Opportunities For Social Interaction Research Articles

Parental treatment Styles and their relationship with social anxiety among middle school students in Jeddah: أساليب المعاملة الوالدية وعلاقتها بالقلق الاجتماعي لدى طلاب المرحلة المتوسطة بمدينة جدة

The aim of this research is to identify the parental treatment styles and their relationship with social anxiety among intermediate school students in Jeddah, by identifying each of the social anxiety levels among intermediate school students in Jeddah, and most common the parental treatment styles among the parents of the intermediate school students in Jeddah. The research adopted the descriptive, relational approach, (The study population consisted of middle school students (third intermediate school) and applied to a sample of (109) students. Parental treatment styles scale for Al- Nefa’i (1998) and social anxiety scale for Al- Ammari (2016) were applied to sample. The research found that the most common parenting treatment style by the father and mother were: the guideline indicative style followed by the confirm power or punitive style while the love withdrawal style came in the last place, and that the social anxiety levels in general among intermediate school students in Jeddah is low, as well it found a positive significant relationship between (confirm power or punitive style) and the love withdrawal style (emotional deprivation)) by the fathers and social anxiety among middle school students in Jeddah. Also there is a positive significant relationship between (confirm power or punitive style) and the love withdrawal style (emotional deprivation)) by the mothers and social anxiety among intermediate school students in Jeddah. Based on the findings of the research, the researcher recommended that parents should make more opportunities for social interaction, communication, and social relations, and to encourage their children to express feelings of acceptance, and to encourage them to have feelings of independence, self- reliance, and freedom of expression whenever they can.

Community Formation in Talent Worker Housing: The Case of Silicon Valley Talent Apartments, Shenzhen

ABSTRACT Policies to provide housing of a quality and price suitable for young talent workers have become a priority in cities such as Shenzhen that are managing the transformation to a knowledge economy. Based on qualitative data gathered through interviews and participant observation, this article examines the lived experience of talent workers and their extended families to gain an understanding of community formation in high-rise housing. Five key findings emerged from the qualitative data. Talent housing is provided through employers and many talent workers live in an extended three generation family setting. The public-private space of the gated enclosure accommodates a variety of recreational activities and opportunities for social interaction. Unlike many other high-rise rental housing complexes, there is a rich social network reminiscent of traditional danwei housing. Like most small districts in China, the complex is secured and gated, which contributes to community formation despite the challenge imposed by verticality.

Older rural people's perception of connectedness through a communication application: A qualitative descriptive study.

Connectedness among older people is essential for healthy communities, especially among rural populations where limited social interaction and associated health effects may be cause for concern. In this qualitative descriptive study, we explored older rural people's perception of connectedness through a communication application. The study assessed 10 participants (mean age=76.2 years) living in rural Japan who regularly participated in a senior citizens' club. From July 2019 to January 2020, the participants used a social media application developed by our research team to meet the needs of older people. Semi-structured interviews were conducted. Six themes representing older rural people's perception of connectedness were identified: (1) thoughtful consideration for members strengthened even without them meeting face-to-face, (2) encouragement received from familiar members, (3) joy in sharing daily routine with neighbors, (4) courage to advance through face-to-face interaction, (5) willingness to continue club membership, and (6) fear of disrupting club's harmony. Participants who used the application felt compensated for the lack of social interaction opportunities in rural settings and strengthened their existing relationships.

Elements of Biophilic Interior Design in Healthcare Environments Case Study: The Libyan European Hospital (LEH), Benghazi

Natural environments are instrumental in increasing the chances of recovery due to their positive improvement in the cognitive, physical, and social performance of humans. It also reduces stress levels because of its ability to provide a sense of control and privacy, provide opportunities for social interaction and physical activities and promote positive responses to public health through association with natural systems. The study aims to develop evidence-based biophilic interior design solutions in healthcare environments. Multiple disciplines and proposed guidelines are hypotheses on how to design more with nature for human well-being. They provide support and design considerations for psychological responses to nature in the interior healthcare environment. The study will proceed in applying the biophilic patterns on LEH hospital in Benghzi as a restoration project. The paper therefore concludes the possibility of incorporating biophilic design to integrate nature in hospitals environments.

Family communication experience among students who are addicted to online games

Background: Someone who plays online games continuously will experience feelings of extreme pleasure and want to play the games repeatedly, resulting in online game addiction. The high prevalence of online game addiction causes poor relationships between children and parents since children are too busy playing online games. A considerable amount of time spent playing online games also causes university students to lack opportunities for social interactions. This study aims to explore family communication experiences among university students addicted to online games.Methods: This study adopted a qualitative method with a phenomenological approach, involving eight respondents. The data were collected using in-depth interviews, observations, and documentation. The Indonesian Online Game Addiction Questionnaire was distributed to the participants to determine who fitted into the addiction criteria.Result: This study resulted in five themes as follows: students’ awareness of the importance of family communication; the intensity of communication between students and their parents; the changes in students’ contact with family due to online game addiction; the impact of parenting style on students’ online game addiction; and online game addiction as the cause of conflicts between students and their parents.Conclusion: Parenting style contributes to online game addiction. Online game addiction among students causes changes, especially in the intensity and need for communication with parents despite students’ good awareness of the importance of maintaining contact with their parents.

THE EFFECT AND COLLECTION METHODOLOGY IN INDONESIA DURING THE COVID 19 PANDEMIC (CASE STUDY OF DOMPET DHUAFA)

The COVID-19 pandemic's space restrictions have reduced opportunities for community social interaction in all ways. In the meantime, there is a growing sense of communal solidarity, which is used in the distribution of social funds like Islamic philanthropy. In the midst of the COVID-19 pandemic in Dompet Dhuafa Singgalang, this study seeks to analyze the effect and strategy of zakat collection. In-depth interviews with the Head of the Dompet Dhuafa Singgalang Branch were used to elicit primary data about collection tactics during a pandemic, and financial reports of zakat receipts from January 2018 to December 2022 were used to elicit secondary data. The Wilcoxon signed-rank test was used to analyze the data. According to test results, there was no discernible difference between donations received prior to and during the COVID-19 pandemic. A direct pickup strategy was used to raise money, with technology maximizing collection.

Mutual Aid in north London during the Covid-19 pandemic

ABSTRACT Between March and June 2020, residents in north London faced the Covid-19 pandemic by creating neighbourhood Mutual Aid groups on WhatsApp and Facebook. These groups not only addressed basic survival needs such as bringing groceries and medicines to infected people, the elderly, and other vulnerable populations in quarantine; they also offered opportunities for social interactions between strangers living in the same neighbourhood during lockdown. Their success was linked to their rapid mobilization, adaptability and local knowledge. A study of their meso-level organization on Facebook shows that we should pay attention to the potential for mobilization of these grassroots structures. Their bottom-up organization, based on the principle ‘Solidarity not Charity’, showed a singular way to express dissent with policy response to the pandemic, and brought them closer to the horizontal social movements of the 2010s.

FEATURES OF THE DEVELOPMENT OF COGNITIVE AND PSYCHOMOTOR ABILITIES OF OLDER PRESCHOOL CHILDREN DURING THE PANDEMIC

The problem of mental health and mental development of preschool children attracts the attention of modern psychologists, since the pandemic situation and the associated limitation of opportunities for social interaction have significantly changed the social situation of the development of most preschoolers. At the same time, it is known that the social situation of development is the main factor in the development of the child's psyche, including his psychomotor and cognitive abilities. The article reveals general approaches and principles of studying and diagnosing children's abilities, shows the specifics of conducting diagnostics of preschool children, and also presents the results of an experimental study of psychomotor and cognitive abilities of preschoolers. In the course of the study, a set of psychological techniques was also tested, which the authors reasonably recommend using as tools for diagnosing the abilities of older preschool children.

Personality States of the Union

Fluctuations in the average daily personality of the United States capture both meaningful affective responses to world events (e.g., changes in anxiety or well-being) and broader psychological responses. We estimate the change in national personality in the months following the onset of the COVID-19 pandemic and investigate fluctuations in personality states during the year 2020 using data from an ongoing personality assessment project. We find significant and meaningful change in personality traits since the beginning of the pandemic, as well as evidence of instability in personality states. When evaluating changes from the first few months of 2020 to the period of social distancing related to COVID-19 restrictions, the social traits reflected an unexpected “deprivation” effect such that mean self-ratings increased in the wake of restricted opportunities for social interaction. Changes in mean levels of the affective traits were not significant over the same months, but they did differ significantly from the average levels of prior years when looking at shorter time intervals (rolling 7-day averages) around prominent national events. This instability may reflect meaningful fluctuations in national personality, as we find that daily personality states are associated with other indices of national health, including daily COVID-19 cases and the S&P index. Overall, the use of personality measures to capture responses to global events offers a more holistic picture of the U.S. psyche and of personality change at the national level.

How COVID-19 Impacted Older Adult Walking Group Members in Scotland: A Mixed-Methods Study

Scotland has enacted strict social distancing and stay-at-home policies during the COVID-19 pandemic, at times prohibiting outdoor group-based physical activity. This mixed-method study examined the changing role of older adult walking groups in North East Scotland around the first lockdown and how restrictions impacted members’ well-being. Three consecutive surveys were posted or emailed to members of the Grampian 50+ Network over summer 2020, with questions about social contact, loneliness, well-being, physical activity, public health messages, help-seeking behavior, and socio-demographics. 346 members completed the June survey, with 268 (83%) returning the follow-up survey in July, and 258 (80%) in August. Twenty participants (selection criteria - gender and geographic location) participated in repeated semi-structured interviews. Participants were, on average, 72±7 years old (range: 58-90), retired (94%), and women (80%). Participants reported missing in-person interaction from not regularly meeting with their walking group. Groups adapted to stay-at-home measures by using technology (i.e. videoconferencing/text/email/telephone) to maintain relationships. Easing restrictions required groups to modify format, location and size. Concerns about safe transport, mask-wearing, maintaining social distance (2m/6ft), and potential lack of socialisation emerged as barriers for future engagement. While, participants generally expressed confidence in the Scottish Government’s pandemic response and public health messaging, they expressed dissatisfaction that ‘over-70s’ were grouped together. Findings suggest that these walking group members fared well and were adaptive in response to the pandemic. Promoting group-based opportunities for physical activity and social interaction remain vital for the health and well-being of older adults in the near and long term.

Таксономия межгрупповых идеологий

This paper provides an analysis and a general taxonomy of intergroup ideologies, and presents a list of their indicators. This taxonomy is related to the eight ideologies that were originally outlined in the early works. These ideologies were created on the basis of three dimensions of intercultural relations: cultural maintenance; social participation; and relative power. The taxonomy of intergroup ideologies proposed here follows these three dimensions, which are related to two issues: (i) attitudes towards cultural diversity; and (ii) forms of inclusion of ethnocultural groups in the larger society (including the issue about the hierarchy among groups). It is possible to assess how these issues are solved using four indicators: (1) celebrating differences, (2) status of groups, (3) opportunity for social interaction, and (4) way to ensure the unity of society. Orientations to these indicators make it possible to understand what kind of intergroup ideologies covering intercultural attitudes and intergroup relations exist in countries and describe them.

“It’s Very Stressful for Children”: Elementary School-Aged Children’s Psychological Wellbeing during COVID-19 in Canada

Emerging evidence suggests that the COVID-19 pandemic and associated public health measures, including lockdowns and school closures, have been negatively affecting school-aged children’s psychological wellbeing. To identify supports required to mitigate the negative impacts of the COVID-19 pandemic, we gathered in-depth information on school-aged children’s and parents’ lived experiences of COVID-19 and perceptions of its impact on psychological wellbeing in grade 4–6 students in Canada. In this qualitative study, we conducted telephone-based semi-structured interviews with parents (n = 15) and their children (n = 16) from six schools in small and mid-sized northern prairie communities in Canada. Interviews were analyzed through thematic analysis. Three interrelated themes have emerged. First, the start of COVID-19 brought sudden and stressful changes to children’s lives. Second, disruptions to daily life led to feelings of boredom and lack of purpose. Third, limited opportunities for social interaction led to loneliness and an increase in screen time to seek social connection with peers. Results underscore the need for resilience building and the promotion of positive coping strategies to help school-aged children thrive in the event of future health crises or natural disasters.

Perceived Facilitators and Barriers to Participating in a Combination Income-Generating HIV Risk-Reduction Intervention Among Adolescent Girls and Young Women in Nigeria: A Qualitative Study.

Background: Human immunodeficiency virus risk-reduction interventions that include income-generating activities are garnering attention as effective strategies to engage adolescent girls and young women (AGYW) toward HIV risk reduction. To sustain and promote the uptake of these interventions, researchers must understand factors that may encourage or present barriers to AGYW participation in such interventions. This study explores AGYW perceived barriers and facilitators to participation in a school-based combination income-generating HIV prevention intervention in Nigeria.Methods: A convenience sample of AGYW who participated in a school-based combination income-generating HIV prevention intervention were recruited for the study. Data generated from focus group discussions (FGDs) (eight discussion groups comprising 10–12 participants) were analyzed by inductive thematic analysis.Results: A total of 93 participants with a mean age of 15.04 years (SD = 0.89) participated in the FGDs. The study participants identified several facilitators and barriers to participation in the intervention. Three main themes that emerged as facilitators were: (1) involvement of young female facilitators in the delivery of intervention components, (2) opportunity for social interaction with peers during the intervention period, and (3) support and approval from school authorities. Two main themes were also identified as barriers: (1) sexual conservatism from society and parents and (2) challenges in sustaining a microenterprise.Conclusions: Despite the perceived benefits and interest in participation in the intervention, the study participants outlined some challenges that may hinder participation in the intervention components. Addressing barriers, such as stigma associated with the discussion of sexual health-related topics, coupled with the promotion of facilitating factors, such as leveraging context-appropriate intervention delivery modalities, is important for enhancing the engagement of AGYW in HIV risk-reduction intervention. Our findings can guide future research and design of combination income-generating HIV prevention interventions for in-school AGYW in low-resource settings such as Nigeria.

Together in song: Designing a singing for health group intervention for older people living in the community

ABSTRACT Introduction International research evidence on the physical, cognitive and social benefits of group singing for older people is growing rapidly. However, singing interventions are inconsistently reported, with details of intervention development, musical content and structure often omitted, impeding replicability and synthesis. This paper poses two research questions: (a) What specific guidelines for singing groups can the research team recommend for older people aged over 65 living in the community who have health and well-being concerns? (b) What recommendations can the research team make for singing group facilitators, building on two pilot studies and over 20 years of experience running singing groups? Method A detailed three-stage process of intervention development and evaluation was undertaken, following Medical Research Council (MRC) guidance. Results The findings of each stage of intervention development and the resultant tested intervention, which aims to meet the physical and psychological health and well-being needs of older people, are presented. Key features of the final intervention include flexible, person-centred musical content; opportunities for social interaction; and appropriate resources, such as large print songbooks. The results of the pilot studies indicate the capacity of group singing to benefit interpersonal relationships and social connection among older people, contributing to increased well-being. Discussion This intervention aims to contribute to the possibility of replicable large-scale studies of the impact of singing for health groups on the health and well-being of older people.

Cognability: An ecological model of cognitive function and neighborhood design

AbstractBackgroundNeighborhood environments are linked to multiple established risk factors for cognitive decline and dementia including physical inactivity, depression, obesity, hypertension, and diabetes. As an upstream influence on modifiable risk factors, neighborhood environments may help delay or prevent the onset of cognitive impairment. They may promote physical activity, social engagement, intellectual stimulation, and healthy eating; reduce exposure to air pollution; and limit stress levels related to environmental factors such as traffic and noise. Ecological theoretical models of cognitive health are needed to systematically investigate the environments in which people develop and navigate cognitive decline. This paper builds evidence for a new concept of ‘cognability’: an innovative theoretical approach to indicate how supportive a neighborhood is to cognitive health through community resources and neighborhood amenities that support socially, physically, and intellectually active aging in place.MethodWe conducted analyses in the Reasons for Geographic and Racial Differences in Stroke study, a national sample of aging Black and white Americans (n=21,151, mean age at assessment 67 years). We used a confirmatory factor analysis of five cognitive tests measuring verbal learning, memory, and executive function (Root Mean Square Error of Approximation=0.013; Comparative Fit Index=0.999), and output standardized scores for each participant. Contextual measures were created for urban‐dwelling participants using a kernel density method to capture proximity and availability of neighborhood amenities. Multilevel generalized additive models estimated associations between global cognitive function and access to neighborhood places for physical activity, socialization, and intellectual stimulation.ResultAnalyses identified statistically significant positive associations between cognitive function and access to civic and social organizations (p‐value=<0.001), senior centers (p‐value=0.004), coffee shops and fast‐food restaurants (p‐value=<0.001), parks (p‐value=<0.001), recreation amenities (p‐value=0.023), walkable destinations (p‐value=<0.001), and arts/cultural sites (p‐value=<0.001).ConclusionLiving in neighborhoods with more opportunities for social interaction, physical activity, and intellectual stimulation may support cognitive function among older adults aging in place. Promoting ‘cognability’ via neighborhood intervention and urban planning may complement and enhance biomedical and individual lifestyle approaches.

Understanding the Roles of Personalization and Social Learning in a Language MOOC Through Learning Analytics

In the last decade, there has been a great deal of interest in language MOOCs (LMOOCs) and their potential to offer learning opportunities for large audiences, including those in disadvantaged communities. However, experiences and research have shown MOOCs to suffer from several challenges. Chief among these have been low participation and completion rates, which are often attributed to limitations in how opportunities for personalisation and social interaction are implemented. For the current study, a dedicated LMOOC was designed and implemented, called the “Social and Personal Online Language Course (SPOLC).” This language learning environment incorporates a recommendation system and emphasizes personalisation and social interaction. The study identified the types of learning behaviour that were related to course completion and observed how 270 learners in the LMOOC used the various course features. The data were collected using learning analytical methods and analysed using binary logistic regression and feature extraction prediction model. The results demonstrated that working in groups and creating a learning plan were important factors associated with course completion, while interacting with other learners online was not. We conclude with several suggestions and implications for future LMOOC design, implementation, and research.

Cultivating social capital in diverse, low-income neighborhoods: The value of parks for parents with young children

Neighborhood built environment features, including parks, may contribute to social capital, but these relationships have not been adequately explored in communities of color. Our study focused on a specific subset of this population—a national sample of diverse, low-income parents with young children (n = 1,611)—to assess relationships between social capital, parks (e.g., access, visit frequency, and satisfaction), and other aspects of the built environment (e.g., perceptions of neighborhood walkability, traffic, and crime). We found that park satisfaction (a measure of park quality) was strongly linked to social capital among low-income parents, but park use frequency and access (both related to park quantity) were not. Neighborhood walkability and safety from crime were also strong positive correlates of social capital. Despite social benefits of parks, moderate to low ratings of park satisfaction, neighborhood walkability, safety from crime, and social capital within our sample suggest that inequities in park and neighborhood quality may prevent families who might benefit the most from social capital (i.e., low-income minority populations) from enjoying key resources needed to cultivate it. Cities hoping to enhance social capital in vulnerable communities would be wise to invest in quality parks and built environment features that create opportunities for positive social interactions among low-income parents with young children.

Exploring the patient perspectives of student‐resourced service delivery of rehabilitation groups: A qualitative study

AbstractIntroductionOccupational therapists commonly use groups to deliver rehabilitation. Previous research has established that patients value participation in such groups. With increasing demands for rehabilitation services, meeting the intensity of occupational therapy practice required for recovery is challenging. Group‐based services are one approach to support increased rehabilitation need for intensity of practice. Student‐resourced service delivery (SRSD) of rehabilitation groups is a novel practice placement model that shows potential for rehabilitation care delivery. There is little research reporting patient experiences and perspectives of SRSD rehabilitation groups. Understanding the perspectives of patients' experiences of the groups is required for meaningful programme evaluation. This study aimed to explore patient experiences of SRSD of rehabilitation groups.MethodsThis multisite qualitative study examined the perspectives of 26 rehabilitation inpatients participating in SRSD group sessions across two rehabilitation sites. The SRSD group sessions were overseen by an occupational therapist. Data were collected through semi‐structured interviews and analysed using inductive thematic analysis guided by a phenomenological approach.ResultsThree themes emerged: (1) seeing the relevance of SRSD groups, (2) enhancing the process of SRSD groups, and (3) the value of social interaction.ConclusionSRSD rehabilitation groups were well received by patients with perceived benefits such as opportunities for social interactions. Findings from this study may inform clinical practice including models of student practice placement education.

Agricultural Cooperatives in Mental Health: Farmers’ Perspectives on Potential Influence

ABSTRACT Agricultural cooperatives are formed to promote farmers’ economic, social, and legislative interests. Their role in influencing mental health is less known. We characterized farmers’ experiences with cooperatives and identified the potential impact of cooperatives in promoting mental health. Semi-structured interviews were conducted in Wisconsin with 12 participants, including farmers, cooperative professionals, and agricultural extension educators. Participants were asked about stress among farmers; cooperative structures and services provided to farmers, and farmers’ interactions with the cooperatives; and the role cooperatives play in reducing stress among farmers. Three main themes were developed: stress farmers were experiencing, available resources from cooperatives, and the role of cooperatives in promoting farmers’ mental health. Stress farmers were experiencing was elucidated through the subthemes: increased stress, depression, and suicide and stressors involving finances, occupational pressure, relationships, isolation, and loneliness. Available resources from cooperatives were described in subthemes: cooperative characteristics, services, and engagement activities. The role of cooperatives in promoting farmers’ mental health was discussed through subthemes: responder, community, facilitator, and divergent views on whether co-ops can protect farmers’ mental health. Cooperatives provide members market stability, services, and opportunities for decision-making, social interaction, and civic engagement. These resources create a community where farmers feel a sense of belonging and retain a level of control. As rural communities continue to struggle with mental health resource shortages, identifying and evaluating community-based resources such as those offered by the cooperatives is imperative.

Inclusive Education of Students With Intellectual and Developmental Disabilities and PK-12 Leadership: Introduction to Special Issue

Increasing equity and access to inclusive environments requires a complex intersection of people, policies, practices, and procedures at the state, district, school, and education team level. At the macro level, equitable systems change requires systematic investigation of the structural barriers embedded and perpetuated within the very educational system purported to help close the achievement gap for those who have been marginalized in our PK-12 education systems (Ryndak et al., 2014). At the micro level, change requires an examination of how individuals navigate systemic barriers.Focusing on issues associated with PK-12 education leadership and students with Intellectual and Developmental Disabilities (IDD) has the potential to address the deeply rooted critical inequities that students with disabilities face regarding access to quality education with same age-grade non-disabled peers occurring across the globe. The manuscripts in this special issue represent a multi-level system focus on inclusive practices and provide actionable recommendations for PK-12 leaders as they address issues of access and inclusion for students with IDD.Choiseul-Praslin et al. examine mothers' experiences in the IEP process. The findings indicate that PK-12 education leaders must make systemic efforts to empower mothers (and all parents and families) during the IEP process in order to improve parent-school partnerships. Similarly, three manuscripts in this issue highlight the need for PK-12 leaders to reconsider the content gaps for students with IDD and how access to school-wide structures is or is not provided to all students. Specifically, they highlight the need for instructional content and practices that provide opportunities to gain self-determination skills, access technology, and be a part of system-wide positive behavior supports.Fisher et al. present findings that demonstrate a concerning lack of digital access for students with IDD, which results in greater digital isolation and fewer opportunities for social interaction. Similarly, Zagona et al. address how students with IDD should and could be included in the school-wide positive intervention and behavior support (SWPBIS) systems. These articles include recommendations for how PK-12 educational leaders can support practitioners in providing fidelity in instruction, and access to content and structures that are lacking for students with IDD. They include policy, procedure, and practice recommendations that are particularly pertinent for PK-12 leaders as they focus on expectations for teacher training and school structures, and decision-making around investment approaches.Approaching sustainable change through a multilevel system-wide approach is also reflected in the policy implementation research of Cosier et al. included in this special issue. The authors found relationships between probability of placement and district socioeconomic status and size. These results present items for consideration for policy-makers and district leaders as they consider placement decisions for students with IDD as well as associated factors such as teacher and leader professional learning.Overall, the collection of articles in this special issue represent the multi-level system-wide approach to inclusive practices necessary for education leaders to consider as they move toward increasing equity and access for students with IDD. Considering this finding within the larger context of systemic and structural racism, classism, and ableism in our education systems (Annamma, 2018), it is vital that all components of the education system be scrutinized for structural policies, practices, and procedures that support an unbalanced power dynamic, especially one that continues to deny access to general education classes for students with IDD. This special issue presents approaches for consideration for PK-12 education leaders as they design and implement this important work.