Implications of a Social Psychological Definition of "Problem" for Intervention in School Systems

1968 ◽  
Author(s):  
Frederick F. Lighthall
Keyword(s):  
School Systems ◽  
Social Psychological ◽  
Definition Of

Anger and Injustice

Shadow Sophia ◽  
2021 ◽  
pp. 110-133
Author(s):  
Celia E. Deane-Drummond
Keyword(s):  
Cultural Influences ◽  
Thomas Aquinas ◽  
Social Psychological ◽  
Psychological Data ◽  
Human Capacity ◽  
The Difference ◽  
Definition Of ◽  
Evolutionary Aspects ◽  
Contemporary Context

Individual acts of violence are always situated in the context of a community of relationships with others. Anger, as a passion, can be used for good or ill and this chapter will explore ways in which anger can be expressed. This chapter will address two broad questions on biosocial capacities for anger and two theological questions. In what sense is the human capacity for anger shaped through biological or cultural influences? What specific contexts reduce the likelihood of anger and what are the evolutionary advantages? In what sense might anger become sinful in theological terms? How might God’s anger be perceived in Augustine and contemporary theology? This chapter will begin by exploring evolutionary aspects of aggression and how these are related to social psychological categories. In philosophical terms, Aristotle’s definition of anger and the specific criteria for its presence are important, but so is the difference between anger and hatred. Thomas Aquinas defines anger as one of the moral passions and works out in what circumstances it become sinful. Thomistic discussion is still relevant to contemporary analysis even though Aquinas did not have access to the evolutionary and psychological data that are available in a contemporary context.

scholarly journals Microlevel Security after Armed Conflict: A New Framework for Analyzing Risks and Benefits of Peacebuilding Processes

2019 ◽  
Vol 22 (4) ◽  
pp. 802-829
Author(s):  
Holly L Guthrey
Keyword(s):  
Transitional Justice ◽  
Armed Conflict ◽  
Structural Violence ◽  
Local Level ◽  
Empirical Studies ◽  
Social Psychological ◽  
Security Risks ◽  
Risks And Benefits ◽  
Definition Of ◽  
The Individual

Abstract The maintenance and/or achievement of security is of paramount importance within settings recovering from armed conflict; however existing studies in the field of peacebuilding do not sufficiently explore how various processes undertaken within peacebuilding programming result in different types of security outcomes at the individual and community level. In this article, I develop a novel conceptual framework for analyzing “microlevel” security risks and benefits of peacebuilding processes, through an adapted version of Johan Galtung's work on direct and structural violence. For the purposes of this article, the framework is applied in the context of “local” transitional justice (TJ) processes used in the aftermath of armed conflict, for which advocacy and implementation has increased in the recent past. Relying on a social psychological definition of security, I disaggregate components of direct and structural violence and use illustrative examples from existing empirical studies about the effects of local TJ processes in various settings to demonstrate ways in which these types of violence may be perpetuated, or initiated in new forms through these processes, thus posing security risks. The framework is further developed through the elucidation of factors that may help to repair the consequences of direct and structural violence and/or hinder the likelihood of their repetition, thematically conceptualized as physical and psychological welfare and social justice (respective to direct and structural violence) that I suggest link to security benefits. The framework is intended to provide new perspectives on understanding how peacebuilding processes may both promote and prevent security from being realized at the local level following armed conflict.

Developing Prospective Principals’ Problem-Framing Skills

2003 ◽  
Vol 13 (5) ◽  
pp. 529-548 ◽  
Author(s):  
Michael Aaron Copland
Keyword(s):  
Teaching And Learning ◽  
Qualitative Data ◽  
Future Research ◽  
Administrator Preparation ◽  
Social Psychological ◽  
Preparation Program ◽  
Problem Framing ◽  
Definition Of ◽  
Prospective Principals ◽  
Administrative Problem

This article reports on a study that inquired about the teaching and learning of administrative problem-framing skills in a problem-based learning (PBL) administrator preparation program. A literature-based definition of problem-framing ability is developed and a theoretical rationale for the study, based on elements of a social-psychological framework, is introduced. Employing a one-group pretest–posttest design, the problem-framing ability of students in one program cohort was measured prior to exposure to any PBL experiences and again at the end of their preparation program after repeated exposure to PBL. A statistical analysis reveals students’ problem-framing ability improves significantly over time, associated with their level of exposure to PBL. In postprogram qualitative data, graduates suggest PBL preparation develops their ability to frame problems encountered in practice. Finally, the implications of the findings for instructional practice and future research on administrator preparation are explored.

Process Organization as a Determinant on Team Development and Maturity

2000 ◽  
Vol 44 (12) ◽  
pp. 2-575-2-578
Author(s):  
Georg Stawowy ◽  
Holger Luczak
Keyword(s):  
Work Organization ◽  
Team Work ◽  
Psychological Development ◽  
Team Development ◽  
Social Psychological ◽  
Definition Of ◽  
A Company ◽  
Strategic Goal

Numerous German companies experience a slow down in team work two to three years after the implementation. Therefore, stability of work organization gains importance as a strategic goal. Based on a literature review on team development a model to describe team development as a basis for the definition of team maturity is presented in this paper. Furthermore, a classification of team tasks in addition to a chosen model of team development lead to a model to explain the relationships among process organization, team tasks and the level of social-psychological development. The underlying hypothesis are finally formulated. Following, a company case study with 28 teams has been conducted to research the tasks within a flow production line and to assess in 48 interviews with members of 14 teams the achieved level of team maturity.

scholarly journals Psychological Prophylaxis of Eхogenous Constitutional Obesity of Adolescents with Social Psychological Factors, Taken into Account

2018 ◽  
Vol 3 (2) ◽  
pp. 45-48
Author(s):  
TI I Kireeva
Keyword(s):  
Eating Behavior ◽  
Early Stage ◽  
High Sensitivity ◽  
Normal Weight ◽  
Control Group ◽  
Clinical Group ◽  
Social Psychological ◽  
Restrictive Eating ◽  
Eating Style ◽  
Definition Of

Aim - psychological prevention of development of exogenous-constitutional obesity on the basis of the definition of early diagnostic socio-psychological criteria for the risk of obesity in adolescents. Materials and methods. The study was conducted on the basis of the Department of Endocrinology of the Children's City Clinical Hospital No. 1. The sample of the study consisted of 40 adolescents, 20 of whom had a diagnosis of "Exogenous-constitutional obesity", grade 3-4 (the clinical group), while the other 20 adolescents had normal weight (the control group). The following psychodiagnostic methods were used in the study: the test of character accentuation by K. Leonhard, S. Schmieschek, the Dutch food questionnaire, the test "Adolescents about Parents" (ADOR), the method of directed retrospective analysis on "My Relations with Food" topic by V.I. Shebanova. Results. Adolescents with obesity are characterized by high sensitivity, empathy, a tendency for prolonged experience of grievances, suspicion, mistrust, emotional discomfort. In the families of adolescents with obesity, there is a cult of food, which negatively affects the formation of eating behavior. Adolescents with obesity are prone to emotionally dependent eating behavior. The social-psychological risk factors for obesity in adolescents are stuck and emotional character accentuations, low level of restrictive eating behavior, lack of intimacy with the mother, mother’s hostility and domination. Conclusion. Knowledge of the identified factors allows to predict the risk of obesity in adolescents at the early stage of weight gain and to carry out its timely prevention by correcting the characterological features, parent-child relationships and eating style in the family.

Underestimation of the Incidence of Mental Retardation

PEDIATRICS ◽  
1992 ◽  
Vol 90 (4) ◽  
pp. 653-653
Author(s):  
ROBERT D. CUNNINGHAM
Keyword(s):  
Mental Retardation ◽  
Mentally Retarded ◽  
School Systems ◽  
Psychometric Tests ◽  
Definition Of ◽  
Individuals With Mental Retardation

To the Editor.— As pointed out by Yeargin-Allsopp et al,1 the prevalence of mental retardation differs with the population studied and the definition of retardation used. But it may also differ with the amount of effort put out in the attempt to identify individuals with mental retardation. In this current study, children who were found by the school systems in metropolitan Atlanta to have an IQ of 70 or less on psychometric tests were defined as mentally retarded.

Conceptual and methodological questions in the study of collective identities

2003 ◽  
Vol 2 (2) ◽  
pp. 205-223 ◽  
Author(s):  
Anna Triandafyllidou ◽  
Ruth Wodak
Keyword(s):  
General Definition ◽  
Collective Identities ◽  
Social Psychological ◽  
Individual Contributions ◽  
Discourse Studies ◽  
Definition Of ◽  
The Individual ◽  
Sociological Discourse ◽  
Contemporary Context

Studying identity, be it ethnic, cultural, linguistic, national or regional, in the contemporary context becomes troublesome because the scholar is faced with a whole range of social and cultural forms that co-exist uncomfortably with existing definitions of social identity. Moreover, although identity has been a central concern in a number of disciplines during the past decades, there has been considerable disagreement regarding the methodological tools most suitable to study its formation and change. The aim of this Special Issue is to discuss the usefulness of the very concept as well as the main methodological tools suitable to analyse identity-related phenomena today. In this introductory chapter, we provide for a general definition of the concept and elaborate on recent theoretical and conceptual developments regarding the nature of identity in the sociological, discourse studies and social psychological literature. In the concluding section, we introduce the individual contributions presented in this issue.

Méthodologie Pour Une Etude Biochimique De La Schizophrénie*

1969 ◽  
Vol 14 (4) ◽  
pp. 387-396
Author(s):  
Jacques A. Bury
Keyword(s):  
Point Of View ◽  
The Body ◽  
Personal Factors ◽  
Social Psychological ◽  
Control Groups ◽  
Chronic Patients ◽  
Chemical Treatments ◽  
Methodological Problems ◽  
Clinical Description ◽  
Definition Of

All the hypotheses concerning the basic problems of schizophrenia have been disproved, challenged or simply never corroborated. We tried to find the reasons. The first step in any research seems to be the definition of its object, but there is no definition of schizophrenia. The influence of the organogenesis versus psychogenesis dispute and of the personal convictions of searchers is inevitable and very often unconscious; it is felt at all the levels of research. The interference of other personal factors is also controversial at the research team level and notably regarding the importance of the illness concerned. Bleuler spoke about “the group of schizophrenias”, but all the studies are carried out as if, behind the diversity of the clinical description there was one single and constant organic substratum. The limitations which this idea engenders are discussed. The emphasis is on the interest in studying acute beginning forms. Various etiopathogenetic hypotheses are taken into consideration when choosing methodology; it is the least limitating hypothesis which must be the deciding factor, namely that there are, in schizophrenia, some social-psychological and some organic factors, but the presence of only one factor of any kind is sufficient. The methodological conclusions are: the value of longitudinal studies compared with sectional studies, the importance of setting up homogeneous sub-groups for at least one additional datum over that of schizophrenia and the interest of repeating the tests recommended by different schools on the same subjects. For reasons of facility, most studies deal with chronic patients, and various criteria of selection are shown. Consequences of ‘institutionalization' in a mental hospital (secondary alienation) are also looked at from the point of view of the body: it seems to us that chronicity gradually changes a person into ‘another man’, biologically speaking. The peculiarities of diets in mental hospitals were at the beginning of many contradictions and mistakes in those studies; the part of other independent variables is taken into consideration; such as the level of physical activity, stress and chemical treatments. The problem of control groups for the sectional studies is shown. Throughout the text, examples are given of repercussions on some studies of the methodological problems raised.

scholarly journals Beyond identity: Membership norms and regional organization

2016 ◽  
Vol 23 (1) ◽  
pp. 217-240 ◽  
Author(s):  
Daniel C. Thomas
Keyword(s):  
Social Construction ◽  
Political Community ◽  
Social Psychological ◽  
Geographic Proximity ◽  
Regional Organization ◽  
Regional Organizations ◽  
Common Definition ◽  
The Social ◽  
Definition Of ◽  
Over Time

What is a region and how can we best understand a state’s eligibility for membership in a regional political community? Scholars have sought to answer these questions in terms of geographic proximity and social-psychological identity, but neither concept can accommodate the contestation and change that characterize the social construction of regions. Instead, this article argues that the limits of regions are defined within regional organizations by member states’ governments plus supranational actors deliberating over a common definition of the characteristics that members and potential members are expected to share. The concept of membership norms thus offers powerful insights into how regional communities define who is eligible for membership, how these definitions change over time and the incentives they create for those seeking to promote or block an applicant state. The evolution of the European Union’s membership norms since the 1950s illustrates this argument.

scholarly journals SOCIO-PSYCHOLOGICAL CHARACTERISTICS OF ADULT DEVELOPMENT AND LEARNING

2017 ◽  
Vol 13 (1) ◽  
pp. 103-110
Author(s):  
SVETLANA ZINCHENKO ◽  
TAMARA KOTIRLO
Keyword(s):  
Adult Education ◽  
Cognitive Development ◽  
Adult Learning ◽  
Adult Development ◽  
Psychological Development ◽  
Psychological Characteristics ◽  
Social Psychological ◽  
Firm Basis ◽  
Definition Of

The article investigates the problems of adult education, particularly social-psychological characteristics of adult development and learning are analyzed. The author gives the definition of the institutional peculiarities of adult education. As it is stated in the article, adult learning is a firm basis of his/her psychological development. Life-long education is a guarantee of the individual’s cognitive development.

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