No / This paper is a contribution to the developing understanding of social relationships in institutional care settings. It focuses on two areas that have been neglected in research: the reasons for and types of social interaction in institutional settings, and the ways in which the context of people's lives shapes social interaction. The paper draws on ethnographic observations conducted in four care settings in Scotland using a symbolic interactionist perspective. It finds that residents communicate and interact, and that the personal, cultural and structural contexts frame social interaction and influence the ways that residents use humour, express sexuality, and show hostility. The paper concludes that residents create social interactions in which action is embedded, but do so within specific structural and cultural contexts. These contexts `control¿ resident action by establishing frameworks for the interpretation of meaning. At the same time, each facet of context is `controlled¿ by the ways in which residents actively take on the `role¿ of others, and project `self¿ and a `label¿.

No / Within care organizations, “people with dementia” are often labeled as a homogenous group with little differentiating them from each other. This can mark them out as separate from and less capable than those without dementia. When individuals with dementia are described, understood, and related to in terms of their diagnosis, individuality may get lost. In this article, we seek to unsettle the socially constructed boundary between “people with dementia” and people without dementia. This is explored in the context of fieldwork we undertook as part of a Participatory Video project where we worked alongside people with a dementia diagnosis to co-create short films about their interests and concerns. In the process of this work, we found that alternative unities emerged between ourselves and people with dementia, as the dementia label faded into the and the person, with all his or her diverse interests and life experiences, came to the fore. We found ourselves building rapport and making connections with our research participants, a diverse group of individuals whose life experiences, outlooks, and experiences were simultaneously unique to them but also shared in many ways between themselves, and with us. As we spent time with participants in the communal lounge, in the adjoining day center, walking the hallways, out in the garden, or in individual apartments when invited, we found that people shared a wealth of information with us: about how they were feeling, things they liked, things they had done, instances of trauma, as well as some of their happiest times.

Current theoretical accounts of gender role development argue that children are active participants in their own and their peers' gender role development (Liben & Bigler, 2002; Ruble, Martin, & Szkrybalo, 2002). Specifically, children have been reported to bully peers whose behaviors do not conform to gender norms (Ruble & Martin, 2002). Gender-related bullying is especially problematic among adolescent boys who use gay-baiting (calling a boy gay when he does something atypical of his gender) to publicly harm male peers whose behaviors are incongruent with society's definition of masculinity (Pollack, 1998; Kimmel, 2003a; Kimmel, 2003b). Relationships among endorsing traditional masculine gender roles for the self-and others, contingent self-esteem, gender-based bullying, and academic performance have been hinted at in the literature, although there has not been a study connecting these themes. The purpose of this dissertation, therefore, is to determine the relations among (a) endorsing traditional masculine gender roles via sex-typing of the self and others, (b) contingent self-esteem, (c) gender-related bullying, and (d) academic success. In addition, I propose and test the notion that contingent self-esteem mediates the relationship between sex-typing of the self and others and gender-related bullying (perpetrators and victims). Participants included 103 7th grade boys (31 European Americans, 72 Latinos) who reported on (a) their personal sex-typed attitudes (OAT-PM) and sex-typed attitudes towards others (OAT-AM), (b) levels of contingent self-esteem, and (c) gender-related bullying (perpetrators and victims) in the spring of 2008. Students' final GPAs were also obtained. Results indicated that Latino boys were more likely than European American boys to be perpetrators of gender-related bullying. European American boys, in contrast, were more likely than Latino boys to become victims of gender-related bullying. In addition, boys were more likely to engage in gender-related bullying if they were highly sex-typed and if their self-esteem was contingent upon proving their masculinity. Such findings suggest the need for researchers to develop intervention programs designed to teach students to have more flexible conceptions of gender in order to minimize the amount of gender-related bullying in the schools. / text

Thesis (Ph. D.)--University of Oregon, 2004. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 115-120). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (Ph. D.)--University of Texas at Austin, 2009. / Title from PDF title page (University of Texas Digital Repository, viewed on Sept. 9, 2009). Vita. Includes bibliographical references.

Forty volunteer patients from a Veteran's Administration Hospital served as subjects for this study. On the basis of Beck Depression Inventory scores, the subjects were divided into depressed (11 and above) and nondepressed (7 and below) groups. Subjects were assigned randomly to either public condition (experimenter present with the subject during experimental procedures) or a private condition (subject performed the procedures alone). Subjects in each condition were asked to perform three tasks which varied in the amount of interpersonal involvement each required ranging from low through medium to high. The low interpersonal involvement task consisted of an anagram-solving procedure. Both the medium and high interpersonal involvement tasks employed modification of the Means-Ends Problem-Solving Procedure (MEPDS) (a measure of interpersonal problem solving ability).

published_or_final_version / Education / Master / Master of Education

The current study examined the possibility of using cluster analysis to classify attachment styles in middle childhood. Attachment classifications were measured by looking at child coping strategies and perceived maternal behavior. The attachment classification was then tested for construct validity by examining whether it can predict adjustment outcomes in interpretable patterns. The adjustment outcomes examined were a self-reported global self-worth scale and peer-reported internalizing and externalizing behaviors measured using a Peer Nomination Inventory. The current study had 199 third through eight graders and provided evidence for the cluster analysis approach and also showed that the disorganized attachment was associated with the most adverse adjustment outcomes. That is, results showed that disorganized attachment was linked with the lowest levels of global self-worth and the highest rates of internalizing and externalizing behaviors and was significantly different from the securely attached cluster on each measure. The implications and possible underlying causes are discussed. / Includes bibliography. / Thesis (M.A.)--Florida Atlantic University, 2015 / FAU Electronic Theses and Dissertations Collection

Previous research has demonstrated the effectiveness of programs that include a videotaped self-observation component. The self-observation protocols, however, have not been clearly specified within programs that teach and report parents’ use of general teaching strategies. The current study investigates the effects of a training package with a self-observation component to teach parents to improve teaching interactions with their children at-risk for a developmental delay using an AB design replicated across participants. Data were collected across play interactions to assess the number of parent teaching episodes, child target responses, and various parent and child relationship qualities. Relationship quality measures included parent and child affect and engagement, parent directives, parent confidence and stress, and parent and child interest. The results of this study suggest that the training package was effective in that parents engaged in higher rates of teaching, their children engaged in more desired responding, and certain aspects of the parent-child interaction were enhanced. These results are discussed in terms of the effects on the parent-child teaching interaction and implications for future use of parent self-observation techniques.

Success in sport depends on many aspects as training according to B. Libby (1982) is one of the most complicated and a lot of psychological resistance requiring profession. Coach must be a good judge not only of tactics and technique of special kind of sport, but also find ways how to teach sportsmen these things. It is very important for a coach to have skills in leadership and communication, in other words coach should be experienced in case to train different sportsmen uniting them into motivated and harmonic team. According to P. Karoblis, A. Raslanas, K. Steponavičius (2002), ability to adopt other knowledge, experience also to master teoretical, practical knowledge and skills increase activity, independence, creativity, that is professional experience of coaches. In our scientific work we tried to answer the question what peculiarity obstacles of social interaction (stress, conflict, EGO state expression) are in coach job? Our goal was to ascertain peculiarities of social interaction obstacles in coach job, and the task was to investigate stand point of coaches and future coach to the peculiarities of social interaction obstacles. The results of the research showed that both point of view to stress and conflict as the obstacle of social interaction, peculiarities in most case diferent very much. Whereas EGO state expression, as the obstacle of social interaction, peculiarities are connected with the adjusted child‘s, EGO state expression, which is more characteristic... [to full text]