Social Participation Skills Research Articles

Sosialisasi Pengembangan Keterampilan Partisipasi Sosial pada Pembelajaran Sejarah di SMA Negeri 3 Palu

The problem of this community service is whether through this service, teachers and students can synergize by applying the strategy of developing social participation skills as one of the dimensions of skills that are highly recommended to achieve the objectives of history learning at SMA Negeri 3 Palu. The objectives that can be achieved in this service are (1) teachers and students can apply the strategy of developing social participation skills in learning history at SMA Negeri 3 Palu. (2) by developing social participation skills, it is hoped that the history learning process will no longer be boring or considered a soft subject. (3) by applying social participation skills, it is expected that history learning will be more challenging because history learning is not only memorized. The hope to be achieved through this community service is that teachers and students can synergistically process in learning history to improve competence not only knowledge, but attitudes and skills, especially in social participation skills must also be balanced so that students can participate in their environment to help solve societal problems and be skilled in the community environment, and can increase teacher competence in teaching creativity. Through socialization, mentoring and tracing in the form of observations, interviews and documents, it is hoped that teachers and students can be characterized as responsive and strong character.

СПОРТ КАК ИНСТРУМЕНТ СОЦИАЛЬНОЙ ИНТЕГРАЦИИ: АНАЛИЗ ЭКОНОМИЧЕСКИХ ПОСЛЕДСТВИЙ СОЦИАЛЬНОЙ КООПЕРАЦИИ ЧЕРЕЗ СПОРТИВНЫЕ ИНИЦИАТИВЫ

Sport as a tool of social integration is attracting increasing attention from researchers who believe that sports initiatives can promote social cooperation and strengthen ties in society. This article presents an analysis of the economic consequences of social cooperation through sports initiatives. The paper examines the mechanisms through which sport can stimulate social integration, such as the formation of team spirit, the development of leadership qualities, increasing self-esteem and social skills of participants. Additionally, the economic benefits associated with participation in sports events are analyzed, including reducing healthcare costs by improving public health, reducing criminal justice costs, and increasing labor productivity through a healthy lifestyle. The work also draws attention to the role of public policy and the private sector in supporting sports initiatives as a tool for social integration and achieving economic benefits for society.

Social Studies Teachers’ Perceptions about the Difficulty of Skills Development

The aim of this research is to determine the opinions of Social Studies teachers about teaching students the skills in the curriculum. Obtaining the opinions of Social Studies teachers regarding the acquisition of the skills in the program will contribute to the improvement of the infrastructure and practices of the skills that are difficult to acquire. A qualitative research method was adopted to collect data in the study. Consistent with the research method, a phenomenological approach was followed. The study group of the research consists of a total of 16 Social Studies teachers who are work in middle schools, 11 of whom are female and 5 of whom are male. A form containing both closed and open-ended questions prepared by the researchers was used as a data collection tool in the study. These data were analyzed using the descriptive analysis method. According to the findings of the research, among these skills, the ability to recognize stereotypes and prejudice (N = 12) and empathy (N = 8) are among the most difficult skills to acquire; cooperation (N=11) and social participation (N=9) skills were found to be in the category of skills that are most easily acquired. As a result of the research, it was seen that the skills that the participants had the most difficulty in acquiring were the ability to recognize stereotypes and prejudices and the skill of empathy, whereas they did not have difficulty in gaining cooperation and social participation skills. At the end of the research, the factors affecting the acquisition of skills were interpreted in line with the findings and contexts were established.

University Student Civic Index: Knowledge, Attitudes and Social Participation Skills

University Student Civic Index: Knowledge, Attitudes and Social Participation Skills

I-SOCIALISE: Results from a cluster randomised controlled trial investigating the social competence and isolation of children with autism taking part in LEGO® based therapy ('Play Brick Therapy') clubs in school environments.

Autism is characterised by keen interests and differences in social interactions and communication. Activities that help autistic children and young people with social skills are commonly used in UK schools. LEGO® based therapy is a new activity that provides interesting and fun social opportunities for children and young people and involves building LEGO® models together. This study looked at LEGO® based therapy for the social skills of autistic children and young people in schools. It was a randomised controlled trial, meaning each school was randomly chosen (like flipping a coin) to either run LEGO® based therapy groups in school over 12 weeks and have usual support from school or other professionals, or only have usual support from school or other professionals. The effect of the LEGO® based therapy groups was measured by asking children and young people, their parents/guardians, and a teacher at school in both arms of the study to complete some questionnaires. The main objective was to see if the teacher's questionnaire answers about the children and young people's social skills changed between their first and second completions. The social skills of participants in the LEGO® based therapy groups were found to have improved in a small way when compared to usual support only. The study also found that LEGO® based therapy was not very costly for schools to run and parents/guardians and teachers said they thought it was good for their children and young people. We suggest further research into different potential benefits of LEGO® based therapy.

SINIF ÖĞRETMENLERİNİN SOSYAL KATILIM BECERİSİ HAKKINDAKİ GÖRÜŞLERİ

Bu çalışmada sınıf öğretmenlerinin sosyal katılım becerisi ile öğrencilerinin sosyal katılım becerisi kazanma durumları hakkındaki görüşlerini belirlemek amaçlanmıştır. Çalışma, nitel araştırma yöntemlerinden durum çalışması şeklinde yürütülmüştür. Araştırmacı tarafından geliştirilmiş olan yarı yapılandırılmış öğretmen görüşme formu 2019/2020 eğitim öğretim yılı, Ankara ili merkez ilçelerinde MEB’e bağlı devlet ve özel ilkokullarında görev yapmakta olan 48 sınıf öğretmenine uygulanmıştır. Yapılan görüşmelerden elde edilen verilerin analizinde, içerik analizi tekniği kullanılmıştır. Çalışmadan elde edilen sonuçlara göre, sınıf öğretmenlerinin sosyal katılım becerisinin alt boyutlarına fazla değinmedikleri, sosyal katılım becerisini daha çok sınıf ve okul içinde algılanan bir kavram olarak gördükleri, sosyal katılım becerisinin en çok sosyalleşme ve iletişim boyutuna değindikleri görülmüştür. Öğretmenlerin, öğrencilerine sosyal katılım becerisi kazandırmada karşılaştıkları sorunların başında öğrencilerin utangaç ve çekingen olmaları gelmektedir. Araştırmanın sonuçlarına göre öğrencilerde sosyal katılım becerisinin geliştirilmesi için hem okulda hem de ailede kendilerini özgürce ifade edebildikleri ve güvende hissettikleri demokratik bir ortamın oluşturulmasının faydalı olacağı düşünülmektedir.

Comparison of Chinese and Malaysian Media Literacy: An Analytical Study

Media literacy refers to the ability to select, fully absorb, analyze, and react critically to the multitude of types of information disseminated by the media. Important components of media literacy include avoiding creating or disseminating false news and respecting other people's rights and privacy. In the era of the Internet, online media literacy is a brand-new subset of media literacy. In addition to the information use and critical literacy skills found in conventional media, online information creation, online communication, social collaboration, and social participation skills are included as well.

Descriptive Analysis of Adaptive Behavior in Phelan-McDermid Syndrome and Autism Spectrum Disorder.

IntroductionThe variety in symptomatology and clinical presentation of individuals diagnosed with Phelan-McDermid Syndrome (PMS) can delay medical diagnosis, so identifying specific neurobehavioral variables and facilitating differential diagnosis with patients with idiopathic Autism Spectrum Disorder (ASD) can guide early detection.MethodsA descriptive analysis of the level of adaptive behavior in 50 patients diagnosed with PMS was performed (SHANK3deletion: N = 44; SHANKmutation: N = 6). Subsequently, a comparative analysis was performed with 28 children aged between 4 years and 6 years and 11 months (SHANK3deletion = 14; ASD = 14). Differences between the two groups were evaluated and Bonferroni correction was applied for multiple comparisons.ResultsDifferences were identified in the variables of communication (z = −2.715, p = 0.007), Self-Direction (z = −2.199, p = 0.028) and social participation (z = −3.190, p = 0.001), with better adaptive behavior skills being observed in participants with a SHANK3mutation. Better adaptive skills in the sample of participants with ASD, were found and statistically significant differences were identified in the variables of academic skills (z = −3.084, p = 0.002), use of community resources (z = −1.889, p = 0.050) and health and safety (z = −2.90, p = 0.004).ConclusionParticipants with SHANK3mutation show better communication and social participation skills than those with a diagnosis of SHANK3deletion. The observed differences between ASD and individuals with PMS reflect deficits in practical and conceptual adaptive skills that may limit and hinder daily adaptive functioning.

‘I was not aware that I did not know’: developing a sense of place with place-based education

The current research aims to reveal how place-based education (PBE) increases prospective social studies teachers’ awareness of the local community and develops a sense of place in them. We employed the case study model to achieve this purpose. In the first stage of the study, each of the 14 participants studying at a public university located in Konya, a city in south-central Turkey, interviewed 10 people to determine local people’s level of awareness of local historical and cultural elements. In the second stage, the participants developed various projects based on the data obtained from the interviews to increase local people’s awareness of local historical and cultural heritage elements. In the third stage, the participants submitted their projects to relevant stakeholders. We evaluated the data by using the content analysis method. The results of the study showed that PBE applications promoted prospective teachers’ sense of place and social participation skills. Besides, it was determined that these applications contributed to the active learning, communication, research, and historical thinking skills of the participants. The results are discussed with the relevant literature in terms of integrating PBE applications into undergraduate education, and some suggestions are presented.

A Case Study on Social Participation Skills at Primary School

A Case Study on Social Participation Skills at Primary School

The effects of an educational program based on modeling and social stories on improvements in the social skills of students with autism

Social communication difficulties are one of the most common issues among individuals with autism spectrum disorder (ASD), as ASD affects their social and academic lives and isolates them from their environment. Several studies that utilized video modeling, video self-modeling, or social stories (or social stories combined with video modeling) have yielded promising outcomes in improving the social skills of individuals with ASD. However, to date, the effects of the combination of all three strategies have not been studied. The current study aimed to examine the effectiveness of an educational program based on multiple strategies, including social stories, animated video modeling, and video self-modeling, to improve the social communication skills of a sample of six high-functioning students with ASD at the Autism Academy of Jordan. A mixed method (quantitative and qualitative) approach was used to examine the impact of the program on the experimental group. The results of the Mann–Whitney test indicated that compared to the monitoring group, all participants in the experimental group achieved significant improvements in the post-test of the Autism Social Skills Profile in both the domains of social reciprocity and social participation skills. Furthermore, the data from teachers' interviews, analyzed using WebQDA software, corroborated the results in terms of significant improvements in students’ social skills after the implementation of the educational program. The implications of the study for psychological and educational interventions are addressed, and research suggestions are made to promote the personal and social development of individuals with ASD.

Social Skills of Pupils with Mild Intellectual Disability: Do Peer Tutoring, Storytelling and Gender Play a Role?

Background: This research examined the significant main effect of peer tutoring, storytelling, and gender, on the social skills of pupils with mild intellectual disability. Using the Social Development Theory of Lev Vygotsky as the rationale for this study, the acquisition of social skills is viewed as based on a social constructivist view of learning. Methodology: The study sample consisted of thirty-four pupils with intellectual disability, purposively selected from three schools in Ibadan Metropolis, and randomly assigned to one of the peer tutoring, storytelling, or control groups. Thirty sessions were held over ten weeks with the peer tutoring and storytelling experimental groups only. A social skills performance scale was administered before and after the intervention to collect data from these three groups. An analysis of covariance was used to examine the data collected. Results: Findings based on the analysed data revealed that there was a significant statistical difference between pre-test and post-test results of the three groups. The effect of gender on social skills of participants was significant, as was the interaction effect of treatment and gender. Conclusion: Recommendations based on the finding of this study are that peer tutoring and storytelling be adopted for teaching social skills to pupils with mild intellectual disability, and that pictorial illustration be used to enhance their reading skills.

Investigating the Virtualized Cultural Heritage of Piri Reis with Social Participation and Map Literacy Skills

In this study, it was aimed to transfer Piri Reis’s 1513 world map into an interactive and dynamic environment to reflect social participation and map literacy skills of pre-service social studies teachers, to determine the reflection of the skills from the views of the pre-service teachers and the information they have structured in the database. In this sense, the virtualized map was integrated into a geographical information system application developed by the researcher. This research, in which a qualitative research approach was adopted, was carried out as a case study. The views of the pre-service teacher’s skills and environment were evaluated with content analysis, and their reflection skills were evaluated with descriptive analysis. Eighteen students determined with the maximum diversity sampling method participated in the study, which lasted for two and a half months. It was concluded through the findings obtained from the views of pre-service teachers that social participation and map literacy skills could be reflected in various dimensions, the map could be interpreted collectively with social participation and map literacy skills, and cultural heritage could be transformed into a form of instructional technology. It was determined that the general views of pre-service teachers regarding this environment were mostly positive and the environment beneficially enabled them to discover cultural heritage, developed various skills and gave different perspectives. Still, some pre-service teachers remained passive in the environment. In the findings obtained from the database of the virtualized map, it was determined that the sub-dimensions of map literacy with social participation skill were mostly reflected in the form of understandinginterpreting symbols, finding location - coordinate, measuring distance, finding direction, reading - interpreting a map, but not reflected in using scales.

Reflections on the 21st Century Skills into the Curriculum of Social Studies Course

This study aimed to investigate the reflections of the 21st century skills into the curriculum of social studies course in Turkey. The classification made by the institutions classifying the 21st century skills in line with this objective has been examined and the classification made by the Partnership for 21st Century Skills (P21) has been considered as it has been generally accepted. The study investigated the reflections of the 21st century skills on social studies curriculum being subject to detailed content analysis. Accordingly, the basic approach of the curriculum was examined as to whether these skills were included in terms of the values in learning outcomes. Among qualitative research methods, the document analysis technique was used in the study. The results have shown that the 21st century skills are largely included in the social studies curriculum. However, the 21st century skills are not included in the curriculum as a concept. The main components of the 21st century skills are not equally included in the curriculum. Those included most information, media and technology skills (6 sub-skills) and learning and innovation skills (5 sub-skills). The life and professional skills were included least (2 sub-skills). It has been found out that creativity and innovation, information and communication technologies literacy, social and multicultural skills, which are within the 21st century skills, are included in the Social Studies curriculum as innovative thinking, digital literacy and social participation skills. However, there was no explanation regarding how those skills intended to be acquired. The flexibility and adaptability, productivity and responsibility, leadership and responsibility skills were not directly included in the curriculum. The concept of information literacy that came into prominence in the 21st century was mainly reflected in the social studies course curriculum with the skill dimension. Accordingly, the media literacy, financial literacy, digital literacy, political literacy, map literacy and environmental literacy have been included widely. Considering the 21st century skills, the social studies curriculum can be updated. Distribution of these skills on class levels can be done in a more balanced manner. The 21st century perspective can be evoked in the basic approach and philosophy of the curriculum.

Making HUGs: Crafting well-being benefits through social manufacturing

New approaches to manufacturing that engage groups of individuals in collaborative making have the potential not only to generate economic benefit, but also to enhance the well-being of those involved. This article describes a small investigation into the well-being benefits expressed by a group of women who participated in a textile-based social manufacturing project in their local community. Outcomes include a small run of textile products and delivery of training for participants in small batch textile production. The purpose of the project – to manufacture a small batch of soft textile objects to be used in dementia care – is described. A small study is presented that utilizes data collected during this project. It evidences how social manufacturing can extend creative and social skills of participants, build resilience and enhance well-being. The participants in the study include a ‘self-reliant group’ of aspiring entrepreneurs from an economically deprived community and a university team comprising researchers, industry specialists and textile experts. Grounded practical theory and qualitative research methods inform the study. Data gathered using semi-structured video-recorded interviews and simple questionnaires is presented. Findings reveal individual and community benefits to participants from engaging in the project, including self-reported improvements in mental health and increased confidence. The study also reveals ways in which social manufacturing has the potential to build community cohesion and reduce social isolation. This work contributes to research concerning new types of sustainable manufacturing models. It presents an alternative to industrial manufacturing within socially disadvantaged communities and reveals ways in which social manufacturing has the potential to enhance individual and community well-being.

Occupational Therapy and Peer Mentoring: A Collaborative Approach to Enhancing Services with Individuals with Intellectual Disabilities

Background ? Increased development of post secondary programs for students with intellectual disabilities 9 ? Programs utilize peer mentors to facilitate life skills and adaptive social behavior 3,5 ? Gap in literature on how these peer mentors are trained in social skill intervention Central research question: Can a video modeling module improve perceived competence and readiness of peer mentors to utilize coaching methods to enhance social participation skills for students with intellectual disabilities on a college campus? Objectives Explore gaps in the literature regarding how peer mentors are trained in social skill intervention with individuals with intellectual disabilities ? Determine if video modeling modules are an efficient method of improving perceived competence and readiness of peer mentors who are utilizing coaching methods to enhance social participation skills for students with intellectual disabilities on a college campus ? Explore methods of training for peer mentors ? Ultimately, enhance independence in social participation and occupational engagement for students with intellectual disabilities Methods A mixed methods approach to collect quantitative and qualitative data. • Quantitative: provide objective data about perceived knowledge and readiness • Qualitative: provide data of peer mentors perspective on usefulness of video module • A video module grounded in the CO-OP approach will depict a successful and supportive interaction between life coach and mentee. Overview of Literature Social Skill Deficits ? The DSM-V indicates that one of the three diagnostic criteria for intellectual disabilities is “a deficit in adaptive behaviors, which limits functions in one or more activities of daily life such as communication, social participation, and independent living across home, school, work, and recreation” 1. Peer Mentors ? A peer mentor, also referred to as natural support or life coach, is typically another college student who helps “…support the student with ID to successfully navigate the campus culture such as supporting a student to actively engage in a class, tutoring, academic coaching outside of class, and socializing either on or off campus” 8 ? Research supports that mentors need further training and support on how to transfer their knowledge to their mentee on topics such the development of time management, balancing work, school, and social life, assisting with academics and learning, and with social skills 4 Video Modeling ? Video modeling is based on the social learning theory which states “individuals will repeat behaviors that they have seen others perform, even across settings and in the absence of reinforcement.14 Video modeling as an educational mode can provide a clearer understanding of material that is presented, is more effective with contextspecific environments, and is an overall helpful tool based on feedback from participants who have viewed videos in relation to educational modules.2,10 Implications • Further opportunity for research on effective coaching methods • Exploration of coaching method for occupational therapists to use with different populations • Video modeling/educational modules as an approach to coaching • Training others to use CO-OP strategies to facilitate social interactions • Consideration of other areas of occupation in education modules Discussion/Conclusion Coaching has been an expanding topic in occupational therapy practice that can be used with peer mentors ? Peer mentors can help students with intellectual disabilities work on social skills, accomplish goals, and ultimately achieve greater independence 7,8 ? Strengths - collaboration between the MOT students and staff and the ELSA program ? Challenges - time constraints, scheduling with busy MOT curriculum ? Takeaways - OT can make a difference in community practice, rewarding to be able to apply OT theory and concepts to an organization right on campus Next Steps ? Participants will attend a scheduled meeting by their faculty advisor, along with the researchers, to view the video module. ? At this meeting the pre and post module viewing surveys will be completed by the participants. ? Two to three weeks after viewing the module, researchers will conduct semi-structured interviews with participants. ? The data collected from the pre and post module viewing surveys and the semi-structured interviews will be analyzed by the researchers. ? Findings from the study will be presented to the peer mentor faculty advisor and ELSA director.

A Randomised Controlled Trial of an Information Communication Technology Delivered Intervention for Children with Autism Spectrum Disorder Living in Regional Australia.

This exploratory randomised controlled trial tested the effectiveness of a tablet-based information communication technology early intervention application to augment existing therapy with the aim of improving visual motor, imitation, language and social skills in young children with ASD who reside in regional areas. Fifty-nine participants were recruited and randomised to either a therapy-as-usual group or intervention group. With the exception of the expressive language subscale on the Mullen Scales of Early Learning, no significant between-group differences were recorded for visual motor, imitation, receptive language and social skills of participants between baseline and post-intervention. When all participants were pooled and measured over time, improvements were shown in receptive and pragmatic language and social skills; these gains were maintained, thus suggesting skill acquisition.

Developing Scale for Determining the Social Participation Skills for Children and Analyzing Its Psychometric Characteristics

The purpose of this research is to conduct validity and reliability studies of the Scale for the Determining Social Participation for Children, developed to measure social participation skills of children aged 7-10 years. During the development of the scale, pilot schemes, validity analyzes, and reliability analyzes were conducted. In this context, the research was carried out with a total of 472 elementary school students in the ages of 7-10 years using the descriptive survey model. Exploratory and confirmatory factor analyses were performed to examine the factor structure of the scale and it was determined that the scale had a structure consisting of 16 items and one dimension and that this model had a good level of model fit. In order to examine the reliability of the scale, internal consistency and split-half reliability analyzes were performed and it was found that the scale had sufficient reliability. It can be said that the Scale for the Determining Social Participation for Children is a reliable and valid measurement tool that can be used to measure the social participation skills of students aged 7-10 years.

Social and behavioral outcomes: pre-injury to six months following childhood traumatic brain injury.

This study aimed to extend the limited research investigating social and behavioral outcomes following childhood traumatic brain injury (TBI). The study compared pre-and post-injury measures of these skills and investigated the role of pre-injury child status and pre-injury family functioning in the prediction of outcome at six months post-injury. A secondary aim was to compare rates of impairment at six months post-injury between children post-TBI and a typically developing (TD) control group. This study comprised 140 children, 97 survivors of TBI (67 males) and 43 TD children (24 males), matched for age, sex, and socio-economic status. All participants were ascertained between 2007 and 2010, and were between ages 5.5 and 15.0 years. Children with TBI represented consecutive hospital admissions and were recruited at time of injury into a longitudinal study. TD children were recruited from the community, through local schools chosen to provide a range of socio-economic backgrounds. Findings indicated a deterioration of social participation skills post-injury, particularly for those sustaining a more severe injury, and a consistently higher rate of impairment in social and behavioral outcomes in the TBI group. Pre-injury function, injury severity and restrictions to social participation (e.g., reduced sport activities) as recommended by clinicians contributed significantly to outcome. Difficulties are evident in the short-term post-childhood TBI in social and behavioral domains. It is essential to monitor children long-term, particularly as societal expectations and demands increase.

Mental health and social participation skills of wheelchair basketball players: A controlled study

The aim of this study was to assess differences in psychological well-being, symptomatic psychological disorders and social participation, between competitive wheelchair basketball participants and those non-participants. Forty-six wheelchair participants, 24 Basketball players (aged 35.60 ± 7.56) and 22 non-players (aged 36.20 ± 6.23), completed three validated self-report questionnaires: Participation Scale (PS), Psychological Well-Being Scale [PWBS] and Symptom Checklist 90 R [SCL-90-R]. ANOVA showed significant overall differences between the two groups. The social restriction score, evaluated by PS, was significantly higher in the non-basketball participants (p=0.00001) than the basketball participants. The PWB Scale showed significant differences in all 6 dimensions: positive relations with others, environmental mastery, personal growth, purpose in life and self-acceptance (p<0.01), and autonomy (p<0.05), with better scores in the basketball participants. The SCL-90-R scores were significantly lower for the basketball group in the following 6 symptomatic dimensions: depression, phobic anxiety, and sleep disorder (p<0.01), somatization, interpersonal sensitivity and psychoticism (with p<0.05). It was concluded that competitive wheelchair basketball participants showed better psychological well-being and social skills than those non-participants.