Статья посвящена вопросам влияния власти на поведение человека. Авторы рассматривают данные различных источников, в которых увеличение власти связывается с напористостью, а ее уменьшение - с подавленностью. Конкретно, власть ассоциируется с: а) позитивным аффектом; б) вниманием к вознаграждению и к свойствам других, удовлетворяющим личные цели; в) автоматической переработкой информации и резкими суждениями; г) расторможенным социальным поведением. Уменьшение власти, напротив, ассоциируется с: а) негативным аффектом; б) вниманием к угрозам и наказаниям, к интересам других и к тем характеристикам я, которые отвечают целям других; в) контролируемой переработкой информации и совещательным типом рассуждений; г) подавленным социальным поведением. Обсуждаются также последствия этих паттернов поведения, связанных с властью, и потенциальные модераторы.

Power, approach, and inhibition. Власть, напористость и подавленность

The voice of pupils with the label Behavioural, Emotional and Social
Difficulties (BESD), especially those within secondary special school
educational settings, is largely unheard. By using data collection methods
which placed pupils at its heart, this research explores the perspectives
towards Physical Education (PE) of a small group of secondary-school pupils
all labelled BESD and receiving education in a small special school. This
two-part study is qualitative in nature and has a social constructionist
phenomenological design. The exploration of data collected from photo
elicitation, focus group meetings and individual interviews identified issues
within PE lessons that pupils found meaningful. In the second part of the
research, pupils took on the role of pupil investigators and explored the
perceptions and experiences of their BESD-labelled peers through video
interviews. This data, along with reflective field notes and informal
conversation with pupils, was then analysed using Interpretative
Phenomenological Analysis (IPA) and NVivo 11. Two main themes were
identified: the importance of the role played by pupils’ relationships with
teachers, friends and peers, and the valuable insights accessed when pupils
are given a voice. Findings include the dominant and decisive role of the PE
teacher, how pupils’ behaviour and attitudes within PE lessons is affected
by their desire to maintain respect among their friends/peers, and the
negative effects of pupils’ disempowerment within PE including lack of
consultation and choice regarding the curriculum and PE kit. The research
concludes, whilst acknowledging the inevitable constraints on the
curriculum offer of any small school, that within this offer pupils are further
disenfranchised. They are not encouraged within the medium of PE lessons
to develop inter-personal skills nor to gain understandings of their own or
other pupils’ behaviour. Pupils’ lack of voice robs the school of feedback
and opportunities to develop a more inclusive approach to education and
fosters pupil disengagement.

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Special school physical education experiences: pupils with behavioural difficulties becoming pupil investigators

Abstract The current study investigated how adolescents’ loneliness relates to school connectedness, classmate support, teacher support, and offline and online communication with friends. We also examined the association between loneliness, physical health, and sleep. Data came from the Scottish Health Behavior in School-aged Children (HBSC). The total sample was 2983 adolescents (F = 1479 [49.6%]) aged 14–17 years ( M = 15.66, SD = 0.39) from 117 secondary schools in Scotland. Results showed that (1) higher teacher support, classmate support, and offline contact with friends predicted lower levels of loneliness, (2) online friendship engagement predicted higher levels of loneliness, and (3) poor health and sleep were positively associated with loneliness. The study offers new findings, highlighting the role played by classmates/peers and teachers in reducing loneliness. Supporting previous research, we also found associations between loneliness, poor sleep, and worse physical health. 

/pdf/the-role-of-school-connectedness-and-friend-contact-in-g52desiu.pdf

The Role of School Connectedness and Friend Contact in Adolescent Loneliness, and Implications for Physical Health.

Loneliness is a significant problem that predicts immediate and long-term negative outcomes for young children. This study examines the mediating effect of children’s play disconnection on the relationship between their shyness and loneliness, as well as the moderating effect of children’s perceived child-teacher intimate relationship on the relationships between child shyness, play disconnection, and loneliness. Participants include 171 4 to 6 year old South Korean children and their teachers and mothers. Children’s teachers were asked to respond to the questions measuring child shyness and play disconnection, and the mothers assisted their children to answer the questions measuring child loneliness and child-teacher intimate relationship. The results of the study are as follows. First, child shyness affected loneliness via play disconnection. Second, child-teacher intimate relationship moderated the relationships between child shyness and loneliness and between child shyness and play disconnection. However, the association between play disconnection and loneliness was not moderated by child-teacher intimate relationship. The findings of the study suggest that teachers not only provide shy children with emotional support but also build affectionate and intimate relationships with them to support their peer play and to reduce their feelings of loneliness.

Relationships Between Children’s Shyness, Play Disconnection, and Loneliness: Moderating Effect of Children’s Perceived Child-Teacher Intimate Relationship

Abstract: Loneliness is prevalent among iGeneration adolescents who fail to develop close friendships. The present review proposes a proactive approach, advocating that adolescents should be supported in their development of close friendships, as part of social-emotional learning (SEL). As research has found self-disclosure to be an important skill for developing close friendships, adolescents should be guided in this skill. Such guidance is the domain of school counselors and psychologists who could use the organized thinking framework on self-disclosure and the six counseling methods detailed and demonstrated here to support adolescents in this task.

Xiuya Lei

Papers

Teacher power and children's loneliness: Moderating effects of teacher‐child relationships and peer relationships