sharing. The aim is to establish whether hypothetical scenarios of social conformity are different from real/live social interactions and whether these social influence processes actually affect the individuals' mode choice. A joint SP1/SP2 mixed logit (ML) model has been estimated to explore the choice behaviour of individuals and allows us to incorporate the inertia/propensity to change behaviour between SP1 and SP2. Moreover, considering the “Reflexive Layers of Influence” (RLI) framework, the processes generated by social interactions (diffusion, translation and reflexivity) are measured and incorporated in the model. We finally show the effect of these social influence variables on the goodness-of-fit of the models and choice simulation for prediction. We also draw conclusions about the value of such enhanced choice models in understanding and predicting the impacts of social interactions on choice behaviour in the context of new transport technologies.

Club Rugby, the University Student Collegiate Experience, and Perceived Gains

To examine the relationship between club rugby participation, collegiate experiences, and perceived gains, 37 rugby players and 33 nonathlete students completed the Student-Athlete Experiences Inventory–Revised, Student-Athlete Gains Inventory, and Perceived Stress Scale at the start of a Spring semester. Linear regressions were used to determine the relationship between rugby participation, stress, participation in experiences, and perceived gains of students. The two gains modeled were practical and liberal arts gains. Practical arts gains were predicted positively by the experiences of active campus involvement and social interaction, while rugby was a negative predictor, adjusted R 2 = .280, F(3, 65) = 10.90, p < .0001. Liberal arts gains were predicted by social interaction, academic pursuits, and active involvement, adjusted R 2 = .22, F(4, 64) = 6.06, p = .0005. This study confirms how experiences predict different perceived gains. Club rugby players should be encouraged to take advantage of support services on campus to prepare them for their careers.

PECULIARITIES OF FOREIGN STUDENTS ADAPTATION IN RUSSIAN UNIVERSITIES (ON EXAMPLE OF KUBSTU): THE SECOND STAGE OF THE RESEARCH

The article is devoted to the analysis of foreign student’s adaptation to educational environment of a Russian university. Characteristics of the main stages of educational migrant’s adaptation to the new social environment are given; characteristics of types of adaptation behavior are given. Results of the previous stage of the study of the adaptation of students of the preparatory faculty of KubSTU are summarized, and results of the second stage of research are presented. Analysis of data obtained at the second stage of questionnaire allowed us to draw conclusions about the degree of satisfaction of foreign students with the quality of education, the nature of relations with teachers and student community, the main difficulties of adapting to life in Russia, and everyday, economic and cultural aspects of adaptation. It is concluded that learning in Russian and organization of life are the main difficulties for those who adapt at the current stage. The study of sociocultural, communicative and economic adaptation showed that foreign students do not experience serious problems: there is a clear positive change in the level of adaptability compared to the previous stage. As a result of the study, it was determined that students could not yet overcome all the problems related mainly to educational and household adaptation, but on the whole, the adaptation process is carried out successfully due to the favorable psychological climate, maintenance of ethnocultural identity, positive experience of social interaction and optimistic assessment of their capabilities in difficulties overcoming.

The Development of Social Responsibility among Students in School: the Social Test Method

In the conditions of unstable modern community development we should secure our future. Thus, the issue of social responsibility among both individuals (citizens, representatives of different professions), and collective subjects (corporations, governments, states) becomes more and more relevant. In this article, taking into account the experience of Russian and foreign scientists, the methodology of the activity approach, social and active education and theories of positive action of the youth, we may reveal the potential of the social test method in the development of social responsibility among secondary school students. The peculiar feature of this method being applied consists in ensuring the students’ voluntary participation in socially important activities. Moreover, these activities include the following discussion and feedback concerning their social responsibility (its value bases, the ways of demonstration and implementation, the effect on the participants and people around them) together with the consistently increasing authorship and social interaction experience in the course of analyzed activity.

Ageing, loneliness, and the geographic distribution of New Zealand's interRAI-HC cohort

Loneliness is a significant negative predictor of ageing well and a contra-indicator for resilience against requiring long-term residential care. Health geographers can contribute to the loneliness and ageing literature through examining how exposures in the physical and social landscape can affect positive and negative health outcomes. As well as improving individual experiences of ageing, spatial analysis may help to contribute to better understandings of loneliness and help reduce the $1.7 billion per annum New Zealand currently spends on publicly-funded aged residential care. Using New Zealand Home Care International Residential Assessment Instrument data from 2012 to 2016, the spatial distribution of the interRAI-HC cohort was examined. Urban and rural distribution, socioeconomic status, and ethnicity within the interRAI-HC cohort was compared against total population and population aged 65 plus. Relative to the socioeconomic status of the 65 plus cohort, those being interRAI-HC assessed were more likely to live in socially deprived areas. Socioeconomic deprivation also positively correlated with loneliness (OR = 1.002). Carer stress was negatively correlated with socioeconomic status (OR = 0.99). Those in rural areas were predicted to be less lonely than urban dwellers (OR = 0.98), and this observation remained similar and significant when socioeconomic status, the experience of negative social interactions or carer stress, and whether they lived alone were included. Living in rural areas had a protective effect against loneliness for all ethnic groups apart from Pasifika. ‘Hot’ and ‘cold’ clusters of loneliness were identified, with the distribution of interRAI-HC assessments in hot clusters less likely to be rural areas (OR = 0.71). Our findings did not diverge greatly from prior research on older people and loneliness in rural areas. Observations of regional differences regarding rurality and socioeconomic status did not show large differences, and this research will benefit in future from analysis at finer geographic scale.

ТРЕНІНГОВІ ТЕХНОЛОГІЇ У РОЗВИТКУ СОЦІАЛЬНОЇ ЗРІЛОСТІ СТУДЕНТІВ

The article deals with the different approaches to the definition of social maturity, the defined criteria: social activity, the existence of life goals, responsibility, communicative skills. The efficiency of application of training technologies in the pedagogical process is proved. The main content of the training of the development of social maturity is revealed and the results of the experimental verification of its effectiveness are presented.The structured training program contains three blocks: development of social qualities of students, providing effective interactive interaction; gaining experience of social activity and social responsibility; the striving or personal and professional success. Each block of the program is designed for 3 hours of work. The training program, in accordance with the block theme, consists of a set of exercises, role and business games, creative tasks, discussions, mini-lectures, case-method, and project method.Relevant findings of the study have established the positive impact of the training program on personal growth and the professional development of students, which contributes to their development of social maturity.The obtained results of the study showed that the developed and tested training promotes social activity of students, development of social qualities, definition and comprehension of life and professional position, acquisition of experience of social interaction, modeling of the future, independence and responsibility. As a result of the training, the communicative and volitional potentials of students are intensified; the motivation of personal and professional growth is actualized.

Wearable Affective Robot

With the development of the artificial intelligence (AI), the AI applications have influenced and changed people’s daily life greatly. Here, a wearable affective robot that integrates the affective robot, social robot, brain wearable, and Wearable 2.0 is proposed for the first time. The proposed wearable affective robot is intended for a wide population, and we believe that it can improve the human health on the spirit level, meeting the fashion requirements at the same time. In this paper, the architecture and design of an innovative wearable affective robot, which is dubbed as Fitbot, are introduced in terms of hardware and algorithm’s perspectives. In addition, the important functional component of the robot-brain wearable device is introduced from the aspect of the hardware design, EEG data acquisition and analysis, user behavior perception, and algorithm deployment. Then, the EEG-based cognition of user’s behavior is realized. Through the continuous acquisition of the in-depth, in-breadth data, the Fitbot we present can gradually enrich user’s life modeling and enable the wearable robot to recognize user’s intention and further understand the behavioral motivation behind the user’s emotion. The learning algorithm for the life modeling embedded in Fitbot can achieve better user’s experience of affective social interaction. Finally, the application service scenarios and some challenging issues of a wearable affective robot are discussed.

Building an Online Community: Student Teachers’ Perceptions on the Advantages of Using Social Networking Services in A Teacher Education Program

This inquiry examined student teachers' perceptions on the advantages of using Social Networking Services (SNS) in an English teacher education program at a public university in Jambi, Indonesia to ease the communication, supervision, discussion, and report submissions between supervisors and student teachers. The networking types included in the program are Whatsapp, Telegram, Email, and Google Form. The method of the research was qualitative through using focus group discussions as the technique of collecting data involving forty-two student teachers. We organized our analysis and discussion around their perceptions and the contexts in which the advantages they perceived emerge. The analyses of the texts revealed that two salient themes with their sub-themes related to the advantages of using Social Networking Services (SNS) in a teacher education program were social interaction (peer discussion and platform to interact with supervisors or lecturers) and learning motivation and experience supports (self-directed learning, promotes critical thinking, content engagement). Some pedagogical and social implications are also discussed.

Gender, Advertising and Ethics: Marketing Cuba

ABSTRACTOnline advertisements are representations of ethnographic knowledge and sites of cultural production, social interaction and individual experience. Based on a critical discourse analysis of an online Iberia Airlines advertisement and a series of blogs, this paper reveals how the myths and fantasies privileged within the discourses of the advertising and travel industries entwine to exoticize and eroticize Cuba. The paper analyses how constructions of Cuba are framed by its colonial past, merging the feminine and the exotic in a soft primitivism. Tourism is Cuba’s largest foreign exchange earner and a significant link between the island and the global capitalist system. These colonial descriptions of Cuba create a rhetoric of desire that entangles Cuba and its women in a discourse of beauty, conquest and domination and have actual consequences for tourism workers and dream economies, in this case reinforcing the oppression of Afro-Cuban women by stereotyping and objectifying them.

The Relationship Between Quality of Sleep and Emotional Empathy

Abstract. Sleep loss is known to severely disturb individuals’ mood and emotion processing. Here, we tested the hypothesis that quality of sleep is predictive of individuals’ performance on a task evaluating emotional empathy. We tested 34 healthy undergraduate students [19 males, mean (SD) age = 21.82 (3.26) years; mean (SD) education = 14.98 (1.91) years] recruited through the University of Calgary research participation system. We collected objective (actigraphy) and subjective (questionnaires and self-reports) sleep measures to characterize individuals’ sleep quality, and asked participants to solve a computerized emotional empathy task. We first performed a dimensionality reduction analysis on the sleep-related measures, which resulted in six principal components, and then ran a stepwise multiple regression analysis to investigate the sleep measures that best predicted participants’ scores on the emotional empathy task. We found that subjective sleep quality, together with sleep phase, best predicted participants’ empathic sensitivity to negative images while they explicitly evaluated the emotions of others (i.e., direct component of emotional empathy). Also, subjective sleep quality resulted to be the best predictor of participants’ arousal state in response to negative images, which is an implicit manifestation of their empathic experience (i.e., indirect component of emotional empathy). In both cases, lower subjective sleep quality was associated with lower empathic sensitivity to negative stimuli. Finally, sleep duration best predicted average empathic responses to stimuli of all valences, with shorter sleep durations associated with lower average empathic responses. Our findings provide evidence of a significant relationship between individuals’ quality of sleep and their ability to share the emotions experienced by others. These findings may have important implications for individuals employed in professions requiring social interaction and empathic experience coupled with schedules that interfere with nighttime sleep.

A question of capacities? Community resilience and empowerment between assets, abilities and relationships

The empowerment and resilience of communities in rural contexts is often seen to be linked to their capacities – for example, organisational, infrastructural and personal capacity – and the types of capital – e.g., social, physical, human and financial – that the community can access. While the ‘community capital’ and ‘capacities’ perspectives overlap, they define community characteristics in slightly different ways, with different analytical categories at their disposal. Here, we loosely draw on the capacities perspective and supplement it in a grounded manner with aspects from the community capital literature, to analyse the development of a small rural, dispersed community in Scotland over the course of two years.Our analysis is based on two sets of qualitative interviews with residents of the community and other relevant actors, conducted around an interval of two years, combined with observation of community events in the interim period. While at the beginning of the study, the community appeared a place where people were cautiously hopeful, with an asset transfer planned that was intended to support empowerment and resilience, the case unfolded – at least temporarily – as an ‘unsuccess story’, due to the failure of the asset transfer. Our analysis elucidates how organisational, infrastructural and personal capacities of the community interacted, and leads to three major findings. First, interactions between capitals and capacities are crucial to a comprehensive understanding of a community's situation, but tend to be understudied. Second, capacities can not only be ‘low’, they can also be negative (thus not only neutral but outright destructive), and extremely hard to overcome through standard approaches to capacity building. And third, in our study case, ‘social capacities’ that emerged from people's experiences of social interactions acted as powerful microstructures that constrained individuals' abilities to engage in community action. To conclude, we discuss these findings in terms of their implications for community empowerment and resilience more broadly.

Preschoolers’ social experiences and empathy-based responding relate to their fair resource allocation

Although the development of fairness has become a topic of wide interest, little is known about the correlates and factors that relate to the early ontogeny of fairness-related decision making in preschoolers. The current study assessed 5-year-old children’s consideration of existing inequalities in their resource allocation decisions, that is, their tendency to allocate more resources to poor others than to rich others. In addition, children’s prosocial responding toward others in pain, the amount of their social interaction experiences, and their social-cognitive abilities were assessed. The results provide evidence that children’s early social interaction experiences and empathy-based prosocial responding relate to their fairness-related decision making, supporting a relational systems approach to early prosocial and moral development.

Volunteer Work for Developing Skills in Prospective Specialists in Physical Culture and Sports

Professional training assumes the formation of the young generation of spiritual values and ideals, behavioral stereotypes and concrete actions. The purpose of the research was to analyze the directions of using volunteer activity in the formation of professional and social competencies of students of the Faculty of Physical Education and Sports. The realities of the training of specialists allowed us to single out professional and social competencies as a separate species. The graduate should have an understanding and perception of ethical norms of behavior, understand the need to observe the norms of a healthy lifestyle, be creative, sociable, tolerant. In his professional work should provide for the prospects of working with the formation of a system of goals, to design the content of educational and upbringing activities with self–monitoring and self–evaluation of the work performed. It is determined that the pedagogical functions of volunteer activity are the orientation of the individual in social relations; The creation of an educational space; Ensuring the possibility of acquiring the experience of social and communicative interaction. The experience of using volunteer activity testifies to the need to ensure the unity of theoretical knowledge and practical activity, which is represented by the «model of formation» using different forms of organization in the following areas: educational, sports and social component within the framework of the students' practical training of the faculty of physical education and sport. To assess the effectiveness of experimental work on the impact of volunteer work on the formation of professional and social competence, we used quantitative and qualitative assessments, which express the changes in the characteristics of individual students. In terms of readiness of the future teacher to education of students was recorded positive trend: students with low level of readiness was 36,4 % less; middle and high readiness – more by 26,4 and 11,1 % respectively, confirming the effectiveness of educational practice using components of volunteering and its impact on the formation of professional and social competencies. Analyzing the experience of using volunteering at the Faculty of Physical Education and SportsKherson state university note that it promotes the professional experience of moral consciousness; encourages the development of motivational sphere student, his personal qualities, aspiration to self development, to expand professional competence.

Everyday Stressors in Deaf and Hard of Hearing Adolescents: The Role of Coping and Pragmatics.

The current mixed-methods study examined everyday problems among deaf and hard of hearing (DHH) adolescents across various life domains. To better understand the factors influencing levels of perceived stress, the impact of DHH adolescents' coping and pragmatic abilities was also examined. Thirty DHH adolescents completed questionnaires about everyday stressors and coping, and 13 of these respondents were interviewed regarding their everyday problems. All participants used spoken language and attended mainstream high schools. Teachers evaluated the pragmatic skills of each participant through a communication assessment tool. The quantitative-based results showed that DHH adolescents perceived greatest stress related to the future, peers, and school, in that order. Considerably less stress was experienced with regard to parents, leisure, and romantic relationships. The qualitative data reflected the context-specific everyday stressors experienced by DHH adolescents and suggested they have been generated by problems related to having a hearing loss, experiences in social interactions, classroom environment, and academic challenges. Importantly, lower pragmatic abilities and increased level of withdrawal coping style were found to be associated with higher perceived stress. The conclusions focused on ways in which schools, teachers, and professionals can implement prevention and intervention efforts to adequately support DHH adolescents in facing everyday challenges.