This study explores the (characteristics of) social relationships and coping efforts that protect emerging adults from feeling lonely. The research question is ‘what do emerging adults need in order to not feel lonely?’. Semi-structured interviews with university students from the Netherlands (N = 29; 20–26 years) were conducted between November 2021 and February 2022. Thematic analysis was used to analyse the data. All participants had experiences with loneliness. In order to not feel lonely, participants needed functional, available social relationships with specific others. Quantitative and qualitative characteristics of social relationships were discussed. Furthermore, participants needed to know and accept themselves and to have realistic expectations about others. In terms of coping, participants made active efforts to improve social relationships and altered expectations about others. The results are discussed in line with social discrepancy theory, coping theory, and characteristics of the life phase of emerging adulthood. Implications for loneliness interventions are discussed.
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This study explores the (characteristics of) social relationships and coping efforts that protect emerging adults from feeling lonely. The research question is ‘what do emerging adults need in order to not feel lonely?’. Semi-structured interviews with university students from the Netherlands (N = 29; 20–26 years) were conducted between November 2021 and February 2022. Thematic analysis was used to analyse the data. All participants had experiences with loneliness. In order to not feel lonely, participants needed functional, available social relationships with specific others. Quantitative and qualitative characteristics of social relationships were discussed. Furthermore, participants needed to know and accept themselves and to have realistic expectations about others. In terms of coping, participants made active efforts to improve social relationships and altered expectations about others. The results are discussed in line with social discrepancy theory, coping theory, and characteristics of the life phase of emerging adulthood. Implications for loneliness interventions are discussed.
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PurposeSexuality and relationships education (SRE) often do not accommodate the needs of vulnerable young people in child and youth social care, (school) social work, and residential or foster care, leaving professionals in these fields a vital role in delivering SRE to these young people. This scoping review examines what competencies professionals need to facilitate adequate guidance and education about sexuality and relationships in their work with vulnerable children and young people.MethodsWe conducted a systematic literature search in five databases – PsychINFO, Eric, Medline, CINAHL and Social Services Abstracts – for articles published between 1991 and 2021 on March 6, 2021, using a set of predefined search strings. Articles on sexuality and relationship education (SRE) or sexual health, related to competencies of (future) professionals and published in English were included.ResultsOur review revealed a range of competencies that professionals may need, such as providing basic prevention, dealing with children struggling with their sexual orientation, handling disclosure of sexual abuse or dealing with problematic sexualized behavior (often combinations of the above), but also supporting young people in exploring positive aspects of relationships and sexuality.ConclusionSRE is an integral part of the work of professionals in child and youth social care. Wider organizational and educational commitment is needed for implementation of SRE to facilitate a safe environment for diverse young people.
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In most models on terrorism, interaction with other radicals is a key factor. However, systematic empirical evidence that radical ties affect behaviour is scarce. Our access to detailed police information allows us to apply Social Network Analysis (SNA) on a Dutch Salafi-Jihadi network and analyse the social relationships and network positions of 80 actors, out of whom 20 turned to terrorist acts. The results suggest that ties to leaders and terrorist offenders, co-attendance of radicalising settings and greater structural embeddedness relate to the likelihood of individual actors turning to acts of terrorism. However, we also find some individual attributes that may offer competing explanations. In this paper we discuss our findings and address how future research may provide further insights into an important issue for agencies involved in countering terrorism: which radical actors, if any, are more likely to turn to acts of terrorism?
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This research aims to contribute to a better understanding of strategic collaborations between work-integration social enterprises (WISEs) and for-profit enterprises (FPEs) with the joint objective to improve labour market opportunities for vulnerable groups. We find that most collaborations strive towards integration or transformation in order to make more social impact.
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The methodology of biomimicry design thinking is based on and builds upon the overarching patterns that all life abides by. “Cultivating cooperative relationships” within an ecosystem is one such pattern we as humans can learn from to nurture our own mutualistic and symbiotic relationships. While form and process translations from biology to design have proven accessible by students learning biomimicry, the realm of translating biological functions in a systematic approach has proven to be more difficult. This study examines how higher education students can approach the gap that many companies in transition are struggling with today; that of thinking within the closed loops of their own ecosystem, to do good without damaging the system itself. Design students should be able to assess and advise on product design choices within such systems after graduation. We know when tackling a design challenge, teams have difficulties sifting through the mass of information they encounter, and many obstacles are encountered by students and their professional clients when trying to implement systems thinking into their design process. While biomimicry offers guidelines and methodology, there is insufficient research on complex, systems-level problem solving that systems thinking biomimicry requires. This study looks at factors found in course exercises, through student surveys and interviews that helped (novice) professionals initiate systems thinking methods as part of their strategy. The steps found in this research show characteristics from student responses and matching educational steps which enabled them to develop their own approach to challenges in a systems thinking manner. Experiences from the 2022 cohort of the semester “Design with Nature” within the Industrial Design Engineering program at The Hague University of Applied Sciences in the Netherlands have shown that the mixing and matching of connected biological design strategies to understand integrating functions and relationships within a human system is a promising first step. Stevens LL, Whitehead C, Singhal A. Cultivating Cooperative Relationships: Identifying Learning Gaps When Teaching Students Systems Thinking Biomimicry. Biomimetics. 2022; 7(4):184. https://doi.org/10.3390/biomimetics7040184
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Universal school-based social-emotional learning (SEL) programs target several social-emotional skills assuming a relationship between the skills and psychosocial health outcomes. However, greater insight into the relationship is required to clarify the skills that are most crucial to address. It will support the development and refinement of SEL programs. This study investigated (1) the relationship among the social-emotional skills, (2) the association between the skills and psychosocial health variables, and (3) the mediating effect of the skills on psychosocial variables. Results: There was a high degree of overlap between the five skills (self-awareness, social awareness, self-management, relationship skills, and responsible decision-making). The skills were univariately associated with emotional-behavioral difficulties and prosocial behavior. In the multivariate model, self-management most strongly correlated with emotional-behavioral difficulties and mediated the relationship between self-awareness and emotional-behavioral difficulties. Social awareness showed the highest correlation with prosocial behavior and mediated the relationship between prosocial behavior and three other skills: self-awareness, relationship skills, and responsible decision-making.
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In dit whitepaper vindt u de resultaten van onze jaarlijkse social media MKB-monitor. Met deze monitor doen we onderzoek naar het gebruik van sociale media in het MKB. In dit whitepaper vindt u de resultaten van de monitor en kansen voor de toekomst
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Wereldwijd onderzoek: Hoe gebruiken nieuwsmedia social media? Jongeren lezen geen krant meer, ze kijken op hun smartphone die ze altijd bij de hand hebben. Binnen het lectoraat social media en reputatiemanagement van NHL hogeschool te Leeuwarden heeft een groep internationale studenten in 12 landen onderzoek gedaan. Hierbij hebben ze meer dan 150 social media sites bestudeerd van nieuws media. De resultaten maken deel uit van een internationaal onderzoek van NHL Hogeschool en Haaga Helia University. De onderzoeksvraag was: Wat speelt zich af in de nieuwsmedia? Persbureaus kunnen het overzicht gebruiken om hun social media te optimaliseren. En voor ieder die journalistiek een warm hart toedraagt is het interessante informatie over de nieuwsmedia in een overgangssituatie (2nd edition)
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