scholarly journals Toward a Social-Ecological Theory of Forest Macrosystems for Improved Ecosystem Management

Forests ◽  
2018 ◽  
Vol 9 (4) ◽  
pp. 200 ◽  
Author(s):  
William Kleindl ◽  
Paul Stoy ◽  
Michael Binford ◽  
Ankur Desai ◽  
Michael Dietze ◽  
...  
Keyword(s):  
Ecosystem Management ◽  
Ecological Theory ◽  
Social Ecological ◽  
Social Ecological Theory

scholarly journals Translating Social Ecological Theory into Guidelines for Community Health Promotion

1996 ◽  
Vol 10 (4) ◽  
pp. 282-298 ◽  
Author(s):  
Daniel Stokols
Keyword(s):  
Health Promotion ◽  
Community Health ◽  
Lifestyle Modification ◽  
Ecological Theory ◽  
Well Being ◽  
Future Health ◽  
Community Health Promotion ◽  
Social Ecological ◽  
Health Promotion Programs ◽  
Social Ecological Theory

Health promotion programs often lack a clearly specified theoretical foundation or are based on narrowly conceived conceptual models. For example, lifestyle modification programs typically emphasize individually focused behavior change strategies, while neglecting the environmental underpinnings of health and illness. This article compares three distinct, yet complementary, theoretical perspectives on health promotion: behavioral change, environmental enhancement, and social ecological models. Key strengths and limitations of each perspective are examined, and core principles of social ecological theory are used to derive practical guidelines for designing and evaluating community health promotion programs. Directions for future health promotion research are discussed, including studies examining the role of intermediaries (e.g., corporate decision-makers, legislators) in promoting the well-being of others, and those evaluating the duration and scope of intervention outcomes.

scholarly journals School Staff's Perceptions and Attitudes towards Cyberbullying

2021 ◽  
Author(s):  
◽  
Loreto Mattioni
Keyword(s):  
Factor Analysis ◽  
Exploratory Factor Analysis ◽  
Technology Use ◽  
Ecological Theory ◽  
Self Report ◽  
School Staff ◽  
Senior Managers ◽  
Social Ecological ◽  
Perceptions And Attitudes ◽  
Social Ecological Theory

<p>Parallel with the spread of technology use, cyberbullying has become a serious problem in schools, particularly those in developed countries where most young people have ready access to the Internet and mobile phones. Cyberbullying can cause significant emotional harm, disrupt social development, and can be associated with negative student outcomes. As schools must provide students with a safe learning environment, they are challenged with ways to address the phenomenon of cyberbullying. To minimize the negative effects of cyberbullying, and to assist school staff to understand and address this issue, it is necessary to examine the views of school staff on cyberbullying. Positioned within the framework of Social-Ecological Theory, this study explored teachers’ and senior managers’ perceptions and attitudes towards cyberbullying. Data were collected using an anonymous online self-report questionnaire on cyberbullying. One hundred and twelve senior managers and ninety eight teachers, currently working in New Zealand schools, participated in the study. An exploratory factor analysis was conducted to evaluate whether groups of items of the questionnaire assessed distinct attitudinal constructs. Results from the exploratory factor analysis indicated that attitudes towards cyberbullying was a multi-dimensional construct composed by three factors (i.e., ‘Concern’, ‘Empathy’ and ‘Responsibility’). The results also showed that most school staff understood what behaviours constitute cyberbullying. However, a significant proportion of school staff were unlikely to identify social exclusion as being a component of cyberbullying. School staff perceived cyberbullying as conducted mainly by girls and by students across all age groups. In addition, school staff were concerned about cyberbullying, they were empathetic towards cybervictims and they believed that cyberbullies could be helped. However, school staff, especially senior managers, were unlikely to perceive cyberbullying as a problem in their schools and likely to report low frequencies of cyberbullying. Moreover, school staff felt only moderately responsible for preventing cyberbullying as it commonly occurs outside the school. Theoretical and applied implications, for the different levels of the Social-Ecological Theory that affect cyberbullying behaviours, are discussed.</p>

scholarly journals School Staff's Perceptions and Attitudes towards Cyberbullying

2021 ◽  
Author(s):  
◽  
Loreto Mattioni
Keyword(s):  
Factor Analysis ◽  
Exploratory Factor Analysis ◽  
Technology Use ◽  
Ecological Theory ◽  
Self Report ◽  
School Staff ◽  
Senior Managers ◽  
Social Ecological ◽  
Perceptions And Attitudes ◽  
Social Ecological Theory

<p>Parallel with the spread of technology use, cyberbullying has become a serious problem in schools, particularly those in developed countries where most young people have ready access to the Internet and mobile phones. Cyberbullying can cause significant emotional harm, disrupt social development, and can be associated with negative student outcomes. As schools must provide students with a safe learning environment, they are challenged with ways to address the phenomenon of cyberbullying. To minimize the negative effects of cyberbullying, and to assist school staff to understand and address this issue, it is necessary to examine the views of school staff on cyberbullying. Positioned within the framework of Social-Ecological Theory, this study explored teachers’ and senior managers’ perceptions and attitudes towards cyberbullying. Data were collected using an anonymous online self-report questionnaire on cyberbullying. One hundred and twelve senior managers and ninety eight teachers, currently working in New Zealand schools, participated in the study. An exploratory factor analysis was conducted to evaluate whether groups of items of the questionnaire assessed distinct attitudinal constructs. Results from the exploratory factor analysis indicated that attitudes towards cyberbullying was a multi-dimensional construct composed by three factors (i.e., ‘Concern’, ‘Empathy’ and ‘Responsibility’). The results also showed that most school staff understood what behaviours constitute cyberbullying. However, a significant proportion of school staff were unlikely to identify social exclusion as being a component of cyberbullying. School staff perceived cyberbullying as conducted mainly by girls and by students across all age groups. In addition, school staff were concerned about cyberbullying, they were empathetic towards cybervictims and they believed that cyberbullies could be helped. However, school staff, especially senior managers, were unlikely to perceive cyberbullying as a problem in their schools and likely to report low frequencies of cyberbullying. Moreover, school staff felt only moderately responsible for preventing cyberbullying as it commonly occurs outside the school. Theoretical and applied implications, for the different levels of the Social-Ecological Theory that affect cyberbullying behaviours, are discussed.</p>

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