Effectiveness of clozapine and a social learning program for severely disabled psychiatric inpatients

1996 ◽  
Vol 47 (1) ◽  
pp. 46-51 ◽  
Keyword(s):  
Social Learning ◽  
Psychiatric Inpatients ◽  
Learning Program

scholarly journals RESILIENCIA, BIENESTAR Y APRENDIZAJE A LO LARGO DE LA VIDA

2016 ◽  
Vol 1 (2) ◽  
pp. 161
Author(s):  
María Teresa Crespo Sierra
Keyword(s):  
Social Learning ◽  
Positive Psychology ◽  
Life Span ◽  
Sense Of Self ◽  
Social Activity ◽  
Active Aging ◽  
Learning Program ◽  
New Approach ◽  
The Social ◽  
Psicología Positiva

Abstract.If we focus on the perspective of learning throughout life and active aging it should be noted that, conceptually, this paradigm is related to a welfare approach eudaimonic with positive psychology and salutogenesis; all from a life-span approach.Starting from an initial and final assessment of aspects such as resilience, sense of self-efficacy, positive and negative emotions and life satisfaction, we work with the different contents of the program from an active and participative methodology over 12 weekly sessions. Proactivity and appreciative thought constitute the thread in the methodology and the outcome of the program results in a number of tools which support the new approach. As a significant number of participants in the program point out, in our culture and in today’s society, the need to learn is spreading to almost every corner of our social activity as a learning process that never stops, where, in addition, we can keep learning to unlearn against certainties and uncertainties where the contributions of the life-span approach, the positive psychology, the social learning and salutogenesis are the backbone on which it is based and builds the intervention program.To end this paper presents the objectives, content and overall structure of training and learning program, aimed at adults who are part of a program at the Permanent University Millán Santos of Valladolid. This program stresses indeed, the promotion of learning and active aging through various tools founded on Life Cycle, Social Learning and Positive Psychology contributions.Key Words: Resilience, Active aging, learning throughout life, social participation, salutogénesis.ResumenSi nos centramos en la perspectiva de aprendizaje a lo largo de la vida y en el envejecimiento activo cabe señalar que, a nivel conceptual, este paradigma está relacionado con un enfoque del bienestar eudaimónico, con la psicología positiva y la salutogénesis. Todo ello desde un enfoque de ciclo vital.Partiendo de una evaluación inicial y final de aspectos como resiliencia, sentido de autoeficacia, emociones positivas y negativas y satisfacción con la vida, y a lo largo de 12 sesiones semanales, se trabajan los diferentes contenidos del programa desde una metodología activa y participativa. La proactividad y el pensamiento apreciativo constituyen el hilo conductor en la metodología de trabajo y el resultado del programa se concreta en una serie de herramientas para un cambio de mirada dónde las aportaciones del ciclo vital, la psicología positiva, el aprendizaje social y la salutogénesis son el eje central sobre el que se fundamenta y construye el programa de intervención.Para finalizar, se describe brevemente una propuesta concreta de intervención dirigida a personas mayores participantes en un módulo sobre bienestar y aprendizaje a lo largo de la vida a realizar en la Universidad permanente Millán Santos de la Universidad de Valladolid, basado en la experiencia y recorrido realizado durante los últimos años con este alumnado senior.Palabras clave: Resiliencia, aprendizaje, envejecimiento activo, participación social, salutogénesis.

scholarly journals Social learning for understanding planning practices at the individual level

2021 ◽  
Vol 5 (S1) ◽  
pp. 284-292
Author(s):  
Bahrudin Bahrudin ◽  
Mahyudin Ritonga ◽  
Andino Maseleno ◽  
Miftachul Huda ◽  
Mohd. Hairy Ibrahim
Keyword(s):  
Social Learning ◽  
Government Policy ◽  
Learning Program ◽  
Individual Level ◽  
Legal Sanction ◽  
The People ◽  
Natural Protection ◽  
The Government ◽  
The Individual ◽  
And Behavior

Learning is a process of getting the knowledge to achieve better change. So people who learn need a process of guidance and direction to change their attitude and behavior to become independent human. In fact, most of people learn through selective observation and remember the behavior of other people in their environment. As has been done by the people who implement social learning program, the people have traditionally had local wisdom in protecting nature from generation to generation. This regulation has come a long way after the enactment of the government policy on natural protection of forest. As in the case of destroying forest, they will be subject to customary legal sanction in the form of fine which must be paid by someone as a form of apology.

An Analysis of the Correlates of Aggression in a Social Learning Program for Severely and Persistently Mentally Ill Inpatients

2018 ◽  
Vol 32 (1) ◽  
pp. 39-43
Author(s):  
Susan Oehler ◽  
Ashleigh Berman ◽  
Cecilia Gay ◽  
Rose Manguso ◽  
Jessica Espinoza
Keyword(s):  
Social Learning ◽  
Mentally Ill ◽  
Learning Program

Reduced Frequency of Aggressive Behavior in Forensic Patients in a Social Learning Program

1991 ◽  
Vol 42 (7) ◽  
pp. 750-752 ◽  
Author(s):  
Niels C. Beck ◽  
Anthony A. Menditto ◽  
Lee Baldwin ◽  
Edgar Angelone ◽  
Mark Maddox
Keyword(s):  
Social Learning ◽  
Aggressive Behavior ◽  
Learning Program ◽  
Forensic Patients ◽  
Reduced Frequency

A cognitive approach to cumulative technological culture is useful and necessary but only if it also applies to other species

2020 ◽  
Vol 43 ◽  
Author(s):  
Thibaud Gruber
Keyword(s):  
Social Learning ◽  
Cognitive Processes ◽  
Learning Processes ◽  
Cognitive Approach ◽  
Technological Culture ◽  
Social Learning Processes

Abstract The debate on cumulative technological culture (CTC) is dominated by social-learning discussions, at the expense of other cognitive processes, leading to flawed circular arguments. I welcome the authors' approach to decouple CTC from social-learning processes without minimizing their impact. Yet, this model will only be informative to understand the evolution of CTC if tested in other cultural species.

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