Social Interaction Relationships Research Articles

How to be Successful in the Interaction of Social Relations with Clients

Every client or patient hopes and expects to be positively received and uplifted by the therapist. If this is realized, success will result for both parties involved. Fortunately, it is possible to learn improved communication. The recommendations well suited for this are listed here, they result in a relationship of trust. This is especially important today, as many therapists and clients are uncertain as a result of the experience with infections and vaccinations. Reversing these tendencies is valuable.

Challenges and barriers to e-learning experienced by trainers and training coordinators in the Ministry of Health in Saudi Arabia during the COVID-19 crisis.

IntroductionThe sudden shutdown caused by coronavirus disease 2019 has far-reaching effects, including on education and training. For this reason, traditional education and training have shifted to an online learning format. This study explores the challenges of and barriers to e-learning experienced by trainers and training coordinators in the Saudi Ministry of Health during the coronavirus disease 2019 pandemic.MethodsA cross sectional survey was distributed among participants by email. The sample included 262 trainers and training coordinators currently working for the Saudi Ministry of Health in hospitals, primary health care centers, and training centers (including general directorates of regions and clusters) in all 13 administrative regions of the country.ResultsMost participants exhibited an intermediate level of experience with e-learning (58.4%) and found the task of adapting to unfamiliar technology to be a challenge (22.1%). Limited social interaction in relation to cheating/plagiarism contexts, frequent technological failures, and a lack of policies or standards for e-learning were significant barriers for participants; these were mentioned by 46.9%, 43.5%, and 40.1% of participants, respectively.ConclusionsThis study highlights the challenges and barriers encountered in the adoption of e-learning by trainers and training coordinators in the Saudi Ministry of Health. The challenges of and barriers to e-learning included but were not limited to communication, assessment of trainees, adaptation to a lack of policy, and frequent technology failure. Adapting to new technologies is challenging for trainers and training coordinators, which is exacerbated by a lack of adequate policies and standards to eliminate cheating and avoid technological failures. These results could help bridge gaps in the use of e-learning by improving policies, holding workshops and training sessions, and providing continuous information technology support in e-learning.

Applying Positive Psychology’s SubjectiveWell‐Beingto Online Interactions

ABSTRACTThis paper outlines the complexity of the psychological construct of individuals' subjective well‐being (SWB) and argues for the importance of examining behaviours and linguistic expression of individuals online social interactions in relation to self‐reported SWB. This paper calls for a systematic review of the psychology research which examines SWB and its association with various character strengths, personality traits, and behaviours. While the Big Five personality traits (OCEAN) have an underlying neuropsychological basis and are considered as universal dimensions of personality along which humans differ one from another, minimal research has attempted to evaluate the relationship between personality traits, SWB, and online interactions.

Readiness of a student for constructive social interaction in relation to life safety

One of the most important things about life safety is the implementation of appropriate means and measures to create and maintain healthy and safe living conditions and human activities both in everyday life and during emergencies. The human factor as a factor in life safety can be the main source of danger. A person's readiness for responsible constructive behaviour is formed due to the influence of organisational culture of the enterprise, as well as information space. The authors aimed to investigate the role of moral attitudes of young people and their readiness for constructive social interaction. The study took place in the 2019-2020 academic year at Lviv Polytechnic National University. The empirical study involved 535 students. The questionnaire was carried out. Factor analysis identified six factors. It was established that most students have consumeristic, authoritarian and destructive ideas, therefore their reactions to the actions of life safety specialists aimed at introducing labour safety technologies are reduced to formal observation.

The Power of Belonging: Interactions and Values in Children\u2019s Group Play in Early Childhood Programs

This article explores belonging as social interaction in relation to power and values. Power has both positive and negative aspects. We view children as active agents with the power to include or exclude others, create space for each other or set boundaries. The article shows how children’s powers are limited by education staff’s structural power and discusses the ethical and pedagogical implications of children’s and staff’s use of power. We find that well-considered use of power may widen children’s horizons and provide them with social opportunities that they would otherwise miss. The data consist of video observation and interviews with children and teachers in three Early Childhood Education and Care settings in Norway. The article uses a lifeworld hermeneutical approach to study children’s belonging as a complex and sometimes ambiguous phenomenon. The article shows that children’s possibilities to position themselves and belong are made possible and limited by their social group via relational and structural power. By becoming aware of these contradictory tendencies, teachers can provide children with a variety of social experiences that promote belonging, which requires knowledge of how groups are formed by dynamic power relations that condition different social experiences.

Gender-related differences in the relationship between social and activity participation and health and subjective well-being in later life.

A growing body of work suggests that social and activity participation (SAP) may contribute to health and well-being. Studies examining the effects of these activities largely focused on healthy older adults and older adults with more resources, not on frail older adults. On the latter, there is a lack of information about which activities contribute most and whether their effects vary between men and women given the gender-differentiated social roles. To address these gaps we extracted longitudinal data from the D-SCOPE frailty program for 380 participants aged 60 years or older residing in Belgium. Structural equation models tested the relationships between six levels of SAP based on a taxonomy of social activities (Levasseur et al., 2010) - from level 1 (for oneself) to level 6 (for others) - on longitudinal changes in physical and mental deterioration, well-being, and gender differences within these relationships. Results first show that older adults at risk of frailty benefit longitudinally from participating in activities in terms of their physical deterioration and well-being. Second, socially oriented activities were significantly associated with lower levels of physical deterioration and higher levels of subjective well-being (SWB), and volunteering with higher levels of SWB. Heterogeneity of activities, regardless of level on the taxonomy of social activities, seems to benefit SWB and counteract physical deterioration. Third, gender differences were confirmed by two activities for women (alone, task-oriented) and three activities for men (alone, being with others, task-oriented e.g. associational membership). Results imply that the activity itself may play a more important role than the nature of social involvement and social interaction in relation to health and wellbeing.

Behavioral Link Analytics on Heterogeneous Human Interaction Networks

For designing and modeling Artificial Intelligence (AI) systems in the area of human-machine interaction, suitable approaches for user modeling are important in order to both capture user characteristics. Using multimodal data, this can be performed from various perspectives. Specifically, for modeling user interactions in human interaction networks, appropriate approaches for capturing those interactions, as well as to analyze them in order to extract meaningful patterns are important. Specifically, for modeling user behavior for the respective AI systems, we can make use of diverse heterogeneous data sources. This paper investigates face-to-face as well as socio-spatial interaction networks for modeling user interactions from three perspectives: We analyze preferences and perceptions of human social interactions in relation to the interactions observed using wearable sensors, i. e., face-to-face as well as socio-spatial interactions fo the respective actors. For that, we investigate the correspondence of according networks, in order to identify conformance, exceptions, and anomalies. The analysis is performed on a real-world dataset capturing networks of proximity interactions coupled with self-report questionnaires about preferences and perception of those interactions. The different networks, and according perspectives then provide different options for user modeling and integration into AI systems modeling such user behavior.

The inseparable connection between leadership, agency, power and collaboration in a primary educational setting

This paper critiques the empirically supported normative argument that distributed leadership allows for shared accountability and responsibility. Through the means of cognitive mapping and semi-structured interviews, we engaged in understanding how practices and structural conditions of distributed leadership within two English state primary school settings were established and accepted and where the inseparable connections between leadership, agency, power and collaboration positioned some members less well to participate and exercise influence than others. Our study utilises Foucault’s critical concepts of power as an interaction of social relations and his concept of ‘technologies of self’ whereby individuals undertake practices in order to shape themselves in particular ways to be accepted. Furthermore, drawing upon Bourdieu’s concepts of capital, habitus and field, findings indicate how within a distributed model of leadership individuals can be disconnected from the collective but enabled to feel good about this. We conclude by discussing the implications of these findings for distributed leadership and the necessity to problematise power more generally within a distributed model of leadership.

Exploring student teachers' motivation change in initial teacher education: A Chinese perspective

Informed by a multiple, integrated perspective on teacher motivations, this study explores ten student teachers' motivation change throughout a pre-service language teacher education program in China. Drawing on data from the participants' personal reflections, focus group interviews, and individual interviews, this study reveals how the participants' motivations were shaped and reshaped through their professional practice and social interactions in relation to their self-efficacy, outcome expectations, professional autonomy, and social support in their learning context. This study concludes with some implications for policy makers and teacher educators on how to cultivate and promote pre-service teachers' motivations and commitments towards teaching as a life-long career.

More than an epistemic hedge: French je sais pas ‘I don’t know’ as a resource for the sequential organization of turns and actions

This paper examines the interrelatedness of grammar and social interaction in relation to speakers’ use of the construction je sais pas ‘I don’t know’ in French talk-in-interaction. Based on qualitative and quantitative evidence, the study documents an interconnection between the syntactic and morphophonological properties of the construction, its epistemic meaning, its placement within turn and sequence, and its interactional functioning, specifically elaborating on its use in responses to questions. Syntactically and morphophonologically full forms tend to be used as epistemic disclaimers while reduced forms tend to be discourse marker-like. The latter occur in various sequential environments in mid-turn position, accomplishing interactional purposes such as hedging, floor-holding or indexing approximation. By contrast, in turn-initial and turn-final position, they occur predominantly in responses to questions, and are specifically implicated in the sequential organization of turns and actions: In turn-initial position, they project a non-fitted response; in turn-final position they function as turn-exit devices at a moment when a responsive action has not reached conditional relevance. Results show the grammaticization of je sais pas as an interaction-organizational device that cannot be reduced to the role of epistemic hedge or stance-marker, but is profoundly implicated in the sequential organization of turns and actions.

Association between a Change in Social Interaction and Dementia among Elderly People

Summary Background Since limited, specific assessments of social environments have previously been used, with the effect of a change in social interaction proving rare in previous studies, this study sought to clarify the specific association between changes in social interaction and symptoms of dementia. Methods The participants were elderly people, aged > 60 years, from a suburban community. All the participants formed part of the investigation from 2008 to 2011. The Index of Social Interaction was used to measure social interaction among elderly people. Data of dementia were obtained from Health and Welfare Center of local government. The chi-square test and a logistical regression analysis were used to examine the relationship between changes in social interaction and dementia. Results There were 321 participants without missing data. The results showed that “reading newspapers” was a positive change in social interaction in relation to the risk of dementia (odds ratio = 3.45, confidence interval: 1.04–11.45). Conclusion This study focused on changes in social interaction and found that a positive change could help prevent dementia. Specifically, this study indicated that elderly people's engagement with the social environment and in intellectual activities would prevent dementia.

Treadmill exercise alleviates stress-induced impairment of social interaction through 5-hydroxytryptamine 1A receptor activation in rats

Brain-derived neurotrophic factor (BDNF) and its receptors tyrosine kinase B (trkB), and cyclic adenosine monophosphate response element binding protein (CREB) have been suggested as the neurobiological risk factors causing depressive disorder. Serotonin (5-hydroxytryptamine, 5-HT) plays an important role in the pathogenesis of depression. We in-vestigated the effect of treadmill exercise on social interaction in relation with BDNF and 5-HT expressions following stress in rats. Stress was induced by applying inescapable 0.2 mA electric foot shock to the rats for 7 days. The rats in the exercise groups were forced to run on a motorized treadmill for 30 min once a day for 4 weeks. Social interaction test and western blot for BDNF, TrkB, pCREB, and 5-HT1A in the hippocampus were performed. The results indicate that the spend time with unfamiliar partner was decreased by stress, in contrast, treadmill exercise increased the spending time in the stress-induced rats. Expressions of BDNF, TrkB, and pCREB were decreased by stress, in contrast, treadmill exercise enhanced expressions of BDNF, TrkB, and pCREB in the stress-induced rats. In addition, 5-HT1A receptor expression was de-creased by stress, in contrast, treadmill exercise enhanced 5-HT1A expression in the stress-induced rats. In the present study, treadmill exercise alleviated stress-induced social interaction impairment through enhancing hippocampal plasticity and serotonergic function in the hippocampus. These effects of treadmill exercise are achieved through 5-HT1A receptor activation.

Effects of Environmental Enrichment on the Social Behaviour of Javan Slow Loris, Nycticebus javanicus

We conducted a behavioural study on rescued captive N. javanicus housed at International Animal Rescue Centre, West Java, focussing on the frequency of social interactions in relation to varying amounts of enrichment provided. Three different sized cages were chosen comprising a total of ten slow lorises in groups of five, three and two individuals respectively. After providing extra enrichment, we observed a general increase in all social behaviours in both cages, except for proximity and attack. A significant increase in positive social interactions (clasp interaction) was observed when all data combine after environmental enrichment was given. We made sociograms to visualize the significant results of before and after enrichments. The clasp sociogram before enrichments phase revealed that the only male in both cages acted as the initiator of clasp behaviour to other female actors in the cage. This short study reveals positive signs in increasing certain desired behaviours and the role of individuals within the cage during enrichment. DOI: http://dx.doi.org/10.4038/tapro.v7i1.7503

EFFECTS OF ENVIRONMENTAL ENRICHMENT ON THE SOCIAL BEHAVIOR OF JAVAN SLOW LORIS, Nycticebus javanicus

We conducted a behavioural study on rescued captive N. javanicus housed at International Animal Rescue Centre, West Java, focussing on the frequency of social interactions in relation to varying amounts of enrichment provided. Three different sized cages were chosen comprising a total of ten slow lorises in groups of five, three and two individuals respectively. After providing extra enrichment, we observed a general increase in all social behaviours in both cages, except for proximity and attack. A significant increase in positive social interactions (clasp interaction) was observed when all data combine after environmental enrichment was given. We made sociograms to visualize the significant results of before and after enrichments. The clasp sociogram before enrichments phase revealed that the only male in both cages acted as the initiator of clasp behaviour to other female actors in the cage. This short study reveals positive signs in increasing certain desired behaviours and the role of individuals within the cage during enrichment.

Social Interaction and Collaboration among Oncology Nurses.

Collaboration is a complex process influenced by organizational, professional, interpersonal, and personal factors. Research has demonstrated that collaboration may also be influenced by social factors. Nurses spend much of their time working in collaborative teams, yet little is known about how they socially interact in practice. This qualitative case study explored nurse perceptions of social interaction in relation to collaboration. Data were collected using telephone interviews and documentary reviews from fourteen oncology nurses employed at one cancer center in Canada. Thematic analysis revealed two themes: knowing you is trusting you and formal and informal opportunities. Nurses reported that social interaction meant getting to know someone personally as well as professionally. Social interaction was enacted inside of work during breaks/meals and outside of work at planned events. Social interaction was facilitated by having a long-term current and/or previous professional and personal relationship. The barriers to social interaction included a lack of time to get to know each other, workload issues, and poor interpersonal skills. Findings suggest that social interaction is an important factor in the collaborative relationship among oncology nurses. Nurse leaders need to promote social interaction opportunities and facilitate educational sessions to improve social and interpersonal skills.

Couples’ experiences of interacting with outside others in chronic fatigue syndrome: a qualitative study

Social isolation and stigma are frequently reported by patients with chronic fatigue syndrome/myalgic encephalomyelitis and relationships in the home environment with those close to the patients (their 'significant others') may thus be particularly important. Rather little attention has yet been paid to the beliefs and experiences of 'significant others' themselves in this context. This study sought to explore in-depth the beliefs and experiences of both patients and 'significant others' in relation to chronic fatigue syndrome/myalgic encephalomyelitis. In-depth interviews using a semi-structured interview schedule designed around the core constructs of the Common-Sense Model of self-regulation were conducted with two patients with chronic fatigue syndrome/myalgic encephalomyelitis and their spouses. Interpretative Phenomenological Analysis was used to analyse interview data. Experiences of social interactions in relation to chronic fatigue syndrome/myalgic encephalomyelitis with others outside of the relationship dyad emerged as a key issue for all participants when reflecting on their experiences of living with the condition. These concerns are presented under two themes: interactions with healthcare professionals and interactions with the social world. It is evident that significant others play an important role in the lived experience of chronic fatigue syndrome/myalgic encephalomyelitis. For both patients and significant others, the wider social world and interactions with outside others may be important influences on dyadic coping in chronic fatigue syndrome/myalgic encephalomyelitis. Both future research and treatment interventions could usefully include a 'significant other' perspective.

Social Representations of Foreign Aid: Exploring Meaning-Making in Aid Practice in Sulu, Southern Philippines

Conceptualising foreign aid as a controversial social object, this study utilised Social Representations Theory as a social constructionist framework to understand the meanings that arise from people's social interactions in relation to foreign aid practice in a particular historical, political and social context such as the province of Sulu in Southern Philippines. Key informant interviews and group discussions with representatives of various social groups involved in the practice of foreign aid in Sulu were conducted. Research data were examined using thematic analysis. Results showed two interrelated representational systems about foreign aid in the province. First, foreign aid was understood as a valuable resource for peace and development in Sulu. Second, based on narratives of aid practice in the province, the same social object was also represented as a profiteering enterprise that operates at various levels of the aid structure. Results are discussed in terms of meaning-making in aid practice; the possible psychological, social and political consequences of the social meaning of foreign aid as a profiteering enterprise; and the potential of these social representations for reflection, critique and transformation in the practice of foreign aid.

Supportive and Unsupportive Social Interactions in Relation to Cultural Adaptation and Psychological Distress Among Somali Refugees Exposed to Collective or Personal Traumas

The present study evaluated the traumatic stressors experienced by Somali refugees to Canada ( N = 169) that might be associated with poorer cultural adaptation and greater depressive and trauma symptoms. As well, it was suggested that indices of social support might mediate the relations between traumatic experiences and psychological outcomes. Regression analyses indicated that collective trauma experiences (e.g., civil warfare) were associated with poorer cultural adaptation but were not related to depressive and trauma symptoms. Furthermore, collective trauma was unrelated to social support perceptions that might have mediated the relation to cultural adaptation. In contrast, personally traumatic experiences (e.g., assault from a familiar other) were related to increased depressive and trauma symptoms, and these relations were mediated by self-reports of encountering unsupportive social interactions. Qualitative analyses of interview data ( n = 23) suggested that refugees had developed a shared understanding of collective trauma that may have protected against psychological distress.

Frequency and latency of social interaction in an inclusive kindergarten setting

This study investigated the frequency and latency of naturally occurring social interaction with typically developing children and those with autism in inclusive kindergarten settings. The children with autism were also subdivided into two groups according to intellectual functioning in order to analyze frequency and latency of social interaction in relation to degree of disability. The results showed a significant difference in frequency of social interaction between the typical children and those with autism. There was no difference between the groups on latency to initiate interaction. However, shorter latency was associated with higher frequency in the typical group but not in the group of children with autism. Significant differences in IQ and adaptive functioning were found between the children with autism who showed interaction and those who did not. The results for the typical children may be used as benchmark values for the assessment of treatment outcome for children with autism.

Observations of Children's Task Activities and Social Interactions in Relation to Teacher Perceptions in a Child-Centered Preschool: Are We Leaving Too Much to Chance?

The goal of the present study was to describe one center's interpretation of childcentered instruction and what this looked like in terms of the children's daily activities, social affiliation, and behavior in the classrooms. Staff at a self-identified child-centered constructivist preschool program were interviewed about their pedagogical philosophy and asked to give their estimates of the proportion of time that children in their classrooms spent both interacting with different people (alone, with peer, with teacher) and engaged in various behaviors. Data were collected pertaining to children's goal-directed, sustained activities, social affiliation, affect expression, and inappropriate/aggressive behavior via 2,752 naturalistic classroom observations over the course of a semester. Results indicate children a) spent significantly less time engaging in focused, goal-directed, learning activities, b) sustained their attention on one activity for significantly smaller lengths of time, c) expressed overt positive affect considerably less often, and d) had significantly less one-on-one teacher-child interaction, than was believed and desired by the staff. Results were consistent with both a fear expressed by the center director and recent calls from researchers in early childhood education, that teachers in many child-centered constructivist early childhood programs may be committing the "early childhood error" by stepping back and refraining from getting directly involved in children's activities.