A Study on the Relations among Ego-Resilience, Social Support and Kinetic School Drawing(KSD) in School-Age Children

2021 ◽  
Vol 1 (1) ◽  
pp. 45-68
Author(s):  
Eun Jeong Kim ◽  
Seong Hui Jeon
Keyword(s):  
Social Support ◽  
School Age Children ◽  
School Age ◽  
Ego Resilience

Social support characteristics among nonclinical African-American and Filipino-American parents with school-age children

1996 ◽  
Vol 18 (8) ◽  
pp. 659-692 ◽  
Author(s):  
Cheryl A. Richey ◽  
Vanessa G. Hodges ◽  
Pauline Agbayani-Siewert ◽  
Kimberly Petitt
Keyword(s):  
Social Support ◽  
African American ◽  
School Age Children ◽  
School Age ◽  
Filipino American

The significance of grit from social support and health determinants

2019 ◽  
Vol 20 (1) ◽  
pp. 47-62
Author(s):  
Whitney Key ◽  
Jang Ho Park ◽  
Philip Young P Hong
Keyword(s):  
Social Support ◽  
Academic Success ◽  
Workforce Development ◽  
Low Income ◽  
Cognitive Skills ◽  
School Age Children ◽  
Health Determinants ◽  
School Age ◽  
Job Seeking ◽  
Employment Goals

Non-cognitive skills are known to be influenced by the environment, especially regarding health and social support. One emerging non-cognitive skill is grit that can be defined as a success measure among low-income adults. It has been studied mostly among school-age children as it relates to academic success however little attention has paid to grit in workforce development. This is important to recognize as two identifiers for workforce success are social support and health. This paper aims to investigate the effects of health and social support on grit. Regression analysis was completed on 520 low-income, job seeking adults. A series of multiple regression results indicate that social support and health—physical, emotional, and general—have statistically significant independently and combined effects on grit. This finding is important for workforce development practitioners to understand when working with job seeking clients who are having difficulty in demonstrating the necessary tenacity to continue the path to achieve employment goals. 

scholarly journals Hubungan antara Core Beliefs, Rumination, Dukungan Sosial, dan Post Traumatic Growth pada Anak Usia Sekolah

2019 ◽  
Vol 8 (02) ◽  
pp. 103-110
Author(s):  
M. Ramadhana ◽  
H. S. Shinto S.
Keyword(s):  
Social Support ◽  
Seismic Event ◽  
Positive Change ◽  
School Age Children ◽  
Core Beliefs ◽  
School Age ◽  
Post Traumatic Growth ◽  
Post Traumatic

Post-traumatic growth is one of those terms for positive change experienced as a result of the struggle with trauma which emphasize in transformation (Meyer, Grant, and Kilmer, 2011). Tedeschi and Calhoun (2004) also emphasize seismic event which caused psychological crisis because of the disruption of core beliefs so that post-traumatic growth could happen. The following research is to identified post-traumatic growth that happen in school-age children with horrible experience. Results showed that there is post-traumatic growth in school-age children with horrible experience. Increased core beliefs, rumination, and social support strengthen post-traumatic growth in school-age children with horrible experience.

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