Means Of Social Inclusion Research Articles

INTEGRATIVE COMMUNITY THERAPY: REPERCUSSIONS ON WORKERS IN A MUNICIPALITY IN PARAÍBA

Objective: To understand the repercussions of integrative community therapy (ICT) on professionals in a city in Paraíba. Methodology: This is an exploratory-descriptive study with a qualitative approach, using Bardin's content analysis technique. Workers from the Specialized Social Assistance Reference Center, Social Assistance Reference Center, Family Health Support Center, and Popular Education Center in the city of Nova Palmeira, Paraíba, participated in the research. Results: After analyzing the speeches, the following empirical categories emerged: Benefits of ICT: Redefining the way of being, in which it was observed that there were positive repercussions on both the personal and professional lives of workers; and ICT Circles and their main limitations according to the participants. Conclusion: The activity enables new ways of relating collectively to others. It is noticeable that the use of this tool provides the development of empathy, resilience, self-esteem, among others. Therefore, it is necessary to promote TCI circles more widely among workers and the community in general, thus allowing them to become a means of social inclusion.

ANÁLISE DAS ATUAIS CONDIÇÕES ARQUITETÔNICAS DO GINÁSIO DE ESPORTES RAUL FERRAZ NA CIDADE DE VITÓRIA DA CONQUISTA – BA

The increase in sedentary lifestyles and unhealthy habits in Brazil is a growing concern, reflected in high rates of obesity and chronic diseases. In this context, sports facilities stand out as essential tools for promoting health and social integration. Sports, in addition to contributing to physical well-being, serve as a means of social inclusion and community strengthening, playing a vital role in fostering a more united and engaged community. Among the sports facilities in the city of Vitória da Conquista, the Raul Ferraz Sports Gymnasium stands out as an important example of sports infrastructure; however, it is currently in a state of disrepair and has been closed, highlighting the need for revitalization. This research aims to assess the current architectural conditions of the gymnasium and propose guidelines for its revitalization, with the goal of restoring its functionality. To achieve this, a literature review was conducted to understand the relevant concepts, followed by an exploratory and descriptive analysis to identify the specific characteristics of the site. The results revealed that the gymnasium has significant infrastructure problems that compromise its use and safety, underscoring the need for renovations to restore its regular activities and enhance the social impact it can provide.

Improving women's financial literacy as a means of social inclusion

This article explains how much financial education has helped women become self-sufficient in handling family finances without consulting a male family member. In this research, we examine how well-informed urban, semi-urban, and college-educated women are about the many investing opportunities available to them. Given that the gender ratio in the United States is 933 women for every 1000 men and the female literacy rate is 60.6% compared to the male literacy rate of 81.3%, it is critical to educate women about money management in order to improve the economy. The ability to understand and manage one's finances is a crucial tool for surviving economic and emotional hardships, as it can shed light on the wide range of opportunities available for generating sustainable income. Women who are financially literate are in a position to make decisions based on a broad understanding of personal finance and a variety of practical considerations. Those that are financially educated are able to make sound decisions about their money, whether it be saving, investing, borrowing, or something else. Given the myriad ways in which financial literacy influences Behaviour, the process of financial education, the attainment of financial literacy, and monetary well-being (Lusardi and Mitchell, 2014), it is clear that improving financial literacy is crucial.

Are retired persons fitter in their psychological capacities than unemployed? A cross-sectional representative study in Germany

ObjectivesBeyond specific aspects of numerical or verbal intelligence or cognitive speed, a broad range of psychological capacities are generally important in school, job and social life for all age groups....

On Becoming an Artist Anew: Refugees’ Arrival in the Field of Cultural Production in Austria

Abstract This article focuses on how artists who had to flee Syria between 2011 and 2016 have restarted their artistic careers in Austria. Pries’ concept of arrival and Lamont’s symbolic boundary approach offer an analytical framework for examining the process of becoming an artist anew. By drawing on data collected from a 4-year ethnography in various fields of cultural production in Vienna, this article sheds light on the barriers these artists face in their process of arriving. The findings show two superordinate challenges: ‘having to start from zero’ and ‘struggling to be seen and recognized as artist’. A better understanding of the factors that affect refugees’ artistic practices could be particularly beneficial regarding the role of art as a means of social inclusion. Finally, the question arises as to what extent artistic pathways can serve as a lens for studying the experience of arrival in the context of forced migration.

Career Adaptability and Resilience of Mental Health Service Users: The Role of Career Counseling.

The employment rate of people who face severe mental health issues is extremely low, while the vast majority expresses their willingness to work. There are various obstacles that impede their work re-integration process. Apart from the illnesses' symptoms and the employers' stigma, these barriers are strongly associated with the effects of long-term unemployment and the lack of positive psychosocial resources, such as career adaptability and resilience. The present study aims to investigate career adaptability and the resilience of mental health service users who receive career counseling services. The career counseling approach that was used combines elements from the IPS model and the career construction approach that has been developed to address the contemporary world of work challenges. We investigated how mental health service users view themselves in terms of career adaptability and resilience, and which factors contributed to their development or impeded them. We used a qualitative approach, which allows for an in-depth exploration of the participants' views. Fifteen mental health users who receive career counseling services were interviewed. The results showed that mental health service users believe that they can overcome any difficulties and setbacks when they have adequate support from their social network and when they receive career counseling services. They highlighted the importance of counseling services to maintain their work and cope with stressful events. Further implications of the results regarding vocational rehabilitation of mental health users as means for social inclusion are discussed.

Public Relations, Social Inclusion, and Social Exclusion

In the 1960s, I conducted two studies of large landowners and peasant farmers in Colombia. After 61 years in the profession, I see the theme of those studies and most of my subsequent research to be public relations as a means of social inclusion: allowing individuals and groups to take part in society. This essay describes social inclusion and public relations theories of publics, symmetrical communication, strategic management, and relationships. The essay concludes by discussing digital media as both a tool of inclusion and de facto social exclusion.

Life after school

Most studies on D/deaf education focus on children who are in their scholar years. This follows both the trend in pedagogical studies, which have seen a great improvements in the past 40 years, and the desire/need to prepare teachers of the D/deaf to provide these children with the best possible means to face adult life. This trend is present in many countries, Italy as well, where the growing interest towards sign language is intertwined with the need to provide special needs teachers with updated information on how to teach to their students. The result is a growing interest towards all possible means of social inclusion, and the recognition of sign language as a priviledged code to communicate with deaf people. The evolution of the national laws on special education, and the formal recognition of Italian sign language, seem to reflect this change of mindset. However, while the formation of educators to the needs of D/deaf children is improving, a generational gap remains between those who were educated in special schools (now aged 40+), adults who were educated without having a specialized professional to refer to (aged between 30-40), and young adults who had all the possible opportunities to improve their abilities but still struggle to overcome linguistic or socio-cultural barriers to professionally improve in the adult’s world. This paper will cover the specific situation of lifelong learning in Italian and foreign D/deaf adults, offering a picture on D/deaf lifelong learning in Italy and Europe.

VET and the “Competency-Tetris”

The purpose of the article is to empirically analyse how the idea of inclusion is portrayed within the boundaries of the “Competency-Tetris”: a metaphor that should not be confused with the Tetris® game but used to theoretically capture individualised, competency-based, and managerially governed Vocational Education and Training (VET). We argue that the meaning of social inclusion within and through VET is unclear and vested by the human capital doctrines and the neoliberal assumptions from which it is derived. Whom does inclusion in VET involve, and to what and where does inclusion take place? Employing a design-based research approach, we used abductive applications to analyse data produced through participatory ethnographic observations (N=32) and interviews (N=12). The results identified four abstracted themes: (1) Fitting the workforce auction; (2) Multi-professional support trajectories; (3) Inclusion of qualification measures; and (4) Social and cultural learning communities. The first three abstracted themes suggest that the Competency-Tetris is a social divider of students based on a “go-forward” engine with social engineering at its fore. That is, the desired boundaries between VET and work are not strengthened, and the question of enabling equal learning for all students faces a U-turn. Thus, the economic value accumulated in competency-based qualification measures is accentuated. The latter abstracted theme identifies a different, albeit obscured, aspiration: human encounters requiring dignity, mutual respect, social generosity, and developmental sustainable ecology are increasingly approached as part of, within, and through VET.

‘Life is team play’: social inclusion of people with intellectual disabilities in the context of Special Olympics

This article provides insights from an empirical study on the meaning of social inclusion for Finnish athletes with intellectual disabilities (ID) who participate in Special Olympics (SO). A further objective was to explore the athletes’ perceptions of the role SO has played in their lives regarding their personal experiences of social inclusion. Data were transcripts of five focus group interviews carried out with a total of 31 participants during the last SO World Winter Games in 2017. The content was analysed with the aim of identifying the main themes in the athletes’ conversations about social inclusion. Three main themes were identified: inclusion as a contrast to past discrimination; inclusion as receiving and providing assistance; and inclusion as participation in teamwork. The results indicate that SO and arguably sport more generally can assist people with ID in moving forward on a path from being excluded toward social inclusion.

Disability and Employment Policy in Canada: National Policy Variation for Working Age Individuals

AbstractThis article analyses and compares disability policies for working-age individuals in Canada with a focus on the mode of policy provision and type of measure to determine the degree to which direct funding is used in this country. To consider policy diversity in this federal system, policies are compared using a mixed-methods approach. Using quantitative methods, federal, provincial and territorial policies are first compared using hierarchical cluster analysis. This provides evidence of three distinct clusters in Canada according to policy provision and measure type. In a second, qualitative analysis, the disability strategies of four provinces’ (British Columbia, Ontario, Newfoundland and Labrador and Quebec) are compared, to determine over arching policy orientations. Findings indicate that policy provision in Canada largely favours money over services. Furthermore, most provinces emphasize either health or integration measures over substantive measures. Despite these commonalities, significant variation persists across Canada. This extends to poverty and disability reduction strategies with two of the four provinces having a broader orientation while the other two provinces focus specifically on employment as a means of social inclusion. The article concludes with a discussion on the state of employment policies for individuals with a disability in Canada.

English only or more?: Language ideologies of international students in an EMI university in multilingual Hong Kong

ABSTRACT This paper investigates the language ideologies held by a group of international students in an English medium instruction (EMI) university in multilingual Hong Kong. The findings indicate that the participants’ beliefs about English extend beyond its role as an instructional medium and encompass its use as a lingua franca and as a means of social inclusion. It is also found that the participants hold complex yet sometimes contradictory ideologies about the kinds of English to be used and/or accepted and about the monolingual and multilingual uses of English in the EMI university context. Taken together, the study suggests that the participants’ ideologies with respect to the roles of English and the norms of English use in the EMI university context are much more complex than what language policy from above suggests. The findings also reveal the ideological tensions over the norms of English use in the EMI university context and the closely intertwined relationship between the participants’ language ideologies and the maintenance of their interests, especially in relation to access to learning opportunities in the classroom. The study calls for attention to broader issues pertaining to social inclusion/exclusion, linguistic advantage/disadvantage and educational equality/inequality in the multilingual EMI university context.

What Is Social Inclusion? Insights From Interventions With Youth Across Migration Systems

Social inclusion is a goal of 21st-century education and social welfare, yet research with violently displaced youth leaves gaps in its meaning. Social inclusion, a societal aim, lacks the perspectives of youth at its center. Given the pressures and power relations involved in learning how young people think and feel about social injustices and the support they need, developmental researchers must find innovative ways to study youth experiences and intentions in relation to environments, especially environments that threaten young lives. Emerging research highlights how displaced youth, peers along their journeys, and adults guiding supportive interventions make audible the meaning of social inclusion. Policy paradigms would benefit from research on sense-making in interventions rather than from emphasizing behavioral assessments and assimilation to local norms, as implied by social inclusion.

Home‐ and Community‐Based Work at the Margins of Welfare: Balancing between Disciplinary, Participatory and Caring Approaches

By the end of the 20th century, deinstitutionalisation had become a pervasive trend in the Western world. This thematic issue discusses how successful deinstitutionalisation has been in enabling dignified and safe living with necessary services in local communities. It contributes to an understanding of the history and phases of deinstitutionalisation and ‘home turn’ policies, and sheds light on the grassroots‐level of home‐ and community‐based work at the margins of welfare, hitherto little researched. The latter includes grassroots work to implement the Housing First approach to homelessness, commonly portrayed as a means of social inclusion, worker–client interactions during home visits and in the local community, as well as close inspections of what ‘housing support’ may actually entail in terms of care, discipline and service user participation.

Exploring the Shared Meaning of Social Inclusion to Children with and without Disabilities

Aims Perspectives of children with and without disabilities on social inclusion are seldom sought in the childhood disability literature, impeding the ability to provide inclusive experiences for all children. This qualitative study explored meaningful aspects of social inclusion from the perspectives of children with and without disabilities in an inclusive recreation program. Methods Drawing on the interpretive paradigm and subjectivity epistemology, this study adopted a generic qualitative methodological approach. Seventeen children with and without disabilities involved in the same inclusive recreation program participated in two semi-structured interviews. These interviews were analyzed using an inductive thematic analysis. Results Three key themes emerged and were interpreted as dimensions of social inclusion: contextual, intrapersonal, and interpersonal. The contextual dimension included the freedom to choose activities and receiving equal attention from staff. The intrapersonal dimension was characterized by psychological safety and group fellowship. The interpersonal dimension included having positive authentic interactions and giving/receiving help. Conclusions These findings may influence future program development and implementation to promote inclusive experiences for all children.

Approaches and strategies for understanding the career development needs of migrants and refugees: the potential of a systems-based narrative approach

Addressing immigrants’ social and work inclusion is a priority at a time of increasing migration to Italy and Europe. Career counsellors can identify the sense of self in transition, consider complex experiences and socio-cultural stories, and tailor actions for inclusion. This project enhances understanding of this process and the elements that impact outcome and meaning of social inclusion and post-migration career development, providing suggestions for career guidance. We also explore the contribution of the Systems Theory Framework as a meta-theoretical and practical map, and present case studies. Results underscore the potential of a narrative approach to support immigrants’ career development.

Social inclusion from development perspective: towards theoretical synthesis and policy framework

There are a large number of views from scholars about the concept of social inclusion focusing on their respective fields and disciplines. This research article presents a comprehensive framework derived from the scholarly investigation into the existing research literature on social inclusion. An analysis has been done to elucidate the concept and meaning of social inclusion in various contexts. A synthesis of theoretical research has also been done to develop a common conceptual framework that identifies various social groups facing exclusion in the society, forms or symptoms and dimensions or indicators of exclusion. Moreover, major forces or process causing social exclusion have been delineated. Finally, major policies have been described that can be substantial in resolving the problem of exclusion in the society. The proposed conceptual framework would help in streamlining and mapping the various aspects of research in the area of social inclusion.

REVIEW ON THE GENETIC, BEHAVIORAL AND SOCIAL INCLUSION PARAMETERS OF CHILDREN AND YOUNG PEOPLE WITH AUTISM AND ASD

There are different types of behavioral disorders of a genetic nature that affect human beings, among these we can mention the autism spectrum disorders (ASDs). O ASD is a disorder where its carriers tend to have difficulties in social interaction, repetitive and impulsive behaviors, many times it is violent, also showing many difficulties to develop activities that are constantly practiced easily by other children, VAZ et al (2015). This form several methodologies are being developed for the inclusion of children carrying two disorders in schools of basic education, both as adults in institutions of higher education, since this inclusion will guarantee a better quality of life, as discussed in our work. SILVA (2009). The objective of this work was to carry out a systematic review of items most correlated to behavioral, nutritional and genetic aspects, apart from the conditions of inclusion of two individuals with ASD. In order to obtain the aforementioned objective, we have searched for papers that address these aspects, as well as means of social inclusion of children, young people and adults with Autism Spectrum Disorder (ASD). During the days of searches carried out by the team, and a careful selection by means of reading abstracts and complete reading papers, we had a total of 20 papers, being only selected 6 jobs at the end. The collected results show that ASDs are caused by genetic hazards and that the problems about the behavioral conditions and inclusion had decrease a little by means of the advancement of science and improvement of techniques over a period years.

Perpustakaan Umum Berbasis Inklusi Sosial: Apa dan Bagaimana Penerapannya? (Sebuah Kajian Literatur)

If we look at the definition of a public library itself, namely a library that is used as a means of lifelong learning regardless of gender, physical condition, race, ethnicity, religion, social and economic status. That means the concept of social inclusion is very suitable to be implemented in the library. The latest public library paradigm is as a vehicle for people to develop their potential so that it leads to an increase in living standards. Regarding the concept of social inclusion, of course, it has a relationship with public libraries because they both talk about equality. Social inclusion means efforts to make society open to one another, especially to vulnerable or potentially marginalized communities, one of which is through community empowerment activities. This research is a qualitative study using the literature study method, namely collecting and analyzing the literature as a data source. To check the validity of the data, data source triangulation was carried out by looking for other data to strengthen the previous data. In this study, it was found that a public library based on social inclusion means a public library that always guarantees its facilities and services in order to encourage people to be open to one another. Several things that need to be considered in building a public library based on social inclusion, namely (1) the existence of community empowerment activities, and (2) the right to get library services, and (3) the accessibility of library information. Therefore it can be concluded that public libraries are closely related to the concept of social inclusion so that they can apply the concept. Of course, this can be seen from the public library itself which has the character of protecting all levels of society without a reed perspective.

Foundations of Culture of Peace and Peace Education as a means of Social Inclusion

The aim of this paper is to provide a theoretical and grounded approach to the culture and peace education, both linked to socio-educational inclusion, as well as to the related processes and methods. This is an original proposal from pedagogical and social education approaches where inclusion, its principles, methods, and processes are merged together and applied to peace education in order to construct/deconstruct and promote a culture of peace. The method consisted of an exhaustive and specialized documentary study of written, virtual, and database sources with a subsequent content analysis.
 The conclusions highlight the importance and applicability of the socio-educational approach, coherent with the social reality, especially of vulnerable and conflictive groups, where inclusion is a crucial element to improve the quality of life and social coexistence. It is also a practice that contributes to overcome risk factors and favours protective and potential situations.
 All of the above will have an impact on the strengthening and improvement of culture of peace as a tool for social and educational transformation, the protection of human rights, fair and sustainable development, management and transformation of life conflicts in the most comprehensive and inclusive way possible, inside and outside the school context.