The current study aims to fill a deficiency in the literature on the effects of watching television, particularly “happy” and “not happy” shows, on social needs. Participants will first take a survey to report their loneliness and need for social interaction. Then, they will be randomly assigned into one of four television-viewing conditions (two involving the participants watching “happy” shows and two involving participants watching “not happy” shows). After viewing three episodes, participants will be re-tested on their loneliness and need for social interaction. It is hypothesized that after watching television, participants will report feeling less lonely and less likely to seek out social interaction with a larger effect for those watching happier shows than those watching less happy shows. If the study shows a reduction in loneliness and desire for social interaction after watching television, it could suggest that television is an outlet to offer those who are lonely or lacking in social support and can ease some of their discomfort and sadness.

South African schools face many challenges as they are inundated with dysfunctional behaviour. The research on South African schools indicates that behavioural challenges such as disobedience, swearing, truancy violence and bullying are evident in many school contexts. From a reductionist, individualist approach, the focus when addressing these challenges is often on causal factors and dysfunctional individuals rather than on ways in which people relate and interact in schools. It is however evident from a social ecological perspective, that in order to facilitate social change, we need to understand people’s experiences of social interaction in schools as an important context for the enhancement of wellbeing. The first phase of the PhD project is a base‐line exploration of the learners’, educators’ and parents’ experiences of relating and interacting in school communities. A qualitative phenomenological investigation was applied in combination with a cross‐sectional descriptive survey design. 1170 learners, ages ranging from 11 to 18 years, 150 parents and 85 educators, from 12 South African schools, participated in the research. The participants completed written assignments that were analysed through the application of global analysis followed by thematic analysis. The findings indicated that enabling ways of relating and interacting were patterned by active engagement and acknowledgement of people. Disenabling social interaction was patterned by disengagement and disregard for people. The findings indicated that both enabling and disenabling ways of relating and interacting, play a crucial role in the enhancement of mental wellbeing in schools, and suggest that schools need to focus more seriously on the ways in which people in schools relate and interact on the everyday micro‐levels of social interaction, as suggested by complexity theory. The second phase of the study comprised a more in‐depth investigation into nurturing and restraining relationships between parents, learners and educators in a school community. A single instrumental case study design was applied to gain an indepth understanding of the complex dynamic interactions between the members of the school community. All the learners and educators in the school were involved during the work sessions. Nominal group technique was applied to obtain information about their perceptions of relationships in the school community. The work sessions were followed by focus group interviews with 18 educators, 40 learners, the management team, six members of the administrative and terrain staff and two parents. A thematic analysis of the data indicated that nurturing relationships could be understood with reference to connectedness: respect, care and transparent communication; whilst restrained relationships could be understood with reference to limited connectedness between people: abuse of power, shifting of responsibility and disrespect for one another. The findings indicated the need for a sensitive, empathic and non‐patronising approach to people in school communities that acknowledge that restrained relationships are inevitably part of the human interaction and understand schools in terms of inter‐subjective recursive processes that pattern the relationships between the members of the school community. In the third phase, the findings of the first two stages of the study were integrated with theoretical perspectives and critical reflections on the findings to conceptualise a relationship‐focused approach to the co‐construction of an enabling school community. The approach encompasses the facilitation of continuous conversations using identified facets of interrelatedness as focal points for the understanding of being together in school communities on a meta‐level. It is recommended that the implementation of a relationship‐focused approach conceptualised in this study, should be considered as an alternative approach for dealing with the challenges associated with human behaviour that currently prevail in schools. Further research on the implementation of the approach in schools is recommended. / Thesis (Ph.D. (Psychology))--North-West University, Potchefstroom Campus, 2011

This thesis is concerned with the key areas of social interaction and emotional understanding in children with autism with regard to their development. This study evaluated the effectiveness of a ten sessions long intervention programme with the objective of facilitating the children’s social-emotional understanding, as well as promoting their social skills and interaction with both peers and adults. Two methods of studies were used with 6 children - aged 7 to 11 - who had previously been diagnosed with high-functioning autism. The quasi-experimental study divided the sample into an experimental and control group in order to evaluate the intervention. The second method was a case study involving two children in the experimental group. Both approaches provided evidence of the effectiveness of the intervention programme in enhancing the social and emotional components. The results from the first study showed that the intervention programme was associated with improvements for the children in the experimental group in their overall social-emotional understanding, as well as their social skills and interaction with their peers. Moreover, there was strong agreement between the three sources (parents, teachers and children) about this improvement, which supports the reliability of the outcomes. On the other hand, children from the control group did not improve in the tested areas. The results from the second study revealed the typical description of emotional and social deficits in the two children with high-functioning autism. In each case there were specific aspects to their level of difficulties and the way in which they interacted with their friends and family. The data collected after the intervention supports the hypothesis that children with autism can learn emotional understanding (including empathy), and this was associated with an improvement in their social functioning. The case studies also showed agreement between the parents in their dissatisfaction about the level of support that their children received at school. None of the children had received any type of social training programme particularly aimed at teaching them these specific skills. The two methods of evaluation complemented each other. Although caution should be taken when interpreting the findings, owing to the small sample size, the study suggests that children with high-functioning autism respond well to interventions designed to support their social and emotional understanding.

This study examines the enactment of leadership communication during videotaped play sessions of thirty kindergarten children. Eighteen of the children demonstrated skills in a cluster of five specific leadership behaviors. All five coders agreed that these eighteen children were sometimes leaders of their individual triad. The coders further agreed that the leadership in the triads flowed from one child to another as the session progressed. The study concluded that leadership is a facilitative process that is fluid rather than statically centered in one or more participants.

Studies on market trader activism in Africa routinely approach traders' claims-making practices from the perspective of the state's regime of signifying order, in relation to which opposition simply seeks to render itself “legible” (Scott 1998). In contrast, this dissertation contends that one must pay close attention to the multiple significations of order and disorder that exist in any social situation and which, through their continuous permeation, fuel transformations of normative plausibilities and, by extension, of the grounds for claims. With a grounding in the theory of the social and political quality of time, I show how the idea of coeval temporalities sensitises observers to the multiple sources of significations of order and disorder – particularly, with regard to subjects' relation to authority – and their creative adaptation in the moment of temporal convergence. The central marketplace of Accra, the capital of Ghana, provides the context for this study. My empirical analysis of this social arena that is closely connected to global flows of people, capital, consumer items and, inevitably, ideas, including those related to order and associated grounds of entitlement adds to the underappreciated theoretical strand the actor-centred process of translation that engenders creative adaptations between converging coeval temporalities.

Master of Landscape Architecture / Department of Landscape Architecture/Regional and Community Planning / Jason Brody / It is easier for users to say that they frequent a park because they like the greenery than to say instead, that a park offers opportunities to meet or watch other people (Marcus, 1998).One of the main reasons people visit parks is to engage in both overt and covert social interaction (Gehl, 2010). Many people desire the opportunity to interact with others as a means of fulfilling their social well-being, but it is often unattainable in a civic space due to the lack of activities that promote social interaction. The lack of activities is specifically relevant in and around Washington Square Park, primarily due to a series of physical and social dilemmas the site faces. Washington Square Park is an underused civic space that has the potential to establish itself as a social civic anchor for downtown Kansas City, Missouri. Developing Washington Square Park into a civic space that promotes social interaction will help to achieve this potential. It will also help to bridge the gap with the current physical and social dilemmas that hinder the space. Through a process of literature review, precedent studies, and site analysis, project goals were established. To achieve these goals a set of design interventions were formed to address the physical and social dilemmas in and around the site. These interactions will then inform a final design for Washington Square Park that promotes a healthier lifestyle through social interaction for the users of the site.

Background: Being close to a person who suffers from a disease can mean a burden, as these tends to disregard own needs in favor of the person who is sick. Aphasia is a disorder that affects communication skills and is one of the most common complications due to brain damage. Aim: The main purpose of this literature study was to illuminate relatives experiences of living with a person with aphasia. Method: Nine scientific articles were analyzed with a qualitative manifest content analysis which resulted in three themes with subthemes: Emotional reactions: The impact on well-being, Changing social and emotional relationships; A changed everyday life: Obstacles in communication, Decreased social interaction, Being able to handle everyday; Increased need for support: To get information about the aphasia; Deterioration of the economy and the need for financial support. Result: It was revealed that relatives felt left aside in the care of their relative with aphasia, resulting in an increased need for information, support and relief. Conclusion: Therefore conclusion was that relatives should be asked by nurses of how much involved in the care of their sick relative they want to be or can be and how much support they need to be able to handle that.

Many studies have been devoted to investigating the process by which individuals make dispositional attributions about the people that they encounter. Typically, individuals are more likely to seek future interactions with target individuals if those target individuals have a positive or rewarding disposition. Interactions with target individuals possessing negative or punishing dispositions reduce the likelihood that target individual will be selected for future interactions. An initial false positive trait ascription will be self-correcting with future interactions. An initial false negative trait label will likely remain stable if future interactions are not forced. The importance of quick accurate disposition identification carries important evolutionary implications as well as normal-life implications. Results from an experiment support the ability of subjects to accurately identify the true trait of target individuals with limited dispositional information. / by Robert P. Shuhi. / Thesis (M.A.)--Florida Atlantic University, 2008. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2008. Mode of access: World Wide Web.

In this short- term longitudinal study (N=428), the unique predictive association between the positive peer nominated characteristic of being fun and peer status (peer preference and popularity) was assessed in a sample of fourth through sixth grade students. Concurrent hierarchical regression analyses and longitudinal structural equation modeling analyses found that peer nominated fun positively predicted preference and popularity, after accounting for the contribution of predictors potentially confounded with being fun, such as prosocial behavior, academic achievement, relational aggression, and physical aggression. The longitudinal association between fun and preference was qualified by grade in school, such that being fun predicted increases in preference for younger children but not for older children. There were bidirectional associations between peer status and fun; fun predicted increases in peer preference and popularity, but peer preference and popularity also predicted later increases in fun. The findings point to the need to expand existing conceptualizations of the antecedents of peer status beyond known predictors and to examine the developmental shifts in the landscape of children’s peer interactions that make certain characteristics more desirable at different ages. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2016. / FAU Electronic Theses and Dissertations Collection

by Siu Fung Ying. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1999. / Includes bibliographical references (leaves 48-54). / Abstract and questionnare in English and Chinese. / ABSTRACT --- p.ii / ACKNOWLEDGEMENT --- p.iii / TABLE OF CONTENTS --- p.iv / LIST OF TABLES --- p.v / Chapter CHAPTER 1: --- INTRODUCTION --- p.1 / Chapter CHAPTER 2: --- METHODOLOGY --- p.14 / Chapter CHAPTER 3: --- RESULT --- p.20 / Chapter CHAPTER 4: --- DISCUSSION --- p.37 / REFERENCES --- p.48 / APPENDIX --- p.55