Social-emotional Relationships Research Articles

Principals’ leadership strategy to improve “link and match” quality for vocational education

This study aimed to identify, analyze, and reflect on vocational school leadership strategies for improving the quality of vocational education. The result achieved is forming the principal’s leadership strategy in improving the quality of education. This study used a qualitative approach so that the data collection was carried out through observation, document analysis, interviews, and questionnaires. This study can be developed to improve the quality of learning at the vocational school level in line with the implementation process. Academically, the results of this study can be used as a guideline for the development of vocational education management. The development of the school into an educational service organization with high-quality sustainability. The results show that the principal’s leadership strategy in improving the quality of education at SMK Negeri 1 Mataram includes articulation of the vision and mission of the school, leadership values of the leaders, awards in the school, social-emotional relationships of principals, and the quality of the “Link and Match” education in schools.

Children's Social Emotional Relationship to Digital Parenting

Digital parenting or digital parenting is to provide clear boundaries for managing and supervising children against the use of digital devices. Currently, many families in Indonesia have not implemented digital parenting, causing children to be lazy to socialize, the intensity of family communication is reduced. In addition, children are difficult to communicate with, are not sensitive to the environment, children become passive, do not listen to their parents, cannot contain their emotions, and are very slow in responding when ordered to do something. In this case, people give gadgets to their children for the purpose of making it easier for parents to take care of their children. The results of the research related to the above discussion are applying the rules and agreements related to the use of gadgets; guide and assist children; using parental control, and balancing the digital world of children with the real world. The role of digital parenting on prosocial behavior includes; as prosocial behavior education; instilling prosocial values from children's shows; and as a child's control of inappropriate viewing; and balance the world of play with gadgets and the real world. The role of digital parenting on children's logical thinking as education as well as entertainment for children; stimulate logical thinking; controlling, supervising, guiding children and as an effort to prevent children from being addicted to gadgets.

‘I usually never got involved’: understanding reasons for secondary students with visual impairments leaving mainstream schooling in Germany

ABSTRACT The study aims for identifying the driving forces that lead German children with VI to switch from mainstream schooling to special schooling. The results are intended to provide more understanding from the perspective of these students about how school settings for students with and without visual impairment can be designed with as few barriers as possible to meet these students’ specific needs. Six female and four male students, who have been schooled inclusively during their school career and then made the decision to be educated in the upper Gymnasium (grammar school) classes at a special school participated in the present study. It is apparent that all of the students had extensive experiences of exclusion in mainstream schooling. The results show perceived barriers on the school and instructional-organisational level, as well as problems on the level of social-emotional relationships with fellow students and teachers. It is evident that the perception of barriers increases with the length of school attendance and that private supplementary involvement is described as the most important resource. In consideration of the results a two-level model of school inclusion barriers for children with VI is presented.

Compassion Fatigue: The Experiences of Teachers Working with Students with Exceptionalities

The purpose of this study was to explore the social-emotional experience of teachers working with students with exceptionalities in the general education classroom. Individual interviews were conducted with five participants with in-service teaching experience. While these teachers highlighted experiencing burnout, the breadth and depth of their experiences with respect to psychological distress were more profoundly situated within compassion fatigue. Considering the root of burnout as being related to workload conditions and that of compassion fatigue being rooted in social-emotional relationships with students, it is possible that compassion fatigue and burnout emerge along parallel trajectories of psychological distress in teachers.

Virtual Actor with Social-Emotional Intelligence

This work continues the effort to design and test the cognitive architecture eBICA: a general model of emotionally biased behavior control and decision making, with the focus on social emotional relationships. The key building blocks of the model include dynamics of mutual appraisals of actors, bi-directionally linked to behavior, on the one hand, and on the other hand – to M-schemas, that establish normal behavior of two or more actors involved in a mutual relationship, such as partnership. To test the model, we implement a Virtual Actor embodied as an avatar in a specifically designed virtual environment, and use several paradigms of its social interaction with humans. We show that virtual environments and associated paradigms can be divided into a hierarchy, on top of which are paradigms with dynamically changing social relationships and roles. Using paradigms of this kind, we show that a virtual actor can be indistinguishable from a human participant in three dimensions: efficiency, believability and social acceptability. Some of the social measures demonstrate a higher-than-human performance, inspiring an idea of a new challenge for BICA and AI. The general model of a Virtual Actor presented here is anticipated to sparkle ideas of broad impacts on many practical areas.

The impact of childhood cancer: Perceptions of adult survivors

The objective of this study was to describe perceptions and associated risk factors of the impact of cancer on functional outcomes, including social relationships, exercise, finances, and religion, among adult survivors of childhood cancer. Evaluable participants included 3001 adult survivors (mean age, 32.5 years; range, 18.3-63.8 years; 24.1 years from diagnosis; 50.8% male; 84.9% Caucasian) who were enrolled in the St. Jude Lifetime Cohort study. Perceptions of the impact of cancer were assessed using the Brief Cancer Impact Assessment (BCIA). Regression models were used to evaluate risk factors for functional outcomes. The median response on the BCIA was a perception that cancer had minimal impact on the domains assessed. Approximately 33.1% to 46.6% of survivors indicated this response across the 4 subscales, although responses ranged from very positive to very negative impact. Other than diagnosis (with survivors of brain tumors generally indicating a more negative impact of cancer, with subscale estimates of -1.25 for caregiving and finance and -1.01 for social and emotional and an odds ratio of 1.83 for exercise and diet), most variability was because of demographic factors, including sex, age, race, education, and employment. The current findings highlight that many long-term adult survivors perceive minimal impact of childhood cancer on functional aspects of adulthood, including caregiving, finances, exercise, social-emotional relationships, and religion. This suggests that survivors may not be focusing on the influence of likely physical and psychological late effects of their disease in their day-to-day lives. For those who do perceive a negative impact, variability in responses suggests that there are of survivors who may benefit from interventions focused on the achievement of functional goals. Cancer 2017;123:1625-1634. © 2017 American Cancer Society.

Nivoi interaktivne povezanosti ucenika i nastavnika u nastavi

This paper presents the results of a theoretical analysis of the interdependence between the levels of the interactive relationship between students and teachers in the classroom and educational effects. The concept of interaction is considered to have a broader meaning than the concept of communication, as communication represents only a form of interaction mediated by signs. A significant feature of communication is that it is a process in which one individual influences the behaviour of the other. The significant features of pedagogical communication include: the fact that it is conditioned by educational goals; the flow and outcomes of pedagogical communication are professionally designed and programmed by educators; there is a high level of interaction and a possibility for mutual influences, this type of communication is open, interpersonal, encourages active listening, understanding, expression of emotions, empathy. Its influences are more pronounced and directed towards the development of personality. This is precisely why education is defined as a unique interaction between educators and students. The paper aims to identify and provide insight into the levels of the interactive relationship between students and teachers. The implications that certain aspects of interaction (teaching, management or support for student autonomy and social-emotional relationships) have on the outcomes of the teaching process are also considered. In the concluding remarks the emphasis is placed on the conditions that need to be provided for the accomplishment of the highest level of interactive relationship between the main actors in the classroom. In support of this, the recommendations are offered for enhancing teacher efficiency in the process of communication with students.

Emotions in context: Pictorial influences on affective attributions.

The visual illusion Terror Subterra, by Roger Shepard (1990), depicts a seemingly large creature chasing another in a tunnel, yet both creatures are physically identical. In addition to this visual illusion, the two creatures also appear to exhibit different emotions, as the background creature (the pursuer) appears angry whereas the foreground creature (the pursued) appears fearful. We explored this context effect by first establishing the magnitude of the emotional bias effect. We then modified the original drawing in various ways, such as equating for perceived size, removing one creature from the scene, and removing the pictorial context altogether. Findings suggest that the emotional bias is due to the pictorial setting and to the perceived social-emotional relationship between the two creatures. These results highlight the importance of both perceptual and social-emotional influences in driving affective attributions.

Loneliness, friendship quality and the social networks of adolescents with high-functioning autism in an inclusive school setting

By definition, children with autism have poor peer relationships despite age and ability. When children enter adolescence, social problems typically worsen and feelings of loneliness and isolation may emerge. Thus, the overarching goal of the current study is to examine the social–emotional relationships of adolescents with autism and their typically developing (TD) classmates. Participants included 20 adolescents, 7 adolescents with autism and 13 TD classmates. All participants were enrolled in a drama class at a regular education high school in the Los Angeles area. Results indicate that adolescents with autism experienced significantly more loneliness than their TD classmates, had significantly poorer friendship quality in companionship and helpfulness, and had significantly lower social network status than their TD classmates. In addition, 92.4% of TD adolescents had secondary or nuclear social network centrality, which means that those adolescents were significantly connected and recognised in their classroom social structure although 71.4% of the adolescents with autism were either isolated or peripheral in their classroom. These findings imply that although inclusion in regular classrooms may allow adolescents with autism to be involved in the social structure of their classroom, they experienced more loneliness, poorer friendship quality and social network status as compared with their classmates. These results suggest that, perhaps, more intensive social skills' interventions that focus on friendship development are needed in adolescents with autism.

‘It's just like you talk to a friend’ relational agents for older adults

Relational agents—computational artifacts designed to build and maintain long-term social–emotional relationships with users—may provide an effective interface modality for older adults. This is especially true when the agents use simulated face-to-face conversation as the primary communication medium, and for applications in which repeated interactions over long time periods are required, such as in health behavior change. In this article, we discuss the design of a relational agent for older adults that plays the role of an exercise advisor, and report on the results of a longitudinal study involving 21 adults aged 62–84, half of whom interacted with the agent daily for 2 months in their homes and half who served as a standard-of-care control. Results indicate the agent was accepted and liked, and was significantly more efficacious at increasing physical activity (daily steps walked) than the control.

Establishing and maintaining long-term human-computer relationships

This research investigates the meaning of “human-computer relationship” and presents techniques for constructing, maintaining, and evaluating such relationships, based on research in social psychology, sociolinguistics, communication and other social sciences. Contexts in which relationships are particularly important are described, together with specific benefits (like trust) and task outcomes (like improved learning) known to be associated with relationship quality. We especially consider the problem of designing for long-term interaction, and define relational agents as computational artifacts designed to establish and maintain long-term social-emotional relationships with their users. We construct the first such agent, and evaluate it in a controlled experiment with 101 users who were asked to interact daily with an exercise adoption system for a month. Compared to an equivalent task-oriented agent without any deliberate social-emotional or relationship-building skills, the relational agent was respected more, liked more, and trusted more, even after four weeks of interaction. Additionally, users expressed a significantly greater desire to continue working with the relational agent after the termination of the study. We conclude by discussing future directions for this research together with ethical and other ramifications of this work for HCI designers.

Improvements in early care in Russian orphanages and their relationship to observed behaviors.

This article describes a unique study that attempts to promote positive social-emotional relationships and attachment between caregivers and children in orphanages in St. Petersburg, Russia. The children who reside in these orphanages are typically between birth and 48 months of age; approximately 50% are diagnosed with disabilities, and approximately 60% leave through foreign adoption. Initially, their orphanage caregivers showed a high level of current anxiety and depression and were detached from and communicated little with the children. Likewise, during baseline observations, the children demonstrated poor attachment behaviors such as indiscriminant friendliness, lack of eye contact with adults, aggression, and impulsive behavior. Two interventions were used in a quasiexperimental design: (a) training of caregivers to promote warm, responsive caregiving and (b) staffing and structural alterations to support relationship building, especially increasing the consistency of caregivers. The methodology required that both the training and staffing interventions be provided to one orphanage, only the training to a second, and neither to a third. (At any one time, ns = 80-120 in each condition.) Initial informal observations reveal positive behaviors for both the caregivers and the children, such as increased two-way conversations, animated and enthusiastic emotional responses, and positive social and language interactions. Early data analyses show an increase in the consistency and stability of caregivers and increased scores for caregivers on every subscale of the HOME Scales. Children showed improvements in physical growth, cognition, language, motor, personal-social, and affect, with children having severe disabilities improving the most. The implications of these findings suggest that training staff with modest educational backgrounds and structural changes are effective, can increase socially responsive caregiving behaviors, and improves social interactions of children, at least temporarily. ©2005 Michigan Association for Infant Mental Health.

Diversity: Challenges and opportunities in infancy

This special issue of the Infant Mental Health Journal presents the plenary addresses from WAIMH’s 7th World Congress in Montreal, Canada (2000). As we noted in the program booklet for that congress, the field of infant mental health coalesces around three common assumptions: infant behavior cannot be viewed separately from relationships with others; infants’ most important relationships are with their primary caregivers; and infant caregivers have relationships with others in their social contexts. These assumptions rest on such historical reminders that infants are born into a social world (Rheingold, 1968), which consists of reciprocal relationships (Bell, 1968), (especially) with primary caregivers (Winnicott, 1964), who may or may not have unresolved issues that construct barriers to the development of secure social-emotional relationships (Fraiberg, Adelson, & Shapiro, 1975). All of these characterizations provide a basis for understanding that infant mental health is grounded in the reciprocal interactions that infants have with others within the extraordinarily diverse contexts in which infants live and negotiate the world. Infants, caregivers, extended family members, and the broader social and cultural networks in which these families are embedded, provide the contexts that influence social and emotional development and generate issues relevant to infant mental health (Fitzgerald & Barton, 2000). If there is any common theme cutting across all of the contexts within which human infants live and thrive or atrophy and die, it is diversity. The theme of the 7th World Congress, “Diversity: Challenges and Opportunities in Infancy,” captured the Program Committee’s desire to examine contemporary knowledge about the infant in multiple contexts. The congress subthemes were selected to reflect trends in research, clinical practice, and social policy, or to draw attention to issues that should enter into the domain of topics that define modern “trends.” The subthemes and plenary speakers whose works are published in this issue of the Infant Mental Health Journal were “Brain–Behavior Interface” (Megan Gunnar, United States), “De-

Polygamous Families in Contemporary Society.

1. Introduction Part I. Historical Background: 2. Mormon history 1830-1890: the early years 3. Contemporary fundamentalist movements 4. The people and their communities Part II. Early Stages of Relationships: 5. Deciding to add a new wife to a family 6. Courtship 7. Wedding and marriage ceremonies 8. Honeymoons 9. Adjusting to a new marriage Part III. Home Environments of Plural Families: 10. Living arrangements 11. Wives and homes 12. Husbands and homes Part IV. Managing Everyday Life: 13. The rotation process: husbands and wives alone together 14. Budget and resource management 15. Celebrations Part V. Social-Emotional Relationships: 16. Social-emotional relationships of husbands and wives 17. Relationships between wives 18. Family structure 19. Parents and children 20. Summing up Appendices.

Family learning environment: The subjective view of adolescent males and females

This study investigates sex differences in two aspects of family learning environment as subjectively viewed by adolescents: parents' educational expectations and relationships with parents. Analysis of the data collected from 105 young Israeli adolescents (65 males and 40 females) shows sex differences in both aspects of family learning environment. These differences are (a) a negative relation between idealistic expectations and academic performance for females and a positive relation between realistic expectations and academic performance for males, and (b) a positive relation between estimated similarity with father and academic performance for females and a negative relation between social emotional relationship with father and academic performance for males. These sex differences are viewed in light of the greater complexity of female identity as it is related to low achieving females' perceived pressure to improve academic performance and high achieving females' feeling closer to their fathers.

Social-Emotional Relationship of Preschool Children in Two Family Structures

An Abstract of Master of Arts Thesis on Social-Emotional Relationship of Preschool Children in Two Family Structures.