In recent decades, care ethics has become more visible in discussions of contemporary moral problems; however, longstanding ethical theories such as deontology and utilitarianism remain prominent in discussing controversial contemporary issues. I show the relevance of care ethics in discussions of globalization, especially regarding care ethics's applicability to the problem of "global care chains." Global care chains form when a person from a developing nation, usually a female, emigrates to serve as a fulltime nanny or housekeeper for a middle or upper class household. Her remittances pay for another care worker to replace her at home during her absence. This chain of caring labor extends across oceans and involves multiple households and various intricate webs of relationship. Care chains are problematic for three reasons. First, immigrant care workers find themselves particularly vulnerable to manipulation and abuse at the hands of their wealthy employers: Generally, labor laws in most countries do not apply to workers in private households. Second, the consistent migration of female care workers from poorer to wealthier countries eventually damages the socio-emotional commons in these workers' home communities. Third, care chains maintain the global illusion that women have achieved genuine equality with men: Because the gendered division of labor persists in the private and public sphere along with the masculine career model, women generally still find themselves burdened with the second-shift of caring labor in their homes. In response, I propose the use of "caring contracts" to address these conflicts. First, the caring contract shows how care ethics's feminist priorities can work in conjunction with the liberally derived concept of contractual arrangements between seemingly distant parties. Second, caring contracts prohibit the abuse of immigrant care workers while motivating a global conversation regarding the patriarchal and masculinist norms that have encouraged women's reliance on care chains. Privileged men and women will have to reconsider the true value of care work and understand why all capable individuals should participate in its completion. This dialogue would have to include revising global economic polices that have forced women in developing countries to emigrate for employment opportunities. / Philosophy

The study involved 87 school-age participants in the Zhang Sah afterschool program located in Philadelphia, PA during the 2015-2016 school years. The study sought to identify if relationships exist between the participants’ results for physical competency as measured by Fitnessgram™, socio-emotional competency as measured by SAYO™, and cognitive competency as measured by school report card grades and literacy levels. The study’s findings revealed participants’ achieving levels of competency in fitness, socio-emotional learning and academic achievement. The most significant variables related to the participants’ results were adiposity, Body Mass Index, and low socio-economic status. The older school-age participants’ results revealed few significant associations between fitness and socio-emotional learning except for associations between core body strength and leadership, and resilience and science grades. The young school-age participants’ results revealed significant associations between flexibility and science grades, as well as socio-emotional learning and grades and reading level. / Educational Leadership

[pt] Habilidades socioemocionais são compreendidas como habilidades referentes à regulação de pensamentos, emoções e comportamentos, dizendo respeito a como indivíduos gerenciam suas emoções, percebem-se e se relacionam com outros, influenciando assim uma ampla gama de aspectos pessoais e sociais ao longo da vida. O objetivo geral deste trabalho foi construir uma escala de heterorrelato para avaliar habilidades socioemocionais em crianças entre 6 e 12 anos de idade, destinada aos pais, mães ou responsáveis. Como objetivo específico, foram investigadas evidências iniciais de validade baseada no conteúdo. Os itens do questionário foram desenvolvidos com base nas categorias de definições operacionais de sentimentos e comportamentos encontrados na literatura a respeito do construto, organizados a partir da taxonomia do modelo Big five. A escala de respostas é do tipo likert de sete pontos (concordância). Após sua construção, os itens foram avaliados por três pesquisadores com expertise com a estrutura trabalhada. Foram utilizados o Índice de Validade de Conteúdo para avaliar a qualidade e representatividade dos itens e o índice Kappa para avaliar a concordância entre os especialistas sobre os fatores dos itens. Além disso, foi realizada ainda a análise semântica dos itens com o público-alvo (dois pais, uma mãe e uma avó). Os resultados apontam uma adequada compreensão dos itens, indicando evidências de validade de conteúdo. Novos estudos deverão ser conduzidos para avaliar as propriedades psicométricas do instrumento com o objetivo de obter evidências de validade robustas. / [en] Socio-emotional skills are known as skills related to the regulation of thoughts, emotions and behaviors, concerning how individuals manage their emotions, perceive themselves and relate to others, thus influencing a wide range of personal and social aspects throughout a person s life. The objective of this study was to build a hetero-report scale to assess social-emotional skills in children aged from 6 to 12 years, aimed at fathers, mothers or guardians. As a specific objective, initial evidence of content-based validity was investigated. The questionnaire items were developed based on the categories of operational definitions of feelings and behaviors found in the literature regarding the construct, organized from the taxonomy of the Big five model. The response scale is a seven-point Likert scale (agreement). After its construction, the items were evaluated by three researchers who were familiar with the structure being worked on. The Content Validity Index was used to assess the quality and representativeness of the items and the Kappa index to assess the agreement between experts on the items factors. In addition, a semantic analysis of the items with the target audience (2 parents, 1 mother and 1 grandmother) was performed. The results point to an adequate under-standing of the items, indicating evidence of content validity. Further studies should be conducted to assess the instrument s psychometric properties in order to obtain robust validity evidence.

Older adults are increasingly using social networking sites such as Facebook to maintain social relationships. A growing body of literature indicates that frequent communication with family members and close friends influences successful ageing. Consequently, the purpose of this study is to establish the nature of the relationship between the impact of Facebook communication and successful ageing on older adults living in the rural municipality of Hagfors. This study defines an older adult as a person aged 55 years and above. Self-reported life-satisfaction, social engagement and social trust are used as indicators of successful ageing. Predictions about Facebook communication and successful ageing are tested by theories of socio-emotional selectivity and social capital. This is based on 15 semi-structured interviews conducted with older adults living in the municipality of Hagfors. The results indicate that having small social connections and frequently exchanging privately composed communication with family members and close friends promotes successful ageing. Facebook is found to be a potential source of social capital.

[pt] Esta dissertação apresenta reflexões acerca de aspectos de ensino-aprendizagem inerentes a processos de design, especificamente os processos de desenvolvimento de projeto, como contribuições para se alcançar um aprendizado socioemocional. Um tipo de aprendizado necessário para lidar com a complexidade da contemporaneidade. A pesquisa se fundamenta em teorias, conceitos e pensamentos como o do paradigma da complexidade, de Edgar Morin; o de prática reflexiva, de Donald Schon; e o de aprendizagem por meio de projetos, de Fernando Hernández, dentre outros. Aponta aspectos de Design como uma possibilidade de transcender as fronteiras do conhecimento (disciplinas) e favorecer o desenvolvimento de competências socioemocionais - incluindo as habilidades para lidar com as próprias emoções; para se relacionar com os outros; e para gerenciar objetivos de vida em um contexto de mudança e interação. Discute o papel do design no ensino fundamental, a partir de dados coletados com profissionais da área de educação que vivenciam a prática de ensino-aprendizagem por meio de projetos. Com base nos dados coletados, propõe uma reflexão acerca das possibilidades de experiências no ensino fundamental para um aprendizado socioemocional, sob a ótica de um design reflexivo. / [en] This master thesis presents reflections on teaching-learning aspects of design processes, specifically processes concerning the development of projects, as a contribution to the achievement of social-emotional learning. A type of learning required to deal with the complexity of contemporaneity. The research is based on theories, concepts and thoughts like Edgar Morin s paradigm of complexity; the reflective-practice of Donald Schön; and learning through projects, by Fernando Hernández, among others. It points out aspects of Design as a possibility to transcend the frontiers of knowledge (disciplines) and to favor the development of social-emotional competences - including the abilities to deal with one s emotions; to relate to others; and to manage life goals in a context of change and interaction. It discusses the role of design in elementary education, based on data collected from professionals of the educational field, who have experience in teaching-learning practice through projects. Based on the collected data, it proposes a reflection about the learning experiences possibilities in elementary school for a social-emotional learning, from the perspective of a reflective design.

Orientador: Vera Lucia Messias Fialho Capellini / Resumo: Os estudantes com altas habilidades/superdotação apresentam capacidade intelectual acima da média, grande comprometimento com as tarefas e altos níveis de criatividade. Por conta de suas características, necessitam de programas diferenciados de ensino e aprendizagem e, as atividades de enriquecimento curricular são uma das alternativas educacionais previstas para esses estudantes. Pretendeu-se na presente pesquisa investigar as contribuições das atividades de enriquecimento curricular no desenvolvimento cognitivo, escolar e social de estudantes identificados com altas habilidades/superdotação. Levantou-se a hipótese de que, se essas atividades forem bem estruturadas e organizadas de acordo com os interesses e aptidões dos estudantes, serão capazes de favorecer seu desenvolvimento cognitivo, acadêmico e social. Para testá-la, a pesquisa foi dividida em três estudos. O Estudo 1 buscou descrever as atividades de enriquecimento curricular vivenciadas por estudantes identificados com altas habilidades/superdotação em um projeto de extensão e, também, a percepção dos estudantes, pais e professores sobre elas. Para isso, foram elaborados questionários e protocolos que foram respondidos pelos estudantes, seus pais e professores, a respeito das atividades vivenciadas por eles, após a identificação. O Estudo 2 descreveu e comparou o desempenho cognitivo e acadêmico desses estudantes, antes e depois de frequentarem por pelo menos um ano, atividades de enriquecimento curricular. Utilizou... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Students with giftedness have above average intellectual capacity, great commitment to tasks and high levels of creativity. Because of their characteristics, they need differentiated teaching and learning programs, and curriculum enrichment activities are one of the educational alternatives foreseen for these students. The aim of this research was to investigate the contributions of curriculum enrichment activities to the cognitive, school and social development of students identified with giftedness. The hypothesis was raised that, if these activities are well structured and organized according to the interests and aptitudes of students, they will be able to favor their cognitive, academic and social development. To test it, the research was divided into three studies. Study 1 sought to describe the curriculum enrichment activities experienced by students identified with giftedness in an extension project and the perception of students, parents and teachers about them. To this end, questionnaires and protocols were prepared and answered by students, their parents and teachers, regarding the activities they experienced, after identification. Study 2 described and compared the cognitive and academic performance of these students, before and after attending curriculum enrichment activities for at least one year. Raven's Progressive Color Matrix Test, the Wechsler Intelligence Scale (WISC-IV) and the School Performance Test (TDE) were used. Study 3 sought to describe and compare... (Complete abstract click electronic access below) / Doutor

With technological advancements rendering customer expectations ever more sophisticated, firms must compete with increasingly complex service offerings to secure their position in the market. For firms in the hospitality industry, innovating their service offerings to cater to these changing customer demands has therefore become a prerequisite to survive. This paper takes a dynamic capability perspective to examine how family firms fare in this rapidly changing environment by examining the role of family influence on their capabilities to engage in service innovation.  The purpose of the study was to describe and explain how family influence impacts dynamic capabilities for service innovation in a family firm within the hospitality industry. The aim of the study was to derive insights on how family influence impacts family firms’ innovation capacity and to stimulate future work in the field of research.  This study is based on an in-depth single case study approach. Empirical data was gathered through semi-structured interviews. Based on a qualitative explorative study using an abductive approach, we were able to develop new combinations of established theoretical models and concepts with findings from our theory and empirical data.  Five attributes of family influence were identified that impact family firms’ capabilities for service innovation - both positively and negatively. The results indicate that family influence can positively impact dynamic sensing capabilitites for service innovation, while the impact of family influence on dynamic seizing and dynamic transforming capabilities for service innovation can be ambiguous. The findings call for continued exploration of the role of family influence on dynamic capabilities for service innovation and family firms’ innovation capacity in general.

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The present thesis “Personal Resources: Explorative Studies analyzing the Concept, the Development and the Promotion in Children and Adults” focuses on the field of Positive Psychology. This comparatively new field of research aims to examine personal strengths and virtues to ascertain the role of positive experiences, to delineate the function of positive relationships, and to understand how these factors contribute to well-being (Gable & Haidt, 2005). In addition, another goal of Positive Psychology is to develop effective interventions, aiming to increase and sustain processes that strengthen these resources. Thus, my thesis will contribute to a broader understanding of the concepts of personal resources and well-being, as well as their development and promotion. Therefore, I will present findings from four cross-sectional and longitudinal studies with children and adults as participants. In Chapter 1, I introduce the most central concepts of Positive Psychology research and constitute the central questions guiding my thesis. Chapters 2 to 5 present the findings of my empirical research: In Chapter 2, I investigate the concepts of resources and human well-being. Therefore, I will analyze the most important human resources and their complex interplay and impact on human well-being. My aim is to contribute to a more comprehensive framework in this comparatively new field of research. As Positive Psychology further strives to establish effective interventions, I additionally investigate the development and promotion of resources and well-being in children and adults (see Chapters 3-5). In Chapter 3, I concentrate in particular on preschool children and their socio-emotional competencies, and the promotion of these within our mentoring-based prevention program “HUCKEPACK”. A further aim of my thesis is to contribute to a better understanding of the processes fostering positive intervention outcomes. Hence, in Chapter 4 I focus on the causal mechanisms that bring about change within mentoring relationships. More specifically, I examine whether mentors’ socio-emotional competencies influence the mentees’ socio-emotional development within these mentorships. In Chapter 5, I address the question whether personal resources develop in adulthood while focusing on volunteers in our mentoring program in comparison to non-volunteers. Finally, Chapter 6 summarizes the findings presented in my thesis and provides prospects for future research. In Chapter 7 I submit a German version of this summary.

L'empathie est au cœur de nos relations sociales : elle permet leur régulation par les émotions. Des études, aux résultats contradictoires, ont ainsi suggéré qu'un déficit d'empathie chez les auteurs d'agression sexuelle était un élément central dans leur évaluation et leur traitement.Nous avions 2 objectifs pour cette thèse :1) valider en français, dans une population adulte, une échelle d'empathie générale, la Basic Empathy Scale (Jolliffe & Farrington, 2006) ainsi qu'un inventaire des compétences socio-émotionnelles, le Social Skills Inventory (Riggio, 1989, 2002) ;2) approfondir la connaissance des liens existant entre empathie générale, empathie spécifique, distorsions cognitives, compétences sociales et risque de récidive chez des auteurs d'agression sexuelle.136 adultes issus de la population générale (78 femmes et 58 hommes) ont rempli les auto-questionnaires répartis en 2 passations séparées de 7 semaines. 37 détenus (20 auteurs d'agression sexuelle sur enfant, 6 auteurs d'agression sexuelle sur adulte, 6 auteurs d'agression non-sexuelle, 5 non-agresseur) ont participé à des entretiens et questionnaires sur plusieurs semaines.La Basic Empathy Scale et le Social Skills Inventory présentent des qualités psychométriques assez satisfaisantes. Chez les détenus, les liens empathie générale/empathie spécifique/distorsions cognitives différent selon le type de victime, avec des distorsions cognitives plus ou moins généralisées en conséquence. La régulation des émotions apparaît essentielle dans le processus empathique. Enfin, les mesures statiques du risque de récidive ne sont pas liées à l'empathie générale, à l'empathie spécifique et aux distorsions cognitives. Des profils socio-cognitivo-émotionnels ont été proposés à titre exploratoire et nécessiteraient d'être à nouveau investigués dans de futures recherches.Ainsi, notre thèse ouvre la voie à des travaux de recherche novateurs dans le domaine, à l'aide d'outils encore peu utilisés et qui pourraient être améliorés afin d'affiner les profils socio-cognitivo émotionnels des AAS déjà établis et de pouvoir proposer des prises en charge adaptées à chacun des profils rencontrés. / Empathy is fundamental in our social relations: it allows their regulation by emotions. Studies, with conflicting results, have suggested that a lack of empathy among sex offenders was a central element in their evaluation and treatment.We had two objectives for this thesis:1) to validate in French, in an adult population, a general empathy scale, the Basic Empathy Scale (Jolliffe & Farrington, 2006) and an inventory of socio-emotional skills, the Social Skills Inventory (Riggio, 1989, 2002);2) to increase knowledge on the relationship between general empathy, specific empathy, cognitive distortions, social skills and recidivism among sex offenders.136 adults from a general population (78 women and 58 men) completed the self-report questionnaires divided into two sessions, separated by seven weeks. 37 inmates prison (20 child molesters, six rapists, six authors of non-sexual assault, and five non-aggressors) were interviewed and completed questionnaires over several weeks.The Basic Empathy Scale and the Social Skills Inventory have quite good psychometric qualities. Among inmates prison, links between general empathy, specific empathy, and cognitive distortions depend on the type of victim, with cognitive distortions more or less generalized accordingly. Emotion regulation is essential in the empathic process. Finally, static measures of recidivism are not correlated to general empathy, specific empathy or cognitive distortions. We also proposed exploratory profiles socio-cognitive-emotional but they require to be re-examined in future research.Thus, our thesis opens the way for innovative research in this field, using scales not yet widely used and that could be improved in order to refine the socio-cognitive-emotional profiles of the sex offenders already established and to offer of support adapted to each of the profiles encountered.