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PSYCHO-PRAGMATICA
SEMESTRIAL JOURNAL
PSYCHOLOGY
SOCIAL WORK
EDITORIAL BOARD
Editor-in-Chief
Olga Domnica Moldovan
Aurel Vlaicu University of Arad, Romania
[email protected]
Associate Editor-in-Chief, Psychology Section
Sonia Ignat
Aurel Vlaicu University of Arad, Romania
[email protected]
Associate Editor-in-Chief, Social Work Section
Alina Costin
Aurel Vlaicu University of Arad, Romania
[email protected]
Public relation manager
Mihaela Gavril-Ardelean
Aurel Vlaicu University of Arad, Romania
[email protected]
Managing Editor
Evelina Bala
Aurel Vlaicu University of Arad, Romania
[email protected]
Onur Kksal
Associate Professor, PhD.
Selcuk University School of Foreign Languages,Turky
Jo Daugherty BAILEY
Ph.D, MSW, Associate Professor,
MSW Director in the Department of Social Work.
Metropolitan State University of Denver, USA
Kate TRUJILLO
PhD, LCSW, Assistant Professor
Metropolitan State University of Denver, USA
Dawn Matera BASSETT
MSW, LCSW, PhD. Principal Investigator
HSRA Behavioral Health Workforce Education
and Training for Profesionals Projects
Metropolitan State University of Denver, USA
Lus CASTANHEIRA
Ph.D, University Professor
School of Education of the Polytechnic Institute of Bragana, Portugal
Matthias MOCH,
PhD, Professor
Studiengangsleiter Erziehubgshilfen/Kinder und Jugendhilfe 1
Duale Hochschule Baden-Wurttemberg Stuttgart, Germany
Graphic design
Tudor Moldovan, Teodora Moldovan (Nebula FX Image Agency)
Redaction Adress:
Str. Elena Drgoi, nr.2, Arad, Romania
Tel: +40 (0257) 219 555
e-mail: [email protected]
Fax: +40 (0257) 219 555
ISSN 1842-6840
3
The full text is available for view/download in PDF format free of charge
CONTENTS
Anxiety manifestation in adolescence .... 7
Olga Domnica Moldovan
Social pedagogy and social psychology ........................................ 23
Evelina Bala,
Anton Ilica
The relation between coping mechanisms and
attachment styls to adolescents ...................................................... 33
Edgar Demeter
Social work in the U.S.: workforce and education .. 43
Jo Daugherty Bailey
Trends of trauma-informed care in U.S. . 49
Kate Trujillo
Children in care: a pragmatic approach to understanding
and responding to maladaptive behavior 55
Dawn Matera Bassett
Good practices in mental health in Romania .. 63
Gabriela Kelemen
The development of transversal competences,
a requirement of the economic environment .. 73
Alina Costin,
Liliana Renate Bran,
Daniela Magdalena Budiu
Personality traits and aggression in egalitarian and
patriarchal families .. 83
Tiberiu Dughi,
Adina Petruti
Master's degree curriculum development for discipline:
career development in socio-medical services . . 93
Mihaela Gavrila-Ardelean
10
IX Class
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54
44,35
XII Class
27
58
50,7
It is easy to see from the graph that the total anxiety average on the
two groups is different, being higher in class XII students. In fact they
recorded and greater dispersion of responses within the minimum and
maximum amount of values.
As we mentioned the Class XII shows a higher rate of anxiety
because of the situation obstacle that stands before them and which they
must confront. Let us not forget that of the overcoming this obstacle will
depend their professional future: entry to college, obtain subsidized
places for large average of baccalaureate, or the reverse of this: studies
paid or the need to engage somewhere until next year when they will
again be able to give the baccalaureate. These are serious enough reasons
for those in terminal class to present an increased anxiety.
Students in the ninth class barely exceeded an obstacle like a
decisive examination. No matter how the results were for them (they
managed to enter or not to the high school preferred) now the situation is
somewhat stabilized and have to cope as best they canwith the situation.
For them, anxiety does not arise from an imminent difficult exam but
from the unknown facing (new school, new colleagues, new teachers,
other requirements and other laths) and from the desire to affirm
themselves in the collectivity newly established, which is grade IX.
Personality factors that determine the overall anxiety, compared for
the two classes are illustrated in Table 3and Figure 3.
Table 3
Personality factors that determine the overall anxiety
compared to the two classes
Factors
Q3
C
L
O
Q4
IX Class
4,47
3,20
2,27
6,85
5,50
XII Class
4,92
3,92
2,60
7,67
6,22
13
14
15
16
17
Table 6.
Personality factors that determine the veiled anxiety
compared to the two classes
Factors
Q3
C
L
O
Q4
Class IX
4,25
2,80
1,95
7,55
5,75
Class XII
5,00
3,90
2,55
7,50
6,40
hand they can not control immediately tensions as they rise as time
passes. Time and his passing carries a particular tension from two points
of view: on the one hand the passage of time means for the adolescents
nearness exam and so the tension, the emotions and the anxiety grow. On
the other hand, the passage of time means for the adolescents the
shortening of the time in which they can recover some of the lost
knowledge and in which they can prepare for the exam.
The most conscientious will panic, with the impression that time
passes too quickly and that the left time is insufficient for the training
they need. The less conscientious caution not because they have less time
to learn, but because they do not know which solution to adopt to
overcome the exam. They become aware that they have insufficient
knowledge to cope correctly with the exam and begin to look for
different alternatives, more or less correct, to keep their self-image intact
and uncompromised.
Furthermore, tensions expression is not realistic. The teenager
becomes more nervous and irritable as shorten the time to the exam. This
can lead to frequent conflicts in the family, or even with colleagues at
school. Sometimes tensions are discharged through crying or total waiver
threats. The teenager do not trust their ability to cope with the first major
examination of his life and emotions and tensions related to this, are
growing day by day.
Even those who have a good knowledge base, and do not have
cognitive gaps and have a very rigorous program to learn, not get rid of
these emotions and tensions. Let us not forget that the emotional
instability adds to the inherent physical and physiological changes of the
age make them have a lower capacity to make decisions. And when there
are temptations of all kinds (is invited to a movie, at the mall, at a party)
the teenager easily gives into temptation and is going, even on the
program's learning. Subsequently he feels guilty because it has not had
the strength to meet their own schedule imposed and thus revolves in a
vicious circle of desires and tensions that lead to anxiety, which in turn
causes taking measures that will generate other anxieties .
Next on the size differences list is Q3 factor, with a difference of
0.75 between the two classes. We have already discussed in the paper the
importance and significance of Q3 factor, signifying the degree of
motivation in integrating the behavior in a clear concept of itself, and
accepted consciously and by the social standards approved. The issue of
social standards is very thorny for adolescents. Some of these standards
make them to mobilize in order to reach and even surpass them and to
integrate themselves into the adult world which is so complex and
complicated. Some of the standards seem outdated and absurd and then
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20
0,10
.......
1,73
.....
0,05
........
2,09
.....
0,02
......
2,53
.....
0,01
.....
2,84
.....
The values obtained by us for t are higher than the last record in
the table at p <0.01. This means that we fail to less than 1% of cases
when we say that there are differences in anxiety among the students of
class IX and XII graders. These differences are not accidental, but are the
products of concrete situations in teenagers real life at this age. The
presentation of the meanings table for differences between averages, is
the latest confirmation of our working hypothesis: that there are
differences in the rate of anxiety in teenagers in ninth grade than those in
class XII. Our hypothesis was validated in practice and our research has
proved its utility by the explanations that tried to offer in understanding
this age and the anxieties facing it.
Conclusions
Anxiety is a normal and common health problem which if not
treated properly can persist into adulthood. Because anxiety among adults
has numerous comorbid disorders (substance abuse, depression and
suicide attempts) it is very important to identify risk factors that facilitate
the development of this disorder and prevent chronic symptoms.
Anxiety is present naturally in the emotional child together with
fear and sadness. Almost the entire spectrum of anxiety from symptoms
to syndrome can be expressed in childhood and adolescence.
The approach of anxiety disorders in terms of growth and
development is becoming more common in the literature of the last years,
when the development and the psychopathology of development are
focused by specialized author.
The most common manifestations of anxiety in children and
adolescents are: separation anxiety, generalized anxiety disorder, phobias
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contained in the title, psychology and sociology (Rada, Peltea, 2014, p.9).
Further along and in the same place, breakdowns are operated:
"Currently there are talks of a psychological social psychology (PSP)
and a sociological social psychology (PSS). The psychological social
psychology focuses on the individual as a social actor or on the small
group and for finding explanations uses psychic internal mental
processes of the individual. The sociological social psychology focuses
on the social context, its interest lying in how people form and define the
social experience, the social institutions thus forming the social
experience" (Rada, Peltea, 2014, p.10). In exercises, applications (the
volume is an academic course) the following questioning is proposed:
"What is important in the study of social psychology is the
influence of the social on the individual behavior, which often translates
into terms of social interaction, communication or social development,
power relationship etc. Look for clues of this interest in the following
definitions of social psychology:
- Social psychology is actually the science of events, of
interpersonal conduct (Krech and Crutchfield)
- Social psychology means the study of human interaction
(Watson)
- Social psychology explains and examines the way in which the
thoughts, feelings, behavior of individuals are influenced by the actual,
imagined or involved presence of others (Allport)
- Social psychology is dealing primarily with the study of human
mental peculiarities as a socio-cultural being, and his conduct within the
group to which he belongs, and also with the study of the group,
collective and mass psychology, as they manifest in human activity (P.
Golu)
- Social psychology is a scientific study of the experience and
behavior of individuals in their relationship with the social stimuli
(Sherif)
- Social psychology is defined as the scientific study of the
mutual influence between individuals and their social context (Sabini)
(Rada, Peltea, 2014, p.10).
We encourage lecturers to adopt their own point of view, as a
kind of shielding for developing the concept of social pedagogy.
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25
with the hats in their hands waiting for the boyar. When asked what they
want, not one can think for a reason they came to the estate. Its the
respect shown for the authority. When one person in the crowd gets
insolent, the others become hysterical by contagion and rush through the
boyar house, stealing, destroying, killing, raping. The crowd behaves like
a beast, is not reasoning, not thinking, its blind and passionate. The
rumors magically trigger specific passionate actions by the crowd. The
individual loses his values and integrates into a social body.
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2. Social pedagogy. Not about social psychology or sociopsychology we wanted to express our opinions, because we want
clarification on the issue of "Social pedagogy". One can easily see that
psychologists and sociologists have found an interface, an area of
knowledge extraordinarily exciting, in which the two sciences reach
towards each other in solidarity and congruence. One relates to the
individual's mental dimension, the other to the social dimension of
individual, and the social psychology emerge over the research issues of
both. From this "reconciliation" the "pedagogy" as a methodical and
logical organization of interdisciplinary cooperation process, is excluded.
Let us return, then, to "issues of the Social pedagogy".
Taking into account the inventory of opinions of the psychologists
and sociologists, we consider that a contemporary pedagogy dictionary
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References:
Chelcea, S., (2010), Psihosociologie. Teorii, cercetri, aplicaii, Editura
Polirom, Iai
Chelcea, S., (2010), Curs de psihologie social, http: www. Scribd. Com.
(accesat 7 sept. 2010).
Cristea, S., (2000), Dicionar de pedagogie, Editura Litera internaional,
Chiinu-Bucureti
Dicu, A., Dumitriu, E., (1973), Probleme de psihosociologie a educaiei,
Editura tiinific, Bucureti
Drobot L., (2008), Pedagogia social, Editura Didactic i Pedagogic,
Bucureti
Durkheim, E., (1980), Educaie i sociologie, Editura Didactic i
Pedagogic, Bucureti
Golu, P., (1989). Fenomene i procese psihosociale, Editura tiinific i
Enciclopedic, Bucureti
Golu, P., Golu, F., (2012), Dimensiuni aplicative ale Psihologiei sociale,
Editura Univesitar, Bucureti
Ilu P., (2009), Psihologie social i sociopsihologie, Editura Polirom, Iai
Jude, I., (2008), Educaie i socializare, Editura Academiei Romne, Bucureti
Kelemen, G., (2013), Pedagogia social, Editura Universitii Aurel Vlaicu,
Arad
Langa, C., (2013), Sociologia educaiei, Editura Didactic i Pedagogic,
Bucureti
Moscovici, S., (coord.) (1998), Psihologia social a relaiilor cu cellat, (trad.),
Editura Polirom, Iai
Moscovici, S., (1997), Psihologia social sau maina de fabricat zei, Editura
Universitii Al. I. Cuza, Iai
Neacu, I., (2010), Pedagogia social. Valori, comportamente, experiene,
strategii, Editura Universitar, Bucureti
Neacu, I., (2010), Introducere n psihologia educaiei i a dezvoltrii, Editura
Polirom, Iai
Neculau, A., (coord), (1996), Psihologie social. Aspecte contemporane,
Editura Polirom, Iai
Popovici, D., (2003), Sociologia educaiei, Institutul European, Iai
Potolea, D., Noveanu, E. (coord) (2007, 2008), tiinele educaiei. Dicionar
enciclopedic, Editura Sigma, Bucureti, (vol. I), (vol. 2).
Rada, C., Peltea, B.B., (2014), Psihologie social. Dinamica grupurilor, Editura
Universitar, Bucureti
Roman, A., (2008), Societate, educaie, comunicare. Abordri sociopedagogice
ale clasei de elevi, Editura Universitii Aurel Vlaicu, Arad
Roman, R., (2006), Comunicare i societate. Elemente de sociologie general,
Editura University Press, Arad
Visscher De, P., Neculau, A., (coord.) (2001), Dinamica grupurilor texte de
baz, Editura Polirom, Iai
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the fact that those children who start their lives engaging a
secure emotional commitment show a higher self-esteem
and they are using positive coping mechanisms while
those who engage a less secure emotional commitment are
likely to show less capability to difficulties.
In the specialty literature there are to be found
numerous studies that research similar concepts with those
presented here, but none of them have spoken about the
subject illustrated by this one. Therefore this study
represents the occasion to contribute in a small manner to
the knowledge of the presented problem and
simultaneously a starting point for other studies.
Key words: emotional attachment, mechanism, coping,
teenagers, stress, abandonment.
Theoretical aspects regarding the study
The stress
From the psychological point of view the stress is considered a
subjectively perceived strong imbalance, between the imposed requests
of the organism and the capacity to answer at the stimuli (Derevenco,
Anghel, Bban, 1992, pag. 27).
For Selye, (1949, apud Luban Plozza, Pozzi, Carlevaro, 2000, pag.
9), who integrated the term into the medical field, the stress is the
adaption program of the body to a new situation, the stereotypical and
unspecified answer to the stimuli that perturb its personal imbalance.
Hereby the stress phenomenon indicates a psychosomatic mechanism
whereby the human being reacts to the physical and mental efforts,
tiredness, frustration, rage but especially to conflicts that take place
within his small group: the family.
The concept of coping
The concept of coping represents the assembly of cognitive,
behavioral and complex strategies that humans are using in the effort of
canceling or diminishing the stressful effects of the life events towards
them (Vaillant, 1992, apud Perciun, 2000, pag. 113).
Lazarus and Folkman, 1984, (apud Bban, 1998, pag. 49), defined the
concept of coping as the behavioral and cognitive effort to diminish,
control or tolerate the extrinsic or intrinsic requests that surpass the
private means. This definition highlights four essential aspects of the
coping mechanism: behavioral and cognitive part of the processes; the
coping is always a transactional process between the person and the
environment, therefore engages perpetual quantitative and qualitative
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the absence of it. Even in the absence of the figure they continue to
explore the paly room, and when they reunite the child avoids the
parent returning to his toys. The continuous concentration of these
childern upon the physical environment can by considered a strategy
to minimalize the affective behavior.
- Type B behavior (the emotional attachment characterized by
security): The representative children of this category impatiently
explore the unknown environment in the presence of their maternal
figure, but when the figure is absent they show signs of longing; they
feel affected in their absence. When reunited these type of children
look for closeness, interaction and physical contact, and soon they
return to exploring the environment. They seem capable to find a
balance between emotional attachment and exploring.
- Type C behavior (the emotional behavior characterized by
insecurity ambivalent): this category of children frequently feels
fear once they enter the play room and they remain relatively
uninterested about exploring. During the procedure of the unknown
situation they seem preoccupied by the presence or absence of their
maternal figure. When separated by their maternal figure they
manifest distress and anxiety, being affected by the separation. When
reunited they look for proximity but in the same time they keep
distance to their maternal figure (they are ambivalent, simultaneously
seeking but avoiding the physical contact with their mother). These
children manifest stress till the end of the stressful situation procedure.
- Type D behavior (the emotional attachment characterized by the
lack of organization and orientation): According to a research, Main
and Solomon, 1986, (apud Birch, 2000, pag. 54), suggest that there is
a forth category, that is the type D category (the lack of organization
and orientation). It has been noticeable that a small number of
children didnt seem to have a coherent strategy to cope with the
unknown stress situation. Thus, their behavior is fully disorganized
and disoriented and is characterized by incomplete moves and
reactions sometimes discreet in relation to an unknown person or
even to the mother.
Adolescence
The adolescence is a stage in life, a transitional period between
childhood and adulthood that sums up more sub-stages: the
preadolescence (from 14 till 16/18), the adolescence (from 16 till 20) and
prolonged adolescence (from 18/20 till 25) that includes the young
students as well as the integrated youngsters that are already part of the
different forms of social-professional activity. Overall the adolescence is
seen as an extremely rich ontogenetic development stage regarding the
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Hyp.1
family
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20
19
18
17
16
institution
38
diminished emotional attachment style (17,66) than those who come from
organized families(20,10).
Considering that significant diferences for the research groups
regarding the adolescents, the collected data support the first hypotesis.
The adolescents who come from disorganized families obtained lower
values than the second group, regarding the secure emotional attachment
style.
6. The interpretation of the second hypotesis (hypotesis no 2)
The result is not statistically significant and thus the null hypotesis is
not rejected. This means that the results obtained do not support the
launched hypotesis, witch is: The self-esteem presents a significantly
lower level regarding those adolescents who come from disorganized
families than those who come from organized families.
7. The interpretation of the third hypotesis (hypotesis no 3)
39
lower level than those who come from organized families is supported
by the obtained data.
8. The interpretation of the forth hypotesis (hypotesis no 4)
Graphic no. 3 The difference between the two groups regarding the active
coping
In order to see and understand the direction of the differences it is
sufficient to notice the averages showed in the graphic no. 3. Thus, we
notice that adolescents who come from disorganized families they tend to
use less active coping in order to face stress(11,40) unlike the adolescents
who come from organized families to whom a higher usage of the active
coping is being noticed (12,63).
According to the quantitative data analyze it is noticeable that the
hypotesis is valid and between the two groups of the adolescents there are
differences regarding the active coping.
The studies performed on the adolescents suggest that a poor
family cohesion is associated with certain symptom that indicates the
presence of the stress. Thus, the level of family cohesion becomes a
mental health predictor and also affects the risk for institutionalization.
Other studies underline that a higher stress among the adolescents
is associated with less support from the group and less family cohesion.
Thus, adolescents who come from institutions are likely to arise from
families with financial or mental-emotional instability issues, all these
determing factors assembling stress references.
Conclusions
The general objective of this reference is represented by the attempt
to surprise if there are any differences between the group of adolescents
who come from disorganized families and those who com from organized
families regarding the coping mechanisms and the attachment styles.
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Paper presented to the International Socio Plus conference Strategies and Ways to
Develop University Curricula in the Area of Social Work Education, 10-11nov.2015,
Arad
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Table 2
Number of Educational Programs in U.S.
programs but more are required dependent upon the number of students
in the program, and that there is a director of field who organizes and
manages field education activities.
Each director must have
administrative time and so cannot teach the same number of courses as
program faculty do. For field directors and BSW program directors, 25%
of their time must be devoted to administrative activities and for
Masters-level directors, 50% of their time is. This ensures that programs
continue to dedicate their resources to those operations that maintain a
stable program.
Curricular functioning is also a key component of accreditation.
While the way in which curriculum is designed and delivered is not
prescribed by CSWE, accreditation requires that graduates of social work
programs achieve specific competencies. The following competencies are
currently required of all graduates at both the undergraduate (BSW) and
graduate (MSW) levels, with Masters level students requiring an
advanced level of competency (Council on Social Work Education, 2015):
- Demonstrate ethical and professional behavior
- Engage diversity and difference in practice
- Advance human rights and social, economic, and environmental
justice
- Engage in practice-informed research and research-informed
practice
- Engage in policy practice
- Engage with individuals, families, groups, organizations, and
communities
- Assess individuals, families, groups, organizations, and
communities
- Intervene with individuals, families, groups, organizations, and
communities
- Evaluate practice with individuals, families, groups, organizations,
and communities
While these competencies are standard for all programs, programs
can add to these and can slightly modify them so as to fit their context,
which includes the communitys needs and the universitys mission and
goals. For example, in order to be responsive to the community needs
and universitys purposes, a program operating in a teaching university in
a rural southern area will need to prepare its students differently than a
program operating in a research university in a large city. In this, social
work looks different in rural areas, as resources tend to be fewer, access
to services is limited, and relationships among providers and clients are
more intimate. Thus, the rural social work program must prepare their
46
students to navigate this terrain, while the urban social work program
must prepare their students for an entirely different set of circumstances.
In general, the shared elements of curricular design for all
programs as outlined in the competencies include a number of key
content areas. First, it is embedded within the competencies that students
have theoretical base. While programs can choose the theories they focus
on, it is typical for programs to include theories of human development,
psychodynamic theories, theories of cognitive and behavioral
development and social theories. Research is also a required content area.
Again, how it is approached may vary, and programs may expose
students to proposal writing, evaluation, or carrying out a research project.
Practice is a major content area in programs and will cover practice
theories, techniques, and methods at the micro, mezzo and macro levels
of intervention. Another major content area is policy, in which students
learn how policies are created and influenced at the agency, local, and
national levels. Field experience is required of all accredited programs
and students perform 400 hours in practicum at the undergraduate level
(BSW) and 900 hours in practicum at the graduate level (MSW).
Finally, and quite importantly, ethics is a major content area
found in the competencies. As determined by CSWE, social work values
and ethics are central to the profession. CSWE utilizes the ethical guide
developed by the National Association of Social Workers (NASW), a
non-profit, non-governmental association. At this time, the Code of
Ethics (National Association of Social Workers, 2008) entails the
following values and ethics:
Value: Service
Ethical Principle: Social workers primary goal is to help people
in need and to address social problems.
Value: Social Justice
Ethical Principle: Social workers challenge social injustice.
Value: Dignity and Worth of the Person
Ethical Principle: Social workers respect the inherent dignity and
worth of the person.
Value: Importance of Human Relationships
Ethical Principle: Social workers recognize the central importance
of human relationships.
Value: Integrity
Ethical Principle: Social workers behave in a trustworthy manner.
Value: Competence
Ethical Principle: Social workers practice within their areas of
competence and develop and enhance their professional expertise.
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These six values and their related ethical principles form the foundation
for both social work practice and for the education of social workers. For
many programs, this means reinforcing these values and ethics in every
course and some programs have an entire course dedicated to the ethical
guidelines. Thus, we maintain that social work in the U.S. is an ethicsbased profession. The theories used to understand issues and problems,
the techniques and interventions utilized to address client issues, and the
methods employed to evaluate effectiveness of interventions must all be
grounded in our shared ethical standards.
Although it adds a complexity to the education of social workers,
maintaining social work accreditation is important for students,
particularly as most states will only license social workers who have
graduated from a CSWE-accredited program. While licensing of social
workers is done at the state level and not all jobs require a license,
particularly at the BSW level (as some states dont offer licenses at that
level), having a license does make social workers competitive on the job
market. Not only is this important for their employability, but as
educators, we also recognize the significant role we play in preparing
students for practice. We often refer to social work as the helping
profession. And, so if we are doing our job correctly, we are preparing
the next generation of social workers to help others and to make a real
difference in the lives of clients and communities in need.
References:
Bureau of Labor Statistics, (2015), Occupational outlook: Social work,
Washington DC: Author. Retrieved online, September 1, 2015 at
http://www.bls.gov/ooh/community-and-social-service/socialworkers.htm#tab-6.
Council on Social Work Education, (2014). 2014 Statistics on social
work education in the United States, Alexandria, VA: Author.
Retrieved
online,
October
15,
2015
at
http://www.cswe.org/File.aspx?id=82845
Council on Social Work Education, (2015), 2015 educational policy and
accreditation standards for Baccalaureate and Masters social
work programs, Alexandria, VA: Author. Retrieved online,
October 1, 2015 at http://www.cswe.org/File.aspx?id=81660.
National Association of Social Workers, (2008), Code of ethics,
Washington DC: Author. Retrieved online, September 1, 2015 at
http://www.socialworkers.org/pubs/code/code.asp
National Association of Social Workers, (2014), What social workers do,
Washington DC: Author. Retrieved online, September 1, 2015 at
http://workforce.socialworkers.org/studies/SWatWork.pdf
48
What is trauma?
The Substance Abuse and Mental Health Services Administration
(SAMHSA) defines trauma as, an event, series of events, or set of
Paper presented to the International Socio Plus conference Strategies and Ways to
Develop University Curricula in the Area of Social Work Education, 10-11nov.2015,
Arad
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Trauma
Identifying whether an event is traumatic is more complex than
one would anticipate. Given that it is the individual who is experiencing
the event who determines whether something is traumatic, it can be hard
for someone to determine if another has experiences a traumatic event.
(i.e. While one person may find hanging onto the side of a cliff to be
traumatic, another individual may purposely climb a the side of a cliff as
a form of exercise.) However, once an event has been identified as
traumatizing, the impact of the traumatic event extends beyond the
duration of the incident.
3
Paper presented to the International Socio Plus conference Strategies and Ways to
Develop University Curricula in the Area of Social Work Education, 10-11nov.2015,
Arad
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labeling and judging an individual and their behaviors to finding how the
individual can meet their needs in a socially appropriate manner.
As previously stated there are five basic needs held by all
individuals. The following is a definition of these needs and how if may
manifest.
1. Individuals need to have a sense of belonging. In order to meet
this need they will engage in behavior which helps them establish
a sense of belonging. If there are no pro-social ways to belong,
the individual may engage in anti-social ways to belong (i.e. I am
a member of an afterschool club vs. I am a member of a gang).
2. Closely related to belonging is a sense of identity. People need to
know who they are. And, similar to belonging, if an individual
cannot have a positive sense of self, then he/she may meet this
need by developing a negative identify (i.e. I am smart or if I
know I am not smart, then I am stupid. I am a good friend vs. I
am a good enemy).
3. The third basic need is for power or control. Individuals need to
feel that they are able to exert influence over their environment.
As with the previous two needs, this may occur through pro-social
or anti-social behaviors (i.e. I can help my neighborhood vs. If I
am not allowed to help my neighborhood, then I can hurt my
neighborhood. Either way, I can effect my neighborhood).
4. The fourth basic need is the need to feel important. Individuals
need to know that they matter and have value. As with the other
four needs, this can manifest in pro-social or anti-social behaviors
(i.e. I can be a business leader vs. I can be a crime leader, but
either way I will be a leader).
5. Finally, the fifth need is the need to live free of pain. Being pain
free is both an emotional and a physiological state. Individuals
who are experiencing pain will find ways to stop feeling pain (i.e.
If an individual is in emotional pain they may choose to use/abuse
substance to stop feeling the pain).
Caregivers of traumatized children who are able to understand
these factors are able to modify their responses to children who engage in
problematic behaviors. Given that all behavior has meaning, the difficulty
lays in effectively assessing what needs are being met by misbehavior.
By accurately assessing the needs, caregivers can provide a therapeutic
response which is able to meet the individuals needs while maintaining a
healthy environment.
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One strategy that an adult can use to disengage from a power struggle
is the three step process. The steps of the three step process are:
- First, validate what the child needs or wants. This step is not
permission giving, rather indicating to the child that you have
heard and acknowledge what they are conveying.
- Second, the caregiver states the limits and/or reality.
- During the third step the adult either provides the child with
choices or helps the child develop choices.
Example of the Three Step Process:
- A caregiver and child are in a supermarket.
- The child (C) sees some candy they want and states I want
candy.
- The adult (A) states You want that candy (Step 1)
- (C) Yes, I want that one!
- (A) You want that candy. I didnt bring money for candy today.
(Step 1 and Step 2)
- (C) But I want it! (Crying)
- (A) You really want that candy and it makes you sad that you
cant have it. We dont have money to buy candy today. Do you
want to get candy the next time we come to the store? (Step 1 and
Step 2)
- (C) I want the candy this time!
- (A) You really want that candy and we dont have the money.
Lets figure out if there is a chore you can do to earn extra money
for the candy next time. Would you rather take out the trash or
sweep the floor? (Step 1, Step 2, and Step 3)
- (C) Sweep the floor
- (A) OK, do you want to sweep the floor in the morning or at night?
(Step 3)
- (C) At night
- (A) OK, so you are going to sweep the floor at night for how
many days to earn the candy? Two or Three nights? (Step 3)
- (C) Two
- (A) Ok, So you are going to sweep the floor two nights. I am so
excited for you. Why dont you pick out which candy you want
and hide it in the back of the box that way it will be here next
time we come.
As indicated in the above example, the adult may need to move
through the steps a few times before completing all three steps of the
process. Congruent with other behavior management techniques, this
technique can be used as long as the child is calm enough to understand
the process.
60
Normal Reaction
from Caregivers
Strategies to Change
Behavior
Power/Control
Engage in power
struggle
Give Choices
(whenever possible)
Give the child useful
ways to feel powerful
Attention
Revenge
Feel hurt;
Retaliate when
attacked
Display of
Inadequacy
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Conclusion
The purpose of this paper was to help adult caregivers understand
children living in care. The paper briefly discussed how trauma
manifests with children and the long term consequences of trauma. The
discussion included an overview of the five basic needs which motivate
behavior. The paper offered examples of major types of behavior
management techniques, environmental and interpersonal and how to
utilize them to achieve positive outcomes. Finally, the paper discussed
the goals of misbehavior and how to meet the childs goals while
changing the behavior. While this paper is far from an exhaustive
discussion of the impact of trauma and how to behavioral intervene with
traumatized children in care, the reader is able to use this information to
gain an understanding of the key factors which influence behaviors for
children in care. By applying these techniques, a caregiver is able to
engage with a child to support positive behavioral outcomes. It is to that
purpose that these constructs are taught in social work educational
settings.
Bibliography:
Dreikurs, R. (1964). Children the challenge: The classic work on
improving parent-child relations, intelligent humane & eminently
practical. New York: Penguine Book..
Glasser, W. (1998) Choice Theory: A new psychology of personal
freedom. New York: HarperCollins Publishers.
Manitoba Trauma Information and Education Center, (2013), Retrieved
from
http://trauma-recovery.ca/impact-effects-of-trauma/thecontinuum-of-trauma/
Maslow, A., (1954). Motivation and Personality, Chapel Hill, NC:
Maurice Bassett Publishing
Maslow, A., (1962), Toward a Psychology of Being, (3rd ed.) New York:
Wiley.
Perry, B. (2007), Stress, Trauma and Post-traumatic stress disorders in
children. The ChildTrauma Academy
Center for Nonviolence & Social Justice (2014). What is trauma?
Retrieved from
http://www.nonviolenceandsocialjustice.org/
FAQs /What-is-Trauma/41/
Cornell University, (2001), Therapeutic crisis intervention, a crisis
prevention and management system (5th. Ed.). Ithaca, New York:
The Family Life Development Center, College of Human Ecology.
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Mierlei
-http://www.dgaspcarad.ro/centre/locuinta-protejata-mierlei-arad
- Protected
HouseCeahlau
http://www.dgaspcarad.ro/centre/locuinta-protejata-ceahlau-arad
Another project with favourable impact on developing programmes for
socio-professional integration of people with mental disorders is I decide
for myself (Decid pentru mine) (http://www.decidpentrumine.ro). The
results of the project are:
- Public caf "I decide for myself!" a new initiative;
- Living library online on www.decidpentrumine.ro ;
- Advocacy platform for people with psycho-social disabilities in
Romania;
- Guide for the employment of people with psycho-social
disabilities.
The report entitled Research on the quality of life of people with
psycho-social disabilities identifies the vulnerable points and draws the
decision makers` attention upon some concerning aspects such as:
general deterioration of the population`s health, expansion of abuse and
addiction to psychoactive substances, higher suicide rate, repletion with
stress factors (economic downturn, rising unemployment, lower living
standards), expansion of aggressive and violent behaviours. The study
shows that 350 people worldwide suffer from depression, 25% of
Europe`s population presents symptoms of depression or anxiety and in
Romania over 113.500 people are mentally disabled.
The report stresses out the following ideas that should be
carefully considered:
- There is no health without mental health.
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Conclusions
Nowadays people who contacted a mental condition at some point
in their lives are considered a socially disadvantaged group. European
social policies promote direction for improving the life of this category of
population, one of them is equal access to initial and continuous training
for reintegration in real life. In most of the time they face serious issues
when seeking employment, because of different obstacles like: cognitive
disabilities, inabilities, lacks of vocational experience. Therefore they
need constant support and the present project tries to make a small
contribution to the improvement of vulnerable people`s lives.
References:
Aas, M., (2010), Global Assessment of Functioning (GAF): properties
and frontier of current knowledge, Annals of General Psychiatry.
David, D., Lynn, S. J., & Ellis, A. (Eds.), (2009), Rational and Irrational
Beliefs: Research, Theory, and Clinical Practice, Oxford
University Press, USA.
http://www.decidpentrumine.ro/uploads/Decid%20pentru%20mine_rapor
t%20cercetare%281%29.pdf
Kazdin, A. E., (2007), Mediators and Mechanisms of Change in
Psychotherapy Research. Annual Review of Clinical Psychology,
3(1), 127.
Kuppin, S., Carpiano, R. M., Public Conceptions of Serious Mental
Illness and Substance Abuse, Their Causes and Treatments:
Findings from the 1996 General Social Survey, American
Journal of Public Health, Vol. 96, No. 10, pp. 17661771,
2006.
Link, B. G., Phelan, J. C., Bresnahan, M., Stueve, A., Pescosolido, B. A.,
(1999), Public Conceptions of Mental Illness: Labels, Causes,
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Aurel Vlaicu University of Arad meets the need for the training of
social workers since 1999 when the study programme Didactical
Theology-Social Work started functioning within the Faculty of
Theology. Currently, in Aurel Vlaicu University we have a Bachelor
study programme (Social Work) and a Master programme (Social Work
Services). The Master programme in the field of social work is called
Social Work Services and covers a wide field of activity, namely services.
Therefore, the competences aimed by the disciplines focus on knowing
specific intervention areas, understanding how these services work and
receiving counselling in accessing community resources.
The Master programme Social Work Services is an institutional structure
for training in the field of social work designed for students who want to
be specialists in this field. The Master programme Social Work was
created as a result of the students` need for professional development. Its
purpose is to cover the requirements of the labour market in Arad county
and beyond.
The syllabus is adjusted to the topic of the master programme and
unfolds for a period of 4 semesters. A condition for graduating the
programme is the acquisition of 120 credits.
Some of the competences covered by the curriculum of this
master programme aim to:
- elaborate professional projects for the development of health and
social work services
- Consultancy in accessing community resources for people and
groups at risk of social exclusion and consultancy in developing
entrepreneurship services in health and social work services
- Assuming a role in counselling, intervention or other methods
used in social work services
- Comparative analysis of social and health policies in Romania
and EU so as to adjust good practices to national peculiarities
- Analysis and use of communication and professional relationships
with beneficiaries of social work services
The graduates of the Master programme Social Work Services
will have the opportunity to enrol in one or more of the following
domains, acknowledged by the Classification of Occupations in Romania:
Social Worker higher level: Code: 244601, Researcher in social work:
Code: 263510, Counsellor for addictions: Code: 263502, Career
Orientation counsellor: Code: 241208, Specialists in social work and
counselling: Code: 2635
Apart from these, the graduates of the master programme can benefit
from employment on positions not mentioned in the COR, such as:
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Table1.
Average values of competences specific to study programmes
Transversal competences
Design and conduction of sociological
research, cultural studies, market studies
Social data management systems; knowledge
and procedure usage of specific software and
databases social indicators
The construction and use of social indicators
Diagnosis of social problems
Professional counselling and social integration
Managing relationships in organizations
Development, implementation and evaluation
of projects, policies and social work
programmes for different vulnerable groups
Communication and professional relationships
with the beneficiaries of social work programs
and other actors
Use of specific intervention methods in the
direct work with beneficiaries of social
services
Analysis and use of professional networking
and communication with beneficiaries and
other stakeholders
SAS
2,2
2,9
2,6
3,0
3,5
2,5
3,2
3,3
3,4
3,5
Source: Hatos, A., (2014). Guidebook for Sociology and Social work on the labor
market, Oradea: University of Oradea Publishing House, p150-152
The analysis of specific situations and interhuman interinstitutional relationships in the field of social work and health
services, a competence targeted by this course can be achieved by giving
students proper contexts for observation, analysis of realities in human
relations within organizations. These observations will be turned into
skills that can be used in real situations at work.
Conflict management in social work is a quality, namely a skill
that can be trained and developed through case studies; these situations
are mostly related to cases of professional deontology in the field of
social work. The course Career development in socio-medical services
can successfully approach real situations debated with practitioners in the
field of social work. Their aim is to improve interpersonal relations,
sharing experiences, confronting ideas, developing individual
responsibility, etc.
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Theoretical reasoning
A fundamental concept used in this study is that of family,
referring especially to family types. In order to summarize several family
definitions, Adina Bran in her book Family today. A socialpedagogical perspective defines family as follows:
Family is a social group that will or will not include adults of
both genders (for example, single parent families), will or will not
include one or more children (for example, couples without children),
that can or are not born in their marriage (for example, adopted children
or a partner`s children from a previous marriage). The relationship of the
adults can or cannot originate in marriage (for example, couples that live
together) they can or are not sharing a common house (for example,
couples that commute). The adults can have or not have a sexual
cohabitation and the relationship can involve socially valorized emotions
such as: love, attraction, respect for the parents and admiration.
The individuals` life in the family institutional frame contains two
essential elements: a biological side, constant, almost unchanged during
time and a social side, in permanent change. From a sociological point of
view, family represents the typical example for a primary group
characterized by strong relationships of the face-to-face type through
the association and intimate collaboration of all its members. (Bran,
2006) From here we can point out some family typologies. One of them
would be related to the origin family (the father family) and the
conception family (conjugal family). The first one is the family in which
you are born and raised and the second one is the one built through your
own marriage. Family can also be characterized through the inclusion
level of the family group in the nuclear family (consisting of husband,
wife and their children) or extended (that includes the other relatives).
Another criterion to be taken into consideration in the study of the family
would be the way authority is exerted. We distinguish between three
family systems: patriarchal, matriarchal or egalitarian. In the patriarchal
system, the authority in the family is held by the eldest man in the
extended family or by the husband in the nuclear family type. In the
matriarchal systems, the authority is held by the eldest woman or the wife.
Obviously, the present confirms that the most common model is
represented by the egalitarian system, the power and authority being
equally divided among husband and wife.
At some point, the dynamic of the family relations can include
such acute aggression elements so that the family is destabilized. In the
attempt to explain these imbalances we have taken into consideration
aggressive behaviors. From the theories that explain aggression we have
based this study on the one of the aggressive behavior as a reactive
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Table no.1
T SPSS Test
t-test for Equality of Means
F
Sig.
df
Significanc Average
e threshold difference
FPI1 EDGINESS
,000
1,000
,731
38
,469
,450
FPI2 AGGRESSION
1,038 ,315
-1,659 38
,105
-,850
FPI3 DEPRESSION
,707
,406
-1,148 38
,258
-,650
FPI4 EXCITABILITY
2,526 ,120
-2,484 38
,018
-1,200
FPI5 SOCIABILITY
,041
,841
,788
38
,436
,400
FPI6 CALMNESS
,089
,767
3,920
38
,000
1,750
1,128 ,295
-2,081 38
,044
-1,050
FPI8 INHIBITION
1,328 ,256
-,982
38
,333
-,500
FPI9 HONESTY
1,484 ,231
-,458
38
,650
-,300
,887
-,204
38
,839
-,100
,468
,498
-3,427 38
,001
-1,700
,056
,814
-,873
,388
-,450
FPI7
DOMINATION
TENDENCIES
EMOTIONAL
INSTABILITY
FPI12 MASCULINITY
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Table no. 2
Group
Mean
Std.
Devitation
Std.Error.
Mean
20
4,70
1,949
,436
2
1
FPI2
2
1
FPI3
2
1
FPI4
2
20
20
20
20
20
20
20
4,25
4,35
5,20
4,95
5,60
4,55
5,75
1,943
1,694
1,542
1,932
1,635
1,191
1,803
,435
,379
,345
,432
,366
,266
,403
20
5,80
1,609
,360
20
5,40
1,603
,358
20
5,75
1,372
,307
20
4,00
1,451
,324
20
5,05
1,791
,400
20
6,10
1,373
,307
20
4,40
1,729
,387
20
4,90
1,483
,332
20
3,85
2,277
,509
20
4,15
1,843
,412
20
5,10
1,518
,340
20
5,20
1,576
,352
20
4,35
1,387
,310
20
6,05
1,731
,387
20
5,55
1,538
,344
20
6,00
1,717
,384
FPI1
FPI5
FPI6
FPI7
FPI8
FPI9
FPI10
FPI11
FPI12
88
system the power and authority are relatively divided among husband and
wife.
In order to identify the aggression tendency in the for personality
dimension types between men and women we will use the T Test from
SPSS having as independent variable the masculine gender and the
feminine gender and as dependent variable the personality dimensions
Excitability, Calmness, Domination tendencies and Emotional instability.
Table no. 3
Test T SPSS
Levene's t-test for Equality of Means
Test for
Equality of
Variances
F Sig. t
df
Sig. (2- Mean
tailed) Difference
FPI4 Excitability
FPI6 Calmness
Domination
FPI7
tendencies
FPI1
Emotional instability
1
,018
,026
1,200
-1,150
,107
,850
,048
1,100
89
Table no. 4.
Differences based on gender
sex
1
2
1
FPI6
2
1
FPI7
2
1
FPI11
2
FPI4
N
1.brbai
2.femei
20
20
20
20
20
20
20
20
Mean
5,75
4,55
4,30
5,45
6,00
5,15
5,75
4,65
1,650
1,395
1,658
1,468
1,522
1,725
1,803
1,599
,369
,312
,371
,328
,340
,386
,403
,357
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hour of seminar. That means that the total hours of curriculum is 28 hours
of course, which race 14 hours of seminar.
The contents
Tabel 1. The content of courses and seminars of Career development in
the field of social and medical services, the methods of teaching and
learning and number of hours in this Object
Methods of
Course
Hours
teaching/ learning
Interactive lecture,
4
1.Employment, occupation,
Demonstration,
profession, career - definitions
Debate,
2.From educational and vocational
Heuristic approach,
guidance, career development
Modeling,
3.Career development stages.
Problem solving,
Practical ways career building
Algorithmic,
4.Profession- trades social the
Brainstorming,
specified social-medical services
Cooperative
learning, Reflection
1.Particulars process knowing each.
Interactive lecture,
4
Interpersonal Relationships
Debate,
2.Self-Knowledge, Self-Esteem
Solving problems,
3.Informing the personal and
Brainstorming,
professional skills
Cooperative
4.Election vocational and personal
learning,
development
Case study
Interactive lecture,
2
1.Personal promotion
Demonstration,
2.Creating employment opportunities
Solving problems,
3.Sources search for a job
Algorithmic,
4. Job interview
Brainstorming
Demonstration,
2
1.Career decision - social worker
Modeling,
with responsibilities in socialSolving problems,
medical services
Algorithmic,
2.Design and career planning
Graphic organizer
3.Professional vocation
4.Determinants of option
professional
1.Particulars entrepreneurship
2.Legal forms of development
entrepreneurship
3.Rights and obligations of employer
and employee
Debate,
Workshop,
Exercise of
reflection,
Workshop,
95
1.Career counseling
2.Register Occupations in Romania,
framing a social worker
profession in Romania and E.U to
specialization
3.The role of personality careers.
Tests temperament and
personality
4.Curriculum vitae
5.Letter of intent
6.Letter of recommendation
7.Communication training - modes
and communication techniques.
Social client communication
assistant. Limits and difficulties.
Communication interprofessional and teamwork.
Demonstration,
Case study,
Project
Methods of
teaching/ learning
Debate,
Workshop,
Exercise of
reflection,
Case study,
Projects,
Working visits,
Solving problems,
Brainstorming,
Research Practice,
Exemplifications,
Sheets study
models.
Hours
14
The evaluation
Tabel 2. The evaluation after the type of activity, evaluation criteria and
percentage of the final grade. Minimum standards for performance
Percentage of
Activities
Assessment
Evaluation criteria
the final
type
methods
grade
-Presence activities;
-The attendance
20%
-Contribution of the
sheets;
activities;
-Individual training
-Ability to
portfolio
Courses
communicate and
present ideas;
-Making individual
training portfolio.
Seminars -Presence activities;
-The attendance
80%
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-Contribution of the
activities;
-Ability to
communicate and
present ideas;
-Making individual
training portfolio at
the:
a) European systems
of
initial
teacher
training;
b)
Teacher
competence profile of
European;
c) Training programs
for initial teacher
sheets and
observation
contributions
-Support projects
-Check individual
training portfolio
Conclusions
The disciplines contents, in combination with the expectations of
the epistemic community representatives and professional associations
and employers' representatives in the related program concluded that
courses and practical activities were adapted to the needs of the labor
market in terms of Career development in the field of social and medical
services.
We can say that, by adapting the contents of the courses and
seminars, the general and specific objectives of the discipline Career
development in the field of social and medical services have been achived.
Students acquire knowledge about the main elements of the labor law,
were they are able to identify peculiarities of medical and social services
and to develop an integrative vision on work and career. They conducted
a SWOT analysis: the strengths, opportunities, weaknesses and threats in
Career development in the field of social and medical services.
Bibliography for courses and seminars:
Golu, M., (1993) Dinamica personalitii, Editura Geneze,
Bucureti
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master enough input skill to ensure the desired commands are given to
the avatar as intended. After the avatar is successfully and efficiently
under the control of the user, it starts interacting with the environment.
The user only gets the desired feedback if the process is successfully
completed. Different constructs of various designs which make up the
genres of the video games have placed this avatar in many positions.
In some video games, the avatar is simply an entity which
commands armies to perform different actions while queueing
productions and constructing buildings. While all of these actions are just
commands given to obedient subjects, all of these have to be carried out
in full detail, since none of the subjects would do anything unless
instructed upon. This kind of supreme commander avatar represents the
standard construct for most real-time-strategy and turn-based-strategy
games.
A different type of avatar is found in virtual sim games, where the
sims have behavior and freedom and are uncontrollable by the avatar.
In most city-building games, the population is made out of such sims.
They have satisfaction levels based on various and sometimes very
complicated systems which push them to act in various ways. The
avatar has ways of channeling and influencing their behavior but not
force them since their actions are their own.
While there are many more forms avatars can take in games, we
will not list them here, but instead look upon the least-abstract and most
personal type of avatar found mainly in role-play games. This genre has
rapidly taken over and successfully leads the gaming industry.
In a role-play-game or RPG, the avatar is simply a creature, a
person, which can be shaped in various ways, from the looks to the skills
and is very versatile when it comes to mirroring the general and specific
preferences of the user. This type of avatar is highly customizable,
usually humanoid (and if not, a cool version of other creatures, inspired
from reality or pure fiction) and reflects the users temperament,
personality and character, values and beliefs in many ways.
One of the most successful genres to emerge was the MMORPG
massively multiplayer online role-playing game. In this type of RPGs,
massive numbers of players are integrated into the same world,
interacting with it and with each-other in either PVE (player versus
environment) or PVP (player versus player) activities which can take
different organizational forms: cooperation, competition, team-based
cooperation or competition and so on. These games tend to form large
communities of avatars from the vantage point of the simulated
environment which translates into user communities outside of the game
world.
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In the RPG genre, the avatar really shines, being the direct
projection of the users identity. Thus, a definition of projected identity
could be formulated so that it becomes understandable in the specific way
we intend it to be understood: as the virtual embodiment of a person,
carrying the psychological traits, values, and emotions into the game
world.
How does projective identity work?
One crucial aspect of projective identity is that not only the user
shapes the identity of the avatar, according to self, but the environment,
experiences, expectations and roles that avatar assumes also shapes the
way the user develops. There is virtually no limit in the exchanges
between the identities.
For instance, if the users identity in a F1 racing game is the
pilots, the pilot is now the user and controls the vehicle. As the user
dictates the behavior of the driver in terms of driving style, fair-play,
technique, strengths and weaknesses, the experience of being a car,
backfires so to say to the user which experiences the feel of a flat or
used-up tire which might require a pit stop. This effect causes the user to
adapt his behavior to the requirements of the game, to give in to its
limitations, practice, solve problems, and develop into being a better
car for the next race. As drivers in real life become the vehicle they
operate, so does the user become the avatar, which in this case, is actually
a car. The disappearance of the driver avatar when driving the vehicle
follows the same rules as the disappearance of self when driving a real
vehicle in real life.
The learning process takes place in a continuous form and shapes
the users perception, widening it to blend in with the avatar and the only
impairment the user might face in getting constant unobstructed feedback
in a continuum in this way, is his inability to control the avatar in terms
of input skills and/or user interface efficient employment.
The feedback effect of projective identity occurs because of the
way social identity works (Wenger, et al. 1998, 2002). If we take another
example of a game in which the avatar is a 14th century knight, the user
projects his identity upon it, but not only the avatar hosts the projection
of the user, rather the user himself hosts the knight in reversed effect.
Let us say, for instance that this particular user wants to kill
innocent peasants because they mock his heraldry which is part of the
storyline in the game. Lets suppose that the game-world rules will either
not allow him to do so by invalidating attack action attempts upon
civilians or innocent people or will penalize him for doing so either
by attacking him with and overwhelming number of guards or by
lowering an important score or rating. This automatically means that the
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social identity taken by the user within the game is enforcing its rules
upon him. This way, in order to have a satisfactory game experience he
has to comply to a certain conduct while in this role, since his current
identity dictates: he is a good knight.
Even more complex, if while in a MMORPG, ones avatar tends
to have a nasty behavior toward other players avatars, the other players
will perceive the user, not the avatar and the relationship will pierce
through the virtual vail and will have the feel of a user-to-user conflict.
But if the performance of the user within the game according to the role
he plays is low which bothers co-players, the relationship will be filtered
from avatar to avatar, regardless of the attitude or character of the lowperforming user.
In other words, mimicking reality, a poor professional will have
his status altered professionally, while a poor member of society will
have his social status altered if not both. In MMORPGs, the same type of
mechanism seems to apply. The only difference being that the semiotic
domain in this case is the game, and just like physicians play the physics
game, and all of them have certain levels of acknowledgement and
recognition, performance, hierarchies, restrictions and liberties provided
by these rules of the physicians scientific community, Rift* players play
the Rift game, transferring the same behaviors inside the semiotic domain
of Rift.
While the semiotic domain of some digital game is comparable in
terms of scientific or social importance to serious semiotic domains
like linguistics or chemistry is beyond the point of this paper and even if
it may not seem so at a first glimpse, highly debatable, especially since
many of the games dabble very much in many sciences, even though they
ought to serve the purpose of entertainment.
Are in the end digital games good or bad?
This topic is highly debated with fervent advocates on either side.
On one hand we have 90% of pediatricians and 67% of parents which
agree or strongly agree that violent video games can increase aggressive
behavior among children, (Grabmeier 2014) and since most successful
commercial video games contain violence, these views cause matter to
many. On the other hand, while sales of violent video games have
significantly increased from 1994 to 2014 by 204% (Morris 2015,
Pollson 2015) violent crime rates have decreased by 37% and murders
by juveniles acting alone by a significant 76% in the same time.
_______________________________________
* Rift is a MMORPG (massively multiplayer online role-playing game) which is situated
in a fantasy world, and is characterized by in co-op play, competitive co-op play, solid
community, and a very complex, active combat and social roles in-game system
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ways, and starts looking more like a clash of beliefs, and beliefs have
nothing to do with science.
In this situation, one can only take the facts and make sense of
them as they are. If studies are inconclusive because they try to contradict
each-other with research that measures completely different aspects of
the problematic, then another approach is obviously needed to shed some
light on the matter.
From the vantage point of projective identity, all studies can be
taken into consideration as valuable information and the reason for this is
the very mechanic upon which projective identity functions. Logic
dictates that if two phenomena are circularly-interconnected, they must
influence each-other since the very principle upon which the wheel
functions stand behind it.
Although it may be so that video games cause aggressive
behavior, desensitize, fire-up aggressive tendencies in adolescents, it is
also true that not only adolescents play video games, there has to be a
dormant aggressive tendency to begin with that will be fueled to fire-up,
and aggression is nothing more than human nature after all. As for
desensitization, aside from the fact that not nearly enough evidence has
been provided to prove it, even if violent games would actually cause
desensitization, it can, nonetheless be one of the negative aspects of
playing video games. It would make sense from a projective identity
perspective for desensitization to take place, especially when talking
about highly realistic-looking and sounding environment and effects.
Taking an example of a brutal and aggressive, M-rated** FPS
(first-person-shooter)*** Quake, its easy to see that the purpose of that
game is to entertain through fast-paced action involving a wide variety of
weapons, brutal effects, gore and blood, in a Sci-Fi anarchic future,
where factions or just individuals shoot each-other to the death. In this
particular game, shooting others is what you ought to do. The avatar is
invisible to the user, and the only thing the user sees out of the avatar is
the end of gun barrels. While such a game could be easily looked upon as
aggression incarnate, its unrealistic setting, alongside constant revival of
the fallen, combined with the amount of rockets an avatar can withstand
before actually dyeing to be resurrected at a beacon, makes it pure fiction
_____________________________________________________
** M rating in ESRB (Entertainment Software Rating Board) stands for mature, 18+
respectively, and recommends the rated software only for mature consumers.
*** In a PFS game, the view of the user is only limited by the edges of the monitor as if
in the middle of the action, hence the name first-person which comes from the firstperson perspective.
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References:
Bushman,B.J., Anderson,C.A., (2009), Comfortably numb: desensitizing
effects of violent media on helping others, Psychol Sci.,
20(2):273-277
Wenger, E., (1998), Communities of Practice: Learning, Meaning, and
Identity, Cambridge University Press, Cambridge, UK
Wenger, E., et al. (2002), Cultivating Communities of Practice
Cambridge, MA: Harvard Business School Press
Ferguson, C.J., (2007), The good, the bad and the ugly: a meta-analytic
review of positive and negative effects of violent video games,
Psychiatr Q, Dec; 78(4):309-16.
Gee, J.P., (2008), The Ecology of Games: Connecting Youth, Games,
and Learning, Learning and Games, Cambridge, MA: The
MIT Press, 2140.
Goldberger, A.S., Rosenfeld, R., Blumstein, A., (2008), Understanding
Crime Trends: Workshop Report, Committee on Understanding
Crime Trends, National Research Council of the National
Academies, Washington D.C. The National Academies Press.
Grabmeier, J., (2014), Broad Consensus that Violent Media Increase
Child Aggression, news.osu.edu, extras 06.10.2014.
Greitemeyer, T., (2014), I Am Right, You Are Wrong: How Biased
Assimilation Increases the Perceived Gap between Believers and
Skeptics of Violent Video Game Effects. PLoS ONE 9(4):
e93440.
Hall, R.C.W., Day, T., & Hall, R.C.W., (2011), A Plea for Caution:
Violent Video Games, the Supreme Court, and the Role of
Science, Mayo Clinic Proceedings, 86(4), 315321.
Morris, C., (2015), Video Games Spring Back on Strong Console Sales,
cnbc.com, extras 15.01.2015
Office of Juvenile Justice and Deliquency Prevention, (2014), Juvenile
Arrest Rate Trends, ojjdp.gov, extras 09.12.2014
Polsson, K., (2015), Chronology of Video Game Systems, vidgame.info,
extras 15.05.2015
Simpson, I., (2014), Violent U.S. Crime Drops Again, Reaches 1970s
Level: FBI, reuters.com, extras 10.11.2014.
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18% of the teachers who agree with this aspect think that otherwise the
students wouldnt be stimulated to learn, to mark the students progress
or lack of progress to establish a measure of assimilating the notions that
had been taught. The ones who disagree or remain neutral towards this
aspect consider that the grade doesnt always reflect the reality and that
the appreciations, the verbal encouragements, the praises and so on
constitute modalities that allow a better knowledge/acquaintance of the
student and an opportunity to encourage him/her to do his/her best to
accomplish the tasks provided.
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correct the missing points and they can improve their knowledge and
65% of them consider both variants because they think that like this they
can respect every childs own rhythm, they can encourage him/her, they
can motivate him/her for his/her progress and performance, they can
stimulate his/her interest and they lead the student to as high competences
as possible according to each childs rhythm and possibilities.
Item 6: Describe three modalities of evaluation used in the class which
you consider motivating for the students efforts and progress
The modalities of evaluation most widely used are the written
ones like the tests, the test papers, the multiple choice tests or secondly
positioned the self assessment cards, oral assessments, verbal discussions
and only afterwards come the independent work and the games. The
teachers consider that these ones are chosen according to the class and to
the student, according to the previously established objectives. For the
primary classes it was seen that independent work and role plays are most
commonly used because they combine the work with the games and the
learning. Projects or portfolios are rarely used although they are said to
allow a complex evaluation as they also check the way in which students
cooperate, share tasks, search and discover new information as well as
elements of character like punctuality, perseverance, honesty,
responsibility for the group and for the result.
The role played by the evaluation in the didactic act
Item 7: According to you, what is the role played by the evaluation in the
didactic process? Establish a hierarchy of those in order of importance
This is the way this hierarchy is set: the first is the amelioration of
the teaching learning process, the second is the students motivation,
the third place is occupied by the improvement of the results the students
get, the hierarchic differentiation of the pupils is the fourth and the
sanctioning of the results is on the last position.
90% of the teaching staff considers that the most important role
played by the evaluation is the one to make a contribution to the
improvement of the teaching-learning process and the improvement of
their results and the least important one is the sanctioning of results.
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1.the investigation
2.the project
3.self assessment
4.the portfolio
5.class work
77% of them frequently use self assessment techniques. Class work is
used by 80% and 45% dont use very often the portfolio and the
investigation.
Item 11: Which is your students attitude towards the use of the
alternative evaluation instruments?
80% consider that the students have a positive attitude towards
the use of the alternative evaluation instruments because it offers them
the possibility to get better grades than following the classic tasks, it
offers them more opportunities to stand out in front of their teachers and
classmates, they find themselves involved in different learning
situations that help them understand what they can do with the things
they know or guess. 20% consider that the students have a negative
attitude because they consider that some of them take too much of their
time and thats why they accept them just formally
Students attitude
Item 12: What modifications would you propose for the present system of
evaluation?
This item being an open answer one there was a great variety of
answers. 25% of them didnt respond to our solicitation. The other 75%
made proposals concerning the lowering of the minimal standards in
evaluation and moving the accent from the quantity of information that
need to be assimilated to occasions that would offer to the student the
opportunity to think.
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Conclusions
The processing of data is highlighting the fact that the manner of
conceiving and the manner of using the evaluation when it comes to
motivating students school progress, have to become a priority besides
marking because it allows a better way of getting to know your students
and an essential source of improving their future activities.
The questionnaire that was applied during the micro-research
regarding the impact that the evaluation has on school practice: the
teachers that were interviewed confirm the idea of understanding and
practicing quite a personalized way of the evaluation. Another poorer
aspect shown by the analysis of the results from the questionnaire regards
the use of complementary methods of evaluation. The investigation, the
portfolio or the project must be regarded as a real support in the current
evaluation not as an optional method. According to the objectives of the
instruction, to the characteristics of the school subject, to the type of
content and to the age particularities of the pupils, the teacher must
choose the most suitable of the traditional and complementary methods
of evaluation. The use of complementary methods of evaluation is useful
both for the pupils and for the teachers: the pupils have the possibility to
discover and demonstrate new interests, hidden abilities and the teacher
gets an extra information regarding competences that the student cannot
demonstrate by oral, written or practical tasks (for example relational
competences).
References:
Lisievici, P, (2002), Evaluarea n nvmnt. Teorie, practic,
instrumente, Editura Aramis, Bucureti
Manolescu, M., (2002), Evaluarea colar un contract pedagogic,
Editura Fundaiei D. Bolintineanu, Bucureti
Roman, A., Bala, E., (2014), Proiectarea situaiilor de nvare colar,
Editura Eikon, Cluj-Napoca
Ungureanu, D., (2001), Teroarea creionului rou. Evaluare educaional,
Editura Univ. De Vest, Timioara
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2.3 Variables
In order to test our hypothesis we used a correlation with the
following variables: the family functionality (conduct, emotional,
cognitive and social disorders of families). Also, in order to test the
efficiency of the university curricula, we assessed the knowledge and
skills level of students enrolled at the Social Work department, UVVG
Arad.
2.4 Participants
The study was conducted in Arad, Timisoara and Hunedoara. For
the first study, we involved a sample of 40 caregivers of patients with
Alzheimer dementia, which were treated in 9 day centres and residential
centres from the three counties, specialised in the work with people
suffering from dementia.
The second study involved a sample of 60 people (27 specialists
in social work and 33 students enrolled at the University "Vasile Goldi"
in Arad, the Social Work department - years I, II, III).
2.5 Instruments
For the assessment of depressive symptoms, we applied the Beck
Depression Inventory. For measuring the other variables, we developed
three questionnaires: one for assessing the community perception of the
general characteristics of Alzheimer dementia, one for identifying the
activities of specialists working in care centres for patients with
Alzheimer dementia (20 questions with open and closed answers) and
one for evaluating the level of knowledge and skills of university students.
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2.6 Procedure
For the first hypothesis we used a descriptive design, with the
following variables: the level of knowledge regarding public health
policy, new directions for government programs better adapted to the
characteristics of Alzheimer dementia, the positive or negative perception
of developing social services for patients with Alzheimer dementia and
their caregivers, as well as the perceived functionality of social services
provided to patients with Alzheimer dementia.
For the assessment of the level of knowledge developed on the
basis of existing university curricula, we developed and applied a
questionnaire. The results can offer a perspective on the current situation
of the training level of students enrolled in the curses at the Social Work
department and the degree to which they respond to the real needs of
patients with Alzheimer dementia and their caregivers.
The research also used observation methods, structured interviews and
questionnaires.
3. Results
In order to test the hypothesis, we statistically analyzed item 8 of
the general questionnaire regarding Alzheimer dementia. This item refers
to the public health policies known in the general population. The results
were the following: 89% of the respondents (122 people) gave a negative
answer, meaning that they didnt know any public health policy regarding
people with Alzheimer dementia and only 11% (15 people) gave a
positive answer.
We used the statistical test chi-square in order to test the
significance of the results. The value obtained ( = 0,983, p = 0,005)
suggests that only 11% of the general population are aware and have
knowledge about the existing public health policies designed for people
with Alzheimer dementia and their caregivers. The answers included the
mention of mental health laboratories, the Memory Centre, the existence
of residential centres for people with Alzheimer dementia, media
campaigns for public awareness, community centres and so on.
For the second hypothesis, item 14 from the specific
questionnaires for specialists and caregivers is very important and it
refers to the direction that the governmental programmes should go in
order to be more adequate to the needs associated with Alzheimer
dementia. Taking into account that the respondents are confronted daily
with the problems and difficulties associated with Alzheimer dementia
and know the problems very well, we could classify the most needed
governmental programmes in the community and the residential centres.
The most important program would be home care services for patients
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Acknowledgments
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RETIREMENT12
M.A. Breaz
Maria Alina BREAZ,
Ph.D, university lecturer
Aurel Vlaicu University of Arad
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poor offer for them, and there are no retraining courses for the elderly in
our country.
Retirement is considered by many authors a milestone, but all
studies show that, even if it is perceived as a loss, a person can overcome
retirement when a significance is found and when the person is trained. In
general, worldwide, pre-retirement education is insufficient and late. In
Romania there is no such training, and often the impact is as shown
above. In this case the social worker would have a prominent role.
The impact is greater if the retirement has a pathological cause.
Here the social worker would be the most representative professional to
guide and counsel the sick, so his presence would be very important in
hospitals. An ill pensioner suddenly loses his ability to work, which
aggressively intervenes both economically (familys financial situation)
and psychically (feeling useless).
Also, retirement can be an event that generates a crisis when it
occurs as a result of the restructuring made in the workplace, when
to prevent unemployment they appeal more rapidly to retirement. Also at
a social level some roles are lost, roles that were won during lifetime, and
which can lead to adaptation crises more manifest among men that untill
that point have had important functions.
Women seem less affected by retirement, but may go through
crises of anxiety thinking about it. In Romania many women have after
retirement the role of grandmother, interior designer or, frequently,
caretaker of sick relatives.
In many Western countries, after retirement, seniors become
active members of some associations, each having clearly defined roles,
which usually leads to a marked decrease of the impact of retirement; or
they become active in charitable or religious societies. Also many
participate in courses at summer universities or for elderly, or open their
own small businesses.
H.Clavet claims that "the individual choice of retirement age
should be raised to the level of individual right. There are countries
where there are discussions in this regard, without yet reaching a decision
on canceling the grounds of age, that became an institutional imposing
and appreciated as obsolete in a society which is coordinated by other
priorities and values.
Categories of benefits for pensioners include for all countries:
- retirement pension;
- invalidity pension;
- survivors pension.
There are countries where bonuses for disability are added to he
invalidity pension due to a work accident or allowances for pensioners
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who can prove that their income is below a decent living level on a
national plan.
To obtain the retirement pension the minimum age varies from 59
to 62 for women and from 62 to 65 for men.
The condition to obtain an invalidity pension is to be situated in a
calculated degree of disability.
To receive survivor's pension the main condition is related to the
duration and amount of the contribution of the deceased.
After retirement, seniors may have feelings of optimism in the
sense that finally the time has come to realize projects for that they had
not time (literature, excursions); they can accept resigned retirement, a
thing more difficult for men (it is well-known the family in which the
newly retired man "is suffocating" the woman, but frequently may occur
catastrophic depressive reactions that bring in sight death, uncertainty of
tomorrow, disease).
Also, there may appear real "pension neurosis" that can accelerate
the stress of aging. For people in rural areas, the effect of retirement does
not appear brutal, adjustment is made gradually through work in
agriculture and household. In Romania there are many women in rural
areas that retain activity until after 75 years, thus creating a sense of
power and valorization.
Retirement may reduce social relations, the elder being more
circumspect in making new friends and more cautious in contact with old
friends.
Being a turning moment in a person's social life, retirement
should be in the attention of professionals, which unanimously accept
that, if a prior training is made, it is much easier to overcome retirement.
References:
Paa, F., Paa, L., (2005), Asisten social n Romnia, Editura Polirom,
Iai
Mnoiu, F., Epureanu, V., (1996), Asisten social n Romnia, Editura
ALL,Bucuresti
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development. Given their parents for longer periods and the remaining
children in the care of people who can provide emotional support and
education, these two consequences may turn their negative effects on
health and psychological development of the child, involvement in school
activities and their results, engage them in deviant behavior or
inconsistencies age and subjecting children to exploitation or abuse other.
(Gavrila, Horvath, 2009)
The causes of this migration are very simple: a precarious
financial situation, the desire to achieve professionally achieving a
brighter future for children, youth and parents wants a detachment of a
more independent life etc.
It is believed that the phenomenon of migration are economic and
social factors: the lack of a job or the desire to find a better one; lack of
money; lack of housing
(in urban areas); the desire to give families a
better life; the belief that work is rewarded to the true value; social
imitation (examples succes works at the individual level); family
conflicts.
Going abroad in search of jobs is considered by most an effective
strategy to circumvent poverty. Beyond the immediate economic benefits
of migration, the consequences of separation from parents to children,
and large become more apparent over time.
A general effect of this situation is that school performance of
students with parents working abroad are not in accordance with the
available cognitive thereof shall operate within their ability school
performance and school failure resulted in situations conditioned or
repetition or drop out is common.
Students with parents working abroad, most often, are left with
grandparents or other relatives or neighbors who do not have the
necessary authority over the children and fail to manage situations of
everyday life in favor of psychosocial development optimal for students
to develop social-emotional for a coherent integration.
Furthermore, interest and occasional parental responsibility is not
the highest.
Another factor that generates eesc school in preparation for life
of students is communication deficiat or Inefficient teachers at school
and tutor children semiabandonai and this not only disrupts monitoring
by parents, the school situation of pupils and provides context favorable
of antisocial behavior from students who know free. (Gh Nistor. 2009), is
a dramatic lack of emotional support for children of parents who
temporarily leave to work abroad.
This can lead not only to depression but also pathological forms
that can be completed by suicide. There are numerous cases of pupils
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who decided alone to die by suicide in solitude. This not only was
semnlat of school psychologists (teachers counselors, school
psychologists, etc.) but some cases were covered by the press in Romania
or international, emphasizing state of deplorable in which the standard of
living in Romania, for most people below human dignity, according to
analyzes by the Institute for Quality of Life of the Romanian Academy.
At the end of 2006 "Soros" has launched the first national research on
labor migration for Romanians abroad: temporary dwelling abroad.
Economic migration of Romanians: 1990- 2006 (Coordinator:
prof. Dumitru Sandu). The study comprised three research Quantitative
survey research at national and micro-regional level two counties:
Teleorman and Vrancea; qualitative research in the six communities in
the country with high index of emigration and four foreign community in
Italy, Spain and Serbia.
The study shows the profile of those who left to work abroad
(how, who, where and how?) As well as the causes and consequences of
migration for work abroad after 1989.
In March 2007 a second study was launched under the program
policies and institutions in international migration: work migration from
Romania. 1990- 2006 (Monica Serban Stoica and Melinda). The study
analyzes changes of legislation and successive duties of main public
institutions involved and the effects of these changes. Study enable
understanding the phenomenon and assess the impact of any new
institutional configuration changes.
Research Foundation "Soros" aims to determine the impact of
absent parents left to work abroad on the children left behind and to
propose measures that adverse effects can be mitigated.
The research results. The largest category of migrant parents who
miss their kids are near fathers. The study indicates that there are
approximately 115,000 middle school students whose father is abroad. Of
these, 21% live without their father for a period of between 2 and 4 years,
and 28% even more than 4 years. In most cases the only father abroad
(94%), children left behind in the care of mothers. As regards mothers,
15% of children live without them for more than 4 years, and 21% for a
period between 2 and 4 years. Half of the mothers of these children are
missing their next child of one year. For students whose mother is abroad
support extended family is important. Only 58% of them live with their
father.
Data show that children who have both parents in the country,
34% live without parents for at least two years, and 54% less than a year.
This means that in the age group 10-14 years, from about 2,000 children
nationwide live for at least two years in the absence of both parents, and
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almost 19,000 are in the same situation a year. 65% of these students are
in the care of grandparents, 24% are cared for aunts and uncles, and the
remaining 11% others.
The main positive effects are related to the welfare of pupils
whose parents are abroad. In most cases parents' migration increases the
standard of living of the child left home.
As other studies have shown, foreign income are used mostly to
improve the living conditions and the endowment with durables. It is
noted for example that in the case of children whose parents work abroad
needs, the percentage who have a mobile phone is higher than for
children without parents left (mobile phone seems to have turned into a
good basic necessities for children - to nationally 75% of middle school
students have their own cell phone).
Computers and video game consoles are more common in migrant
households than in others. And other personal belongings that we could
consider age-specific (bicycle, mp3 player or Ipod, rollers) are held in a
higher share of children of migrants than others.
Beyond material wealth, migranti children, especially those with
both parents, tend to have a higher share of foreign travel experience
compared to other children. 34% of children with both parents working
abroad have traveled abroad as opposed to only 14% of non-migrant
children. 20% of children with both parents spent their summer vacation
2006 abroad from their parents.
Among the negative effects it is interesting to note that the
departure of one of the parents in some cases causes damage to the child's
relationship with the parent remaining at home. Thus, if the father went
abroad, the percentage of children who do not have a very good
relationship with their mother is greater than in other cases.
The same can be seen even more so if the relationship between
child and father while the mother is out of the country.
The family is the main source of support for children when faced
with a problem, especially if the problem is related to the school. In
children with migrant parents percentage of those who say they do not go
to anyone to help them in school issues is significantly higher than for
children without migrant parents.
One of the responsibilities which highlights the essential role of
the family in progeny protection training. The manner in which parents
work abroad performs that function for, on the one hand custody of the
child of a member of the extended family or other platforms for raising
and education, and secondly how the father realized this (legal or not).
There is a change of roles, it is the woman who leaves home since
manages to find a job easier. There are frequent situations where both
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depends on good advice knowledge of the case, the situation and the
circumstances and the personality in question, educator tact and
experience, the existence of affective communication, mutual trust. As
part of the arsenal of means by which the specific case applies a specific
solution (individualization of educational action), the advice is
indispensable moral and civic education, career counseling, training a
correct attitude towards life and community. Advice is given sometimes
and through maximum thoughts, proverbs or aphorisms that condenses
the moral experience of humanity and incite reflection, the reflection of
positive affective.
- Example is a real model or ideal, a person with his qualities is an
example to follow in terms of moral behavior, social, aesthetic, etc. In
educating children, Example (parents, teachers, great personalities, etc.)
has a great influence. The resort is the example of the power of
suggestion of psychological behavior of others and the need for imitation
that the child manifests in relation to adult actions. Examples of indirect
child are discovered in the mass media, literary readings, biographies,
reporting, trips etc.
- The moral exercise is a form of exercise that is done
systematically and consciously, through deeds and actions to transform
the habits and skills of moral conduct (respect norms of discipline
conscious, help, responsibility to the community goods). Since antiquity,
it was found that "morality cannot learn like arithmetic" (Aristotle), but
only through practical action, by putting the student in a position to
behave responsibly. The exercise aims to train and develop the required
availability moral behavior in different life situations.
- The analysis and the case study method is a form of active
learning and training; It is to discuss a proposed event (the particular
situation of a person, an institution) and recording information on the
subjective reactions to the environment and the time in which the
phenomenon opinions about them. It provides students the opportunity to
analyze, comment and debate the moral behavior of the subjects (Boots,
Neamu, 1999).
- The approval is the method by which manifests recognizing and
rewarding positive conduct / student outcomes. Being sensitive to the
opinion of adult and peer approval has a strong influence on children
education. The educational practices, approval of intentions, initiatives,
wishes and positive results of the behaviors of the educated also vary:
look approvingly praise expressed verbally against an individual, group
or the entire staff, praise expressed in writing (letters, addresses), the
agreement, gratitude, reward and rewarding. Using differential
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Book Review
Cristiana Marc
PhD Lecturer, University of Oradea,
Faculty of Social and Human Sciences
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Cristiana Marc
PhD Lecturer, University of Oradea,
Faculty of Social and Human Sciences
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