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At least 19 recordsLinked to original sources
PubMed1992

Social support and stress: the role of social comparison and social exchange processes.

This paper first presents four different conceptualizations of social support: social integration, satisfying relationships, perceived helpfulness and enacted support. Then, classic and contemporary social comparison theory and social exchange theory are analysed as they are two theoretical perspectives that are particularly useful in understanding social support. These perspectives are employed to explain three seemingly paradoxical phenomena in the domain of social support: (1) the fact that support sometimes has negative effects; (2) the fact that the occurrence of stress itself can sometimes decrease the availability of support resources; and (3) the phenomenon that people believe that they give more support than they receive, and that there is more support available for them than for others.

Female↗
PubMed1992

Popular and rejected children's social reasoning: linking social status and social knowledge.

The relationship between children's social status/sex and their moral judgements was examined. Sixty-four second- and third-grade children (33 boys, 31 girls) who were identified as popular or rejected by peer sociometric measures were shown pictures of children engaged in moral and second-order transgressions. The children were asked to rate each event on (a) the degree of seriousness for other and self, (b) the amount of punishment for other and self, and (c) rule alterability. The children were also asked for justification of the transgressions (why they thought the transgressions were wrong). The popular and rejected children differentiated between moral and second-order transgressions based upon criterion ratings and justifications. Differences emerged between the popular and the rejected children's ratings and justifications for moral transgressions, suggesting that children's moral judgements are related to social experiences associated with peer acceptance and rejection.

Child↗
PubMed1992

Studies of hospital social stays in the frail elderly and their relationship to the intensity of social work intervention.

The elderly frequently suffer long lengths of hospital stay (LOS). These long stays are often associated with long social care stays which occur when patients no longer require acute care and are awaiting post-discharge services. In this study, actual acute care LOS and social care LOS were studied specifically in hospitalized frail elderly. Our data demonstrate that frail elderly receiving only acute care do not suffer markedly prolonged total LOS (TLOS). However, in hospitalized frail elderly patients who experience acute care and social care stays, social care LOS accounts for over half of all hospital days. When patients were grouped and studied according to the type of post-discharge services being sought by the health care team, significant differences in acute LOS and social care LOS were noted. Subgroups of patients were also identified among the various groups which differed significantly in their LOS parameters. Patients who required more than one discharge plan during the course of hospitalization experienced the longest hospital stays of all groups, and spent almost 70% of these days receiving non-acute social care. In a study of the relationship between the intensity of social work intervention and social care LOS in the frail elderly, a statistically significant relationship was noted between the timing and frequency of social work intervention and the actual length of social care stays. Early and frequent social work interventions were associated with significantly shorter social care LOS. We conclude that the study of TLOS should include acute LOS and social care LOS to obtain a reliable measure of the course and cost of hospital care for the frail elderly. The study of social care subgroups may facilitate future investigations to define the social care problems which contribute most to TLOS, and the patient populations which should be most heavily targeted for early and intensive social work intervention.

Aged↗
PubMed2025

The Relationship Among Range Adaptation, Social Anhedonia, and Social Functioning: A Combined Magnetic Resonance Spectroscopy and Resting-State fMRI Study.

BACKGROUND AND HYPOTHESIS: Social anhedonia is a core feature of schizotypy and correlates significantly with social functioning and range adaptation. Range adaptation refers to representing a stimulus value based on its relative position in the range of pre-experienced values. This study aimed to examine the resting-state neural correlates of range adaptation and its associations with social anhedonia and social functioning. STUDY DESIGN: In study 1, 60 participants completed resting-state magnetic resonance spectroscopy and fMRI scans. Range adaptation was assessed by a valid effort-based decision-making paradigm. Self-reported questionnaires was used to measure social anhedonia and social functioning. Study 2 utilized 26 pairs of participants with high (HSoA) and low levels of social anhedonia (LSoA) to examine the group difference in range adaptation's neural correlates and its relationship with social anhedonia and social functioning. An independent sample of 40 pairs of HSoA and LSoA was used to verify the findings. STUDY RESULTS: Study 1 showed that range adaptation correlated with excitation-inhibition balance (EIB) and ventral prefrontal cortex (vPFC) functional connectivity, which in turn correlating positively with social functioning. Range adaptation was specifically determined by the EIB via mediation of ventral-medial prefrontal cortex functional connectivities. Study 2 found HSoA and LSoA participants exhibiting comparable EIB and vPFC connectivities. However, EIB and vPFC connectivities were negatively correlated with social anhedonia and social functioning in HSoA participants. CONCLUSIONS: EIB and vPFC functional connectivity is putative neural correlates for range adaptation. Such neural correlates are associated with social anhedonia and social functioning.

Humans↗
PubMedDate not supplied

[Human social activity under conditions of relative social isolation].

The differences in using a "social isolation" concept in the psychological literature are presented. The term of "relative social isolation" is clarified. A relationship between human adaptation to the relative social isolation environments and the development of his social qualities and social activities is presented. The "social context", dictating motivation attitudes of a man to the isolation situation, emotional experiences, self-appraisal of activity is of crucial importance for evaluating the real environments of relative social isolations. Social activity of a personality is studied as the relations of a man with the conditions of his activity. The results of studying the dynamics of the psychic state of a man during individual and group isolation are compared. It is concluded that social activity of man and his functional state are interrelated. The particular manifestations and direction of the changes in the social activity of the subject depend on the duration of isolation and are determined first of all by social significance and meaningful and balanced work for a person as well as by the amount and frequency of direct and mediated social contacts under specific conditions of relative social isolation.

Humans↗
PubMed1992

Social context, social abstention, and problem recognition correlated with adult female urinary incontinence.

STUDY OBJECTIVE: The aim was to describe types of social contexts and abstention from social activity in women reporting urinary incontinence (UI); to identify social contexts and social abstention specifically associated with clinical UI subtypes; to relate clinical type of UI, social context and social abstention to individual problem perception. DESIGN AND SETTING: A self-administered postal questionnaire was sent to a random population sample comprising 3,114 women aged 30-59 in the Municipality of Aarhus, Denmark. RESPONDERS: A total of 2,631 women (84.5%) responded with a slight decrease in response rate by age. The present study group consists of 511 women (19.4% of the responders) who reported period prevalent UI for at least one of the years 1985-1987. MEASUREMENTS AND MAIN RESULTS: Eighty-six percent of the study group members reported stress UI and 50% urge UI, so that 42% had both (mixed stress and urge UI) and 6% none of them (unspecific UI). Forty-six percent indicated the workplace and 66% the home as principal sites of UI occurrence. Thirty-one percent had experienced UI in specific situations such as during anxiety, sexual intercourse, or sleep. Nineteen percent had abstained from social activities, 17% from non-intimate social activity and 6% from sexual intercourse. Fourteen percent perceived UI as a social problem and 60% as a hygienic problem. Indicators of stress UI were associated with UI occurring at the work-place and during sexual intercourse which, in turn, both were correlates of abstention from non-intimate social activity. Urge UI was associated with episodes of UI occurring at home and in specific situations such as during anxiety and sleep. The experience of UI during sexual intercourse was related to all types of abstention. The perception of UI as a social or hygienic problem depended on the duration since first UI episode as well as social context and abstention. CONCLUSIONS: The everyday life consequences of UI are widespread and may cause serious relational problems for the individual. Stress UI manifests itself as a somatic condition leading to abstention from sport and other non-intimate social activities. Urge UI and the role of the experience of UI during sexual intercourse should be further investigated also from psycho-somatic and psycho-social coping points of view.

Absenteeism↗
PubMed1977

The role of social anxiety in social interaction difficulties.

Social anxiety was found to be the most common complaint in a sample of psychiatric patients reporting social interaction difficulties. High social anxiety was shown to be associated with impairments to social behaviour in socially anxious psychiatric patients and non-psychiatric volunteers. A comparison was made of systematic desensitization and a form of social skills training in the treatment of social interaction difficulties associated with high social anxiety. This indicated that while both therapies were effective in the reduction of social anxiety, the training programme was the more effective in reducing problem behaviour, but desensitization appeared to lead to a wider generalization of improvement as indicated by increases in social participation.

Adolescent↗
PubMed1979

Effects of peer-mediated social initiations and prompting/reinforcement procedures on the social behavior of autistic children.

Peer-mediated social initiations and prompting/reinforcement procedures were evaluated (in training and generalization sessions) as interventions for increasing the positive social behavior of four autistic children. During baseline, the peer trainer made few social initiations and did not prompt or socially reinforce subjects. For two subjects, baseline was followed by social initiation intervention, and for the other two, baseline was followed by prompting and social reinforcement. Both interventions produced dramatic and comparable increases in positive social behavior in training sessions. Post-treatment responding was not observed for either intervention. When interventions terminated in a second baseline period, the subjects' behavior returned to the level observed during the initial baseline. The subjects were then exposed to the intervention procedure they had not yet experienced. Again, there were positive and comparable behavior changes in the treatment setting, but no increase in positive social behavior was observed during generalization assessment.

Autistic Disorder↗
PubMed1992

Social factors mediating social class differences in blood pressure in a Jamaican community.

Research on the factors mediating social class differences in blood pressure was carried out in a Jamaican community. It was found in a previous report that higher social class is related to lower blood pressure for females, while for males higher social class is related to higher blood pressure. These differences are examined in greater detail here, especially in terms of the historical context of the specific community studied, which is on the fringe of the Kingston urban area, and in terms of the continuing importance of a social class system established under colonial rule. In the current study it is shown that social class differences in blood pressure for males are mediated by perceptions of social support. Social class differences in blood pressure for females are mediated by perceptions of economic stress. It is suggested that specific patterns of the growth of the city, and the historically-based social class system, have resulted in the juxtaposition of lower and middle class Jamaicans within this community, who in turn are influenced by different factors affecting blood pressure.

Adult↗
PubMed2026

Advancing nursing education through social and emotional learning: A systematic review guided by the Collaborative for Academic, Social, and Emotional Learning framework.

BACKGROUND: With Generation Z entering the nursing workforce in growing numbers, strengthening social and emotional learning is critical for academic success, professional adaptation, and safe practice. However, the existing evidence remains fragmented because of varied interventions and inconsistent approaches. OBJECTIVES: This systematic review examined (1) the social and emotional learning essential for nursing students and nurses within the Collaborative for Academic, Social, and Emotional Learning framework, (2) their impact on educational and clinical outcomes, and (3) implications for advancing nursing education and practice. METHODS: Following Joanna Briggs Institute methodology and Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines, five international (PubMed, EMBASE, CINAHL, PsycINFO, Cochrane) and three Korean (RISS, KoreaMed, KMBASE) databases were searched up to June 2025. Eighteen studies involving 2,952 participants met the inclusion criteria, including quasi-experimental quantitative studies, descriptive quantitative studies, qualitative studies, and mixed-methods studies. The methodological quality of the included studies was appraised using the Mixed Methods Appraisal Tool. RESULTS: Within the Collaborative for Academic, Social, and Emotional Learning framework, relationship skills and self-management were the most frequently studied competencies, emphasizing teamwork, communication, and stress regulation. Self-awareness and social awareness were underexplored, despite their importance in empathy, resilience, and reflective practice. Responsible decision-making was the least studied competency, despite its importance in ethical reasoning. Social and emotional learning was consistently associated with enhanced adaptation, communication, leadership, relationships, and clinical performance. Effective strategies included blended learning, simulation, reflective activities, and mentorship, which are aligned with Generation Z's learning preferences. CONCLUSION: Although social and emotional learning integration is associated with improvements in educational and clinical outcomes in nursing, current research has largely centered on relational and stress-related competencies while underrepresenting responsible decision-making. To cultivate reflective, empathetic, and ethically grounded nurses, curricula should integrate social and emotional learning through a balanced and structured approach. REGISTRATION: This study was registered on PROSPERO (ID: CRD420251005683).

Humans↗
PubMed1992

Social conflict, social support, and psychological distress: evidence of cross-domain buffering effects.

A longitudinal study examined the relative and joint effects of perceived social support and social conflict on psychological distress in 228 college students. Women had higher perceived social support from roommates and friends and less conflict with roommates than did men; there were no gender differences in level of conflict with friends or psychological distress. Roommate conflict predicted increases in psychological distress over time; this effect was attenuated by high levels of perceived social support from friends. Friend conflict also predicted increases in psychological distress over time; this effect was attenuated by high levels of perceived social support from roommates. These results show the importance of negative and positive aspects of social experiences to emotional functioning and the importance of compensatory social support for individuals facing social conflicts.

Adaptation, Psychological↗
PubMed1979

Rehabilitation of socially withdrawn preschool children through mixed-age and same-age socialization.

24 socially withdrawn preschool children were located through classroom observations and assigned to 3 conditions: (a) socialization with a younger child during 10 play sessions, (b) socialization with an age mate during a similar series of sessions, and (c) no treatment. The socialization sessions, particularly those with a younger partner, were found to increase the sociability of the withdrawn children in their classrooms. Significant increases occurred mainly in the rate with which positive social reinforcement was emitted. Generally, the results support a leadership deficit theory of social isolation. Possible mechanisms responsible for the observed changes are discussed.

Age Factors↗
PubMed1978

Social reinforcement and the naturally occurring social responses of severely and profoundly retarded adolescents.

This study was designed to determine if the deficits in social behavior of retarded persons might be due, in part, to the failure of their environment to maintain that behavior. Using an ABAB design, we systematically ignored severely and profoundly retarded, institutionalized adolescents and gave them social reinforcement for appropriate social behavior. Social behavior decreased during nonreinforcement conditions and increased during reinforcement conditions. The data suggest that deficits in social behavior of retarded persons may be due to failure of their environment to maintain such behavior. Implications of these findings for staff behavior and the utility of the present procedure for increasing social behavior of institutionalized retarded persons were discussed.

Adolescent↗