Showing papers on "Social change published in 2017"

Self-Determination Theory: Basic Psychological Needs in Motivation, Development, and Wellness

Abstract: I. Introduction 1. Self-Determination Theory: An Introduction and Overview II. Philosophical and Historical Considerations 2. Organismic Principles: Historical Perspectives on Development and Integration in Living Entities 3. Human Autonomy: Philosophical Perspectives and the Phenomenology of Self 4. Psychological Needs: Varied Concepts and a Preliminary Description of Self-Determination Theory's Approach 5. A Brief History of Intrinsic Motivation III. The Six Mini-Theories of Self-Determination Theory 6. Cognitive Evaluation Theory, Part I: The Effects of Rewards, Feedback, and Other External Events on Intrinsic Motivation 7. Cognitive Evaluation Theory, Part II: Interpersonal and Intrapersonal Processes Affecting Intrinsic Motivation 8. Organismic Integration Theory: Internalization and the Differentiation of Extrinsic Motivation 9. Causality Orientations Theory: Individual Differences in, and Priming of, Motivational Orientations 10. Basic Psychological Needs Theory: Satisfaction and Frustration of Autonomy, Competence, and Relatedness in Relation to Psychological Wellness and Illness 11. Goal Contents Theory: Aspirations, Life Goals, and Their Varied Consequences 12. Relationships Motivation Theory: The Self in Close Relationships IV. Motivation and Human Development in Families, Schools, and Societies 13. Parenting and the Facilitation of Autonomy and Well-Being in Development 14. Schools as Contexts for Learning and Social Development 15. Identity Development, Self-Esteem, and Authenticity 16. Development, Psychological Needs, and Psychopathology V. The Application and Practice of Self-Determination Theory in Multiple Domains 17. Psychotherapy and Behavior Change: Creating Facilitating Environments 18. Health Care and Patient Need Satisfaction: Supporting Maintained Health Behavior Change 19. Sport, Physical Activity, and Physical Education 20. Motivation and Need Satisfaction in Video Games and Virtual Environments 21. Work and Organizations: Promoting Wellness and Productivity VI. Basic Psychological Needs in Pervasive Social Contexts 22. Pervasive Social Influences, Part I: Cultural Contexts 23. Pervasive Social Influences, Part II: Economic and Political Systems 24. On Basic Needs and Human Natures: Altruism, Aggression, and the Bright and Dark Sides of Human Motivation A Very Brief Epilogue References Author Index Subject Index

The human core of the shared socioeconomic pathways: Population scenarios by age, sex and level of education for all countries to 2100

Abstract: This paper applies the methods of multi-dimensional mathematical demography to project national populations based on alternative assumptions on future, fertility, mortality, migration and educational transitions that correspond to the five shared socioeconomic pathways (SSP) storylines. In doing so it goes a significant step beyond past population scenarios in the IPCC context which considered only total population size. By differentiating the human population not only by age and sex -- as is conventionally done in demographic projections -- but also by different levels of educational attainment the most fundamental aspects of human development and social change are being explicitly addressed through modeling the changing composition of populations by these three important individual characteristics. The scenarios have been defined in a collaborative effort of the international Integrated Assessment Modeling community with the medium scenario following that of a major new effort by the Wittgenstein Centre for Demography and Global Human Capital (IIASA, OEAW, WU) involving over 550 experts from around the world. As a result, in terms of total world population size the trajectories resulting from the five SSPs stay very close to each other until around 2030 and by the middle of the century already a visible differentiation appears with the range between the highest (SSP3) and the lowest (SSP1) trajectories spanning 1.5 billion. The range opens up much more with the SSP3 reaching 12.6 billion in 2100 and SSP1 falling to 6.9 billion which is lower than today's world population.

Emotion shapes the diffusion of moralized content in social networks

Abstract: Political debate concerning moralized issues is increasingly common in online social networks. However, moral psychology has yet to incorporate the study of social networks to investigate processes by which some moral ideas spread more rapidly or broadly than others. Here, we show that the expression of moral emotion is key for the spread of moral and political ideas in online social networks, a process we call "moral contagion." Using a large sample of social media communications about three polarizing moral/political issues (n = 563,312), we observed that the presence of moral-emotional words in messages increased their diffusion by a factor of 20% for each additional word. Furthermore, we found that moral contagion was bounded by group membership; moral-emotional language increased diffusion more strongly within liberal and conservative networks, and less between them. Our results highlight the importance of emotion in the social transmission of moral ideas and also demonstrate the utility of social network methods for studying morality. These findings offer insights into how people are exposed to moral and political ideas through social networks, thus expanding models of social influence and group polarization as people become increasingly immersed in social media networks.

Social-Emotional Competence: An Essential Factor for Promoting Positive Adjustment and Reducing Risk in School Children.

Abstract: Social-emotional competence is a critical factor to target with universal preventive interventions that are conducted in schools because the construct (a) associates with social, behavioral, and academic outcomes that are important for healthy development; (b) predicts important life outcomes in adulthood; (c) can be improved with feasible and cost-effective interventions; and (d) plays a critical role in the behavior change process. This article reviews this research and what is known about effective intervention approaches. Based on that, an intervention model is proposed for how schools should enhance the social and emotional learning of students in order to promote resilience. Suggestions are also offered for how to support implementation of this intervention model at scale.

Culturally Sustaining Pedagogies: Teaching and Learning for Justice in a Changing World

Abstract: Educational environments that exist in pluralistic societies today prove to offer students little purpose to attend school and limited support in becoming successful. The lack of understanding the needs of students, along with preconceived notions of cultures and identities of communities of colour have resulted in a partial eradication of student cultures, and the creation of vulnerable, stigmatized, and marginalized student populations. The “divide that exists between many educational institutions and the students they are supposed to serve” (Paris & Alim, 2017, p. 95) only continues to grow because students do not feel that their identities are affirmed through the curriculum taught; it is irrelevant, impractical and exclusionary to their backgrounds, experiences, and lives. Identifying the various challenges that students of colour are faced with in schools is the first step towards finding a possible solution to address those issues and concerns. Several educators and researchers, under the editorial guide of Paris and Alim (2017), tackle the history of pathologizing students — the silencing and ignoring their voices, the overrepresentation of white teachers in the classroom, and the numerous discourses related to teaching and diversity — to offer a possible solution through the implementation of culturally sustaining pedagogies (CSP). Culturally Sustaining Pedagogies: Teaching and Learning for Justice in a Changing World begins with the editors explaining the way in which the book came together and identifying the contributors to the volume. Following this, the introductory chapter provides a definition of CSP, explains its meaning and importance, and identifies the goal of the book, which according to the editors involves

Twenty years of social capital and health research: a glossary

Abstract: Research on social capital in public health is approaching its 20th anniversary. Over this period, there have been rich and productive debates on the definition, measurement and importance of social capital for public health research and practice. As a result, the concepts and measures characterising social capital and health research have also evolved, often drawing from research in the social, political and behavioural sciences. The multidisciplinary adaptation of social capital-related concepts to study health has made it challenging for researchers to reach consensus on a common theoretical approach. This glossary thus aims to provide a general overview without recommending any particular approach. Based on our knowledge and research on social capital and health, we have selected key concepts and terms that have gained prominence over the last decade and complement an earlier glossary on social capital and health.

Social justice, epidemiology and health inequalities

Abstract: A lifetime spent studying how social determinants of health lead to health inequalities has clarified many issues. First is that social stratification is an appropriate topic of study for epidemiologists. To ignore it would be to ignore a major source of variation in health in society. Not only is the social gradient in health appropriate to study but we have made progress both in understanding its causes and what can be done to address them. Post-modern ‘critical theory’ raises questions about the social construction of science. Given the attack on science by politicians of bad faith, it is important to recognise that epidemiology and public health have a crucial role to play in providing evidence to improve health of society and reduce inequalities. Evidence gives grounds for optimism that progress can be made both in improving the health of the worst-off in society and narrowing health inequalities. Theoretical debates about ‘inequality of what’ have been helpful in clarifying theories that drive further gathering of evidence. While it is important to consider alternative explanations of the social gradient in health—principal among them reverse causation—evidence strongly supports social causation. Social action is by its nature political. It is, though, a vital function to provide the evidence that underpins action.

Social and Emotional Learning as a Public Health Approach to Education

Abstract: Summary:Evidence-based social and emotional learning (SEL) programs, when implemented effectively, lead to measurable and potentially long-lasting improvements in many areas of children's lives. In the short term, SEL programs can enhance children's confidence in themselves; increase their engagement in school, along with their test scores and grades; and reduce conduct problems while promoting desirable behaviors. In the long term, children with greater social-emotional competence are more likely to be ready for college, succeed in their careers, have positive relationships and better mental health, and become engaged citizens.Those benefits make SEL programs an ideal foundation for a public health approach to education—that is, an approach that seeks to improve the general population's wellbeing. In this article, Mark Greenberg, Celene Domitrovich, Roger Weissberg, and Joseph Durlak argue that SEL can support a public health approach to education for three reasons. First, schools are ideal sites for interventions with children. Second, school-based SEL programs can improve students' competence, enhance their academic achievement, and make them less likely to experience future behavioral and emotional problems. Third, evidence-based SEL interventions in all schools—that is, universal interventions—could substantially affect public health.The authors begin by defining social and emotional learning and summarizing research that shows why SEL is important for positive outcomes, both while students are in school and as they grow into adults. Then they describe what a public health approach to education would involve. In doing so, they present the prevention paradox—"a large number of people exposed to a small risk may generate many more cases [of an undesirable outcome] than a small number exposed to a high risk"—to explain why universal approaches that target an entire population are essential. Finally, they outline an effective, school-based public health approach to SEL that would maximize positive outcomes for our nation's children.

Advancing the social identity approach to health and well-being: Progressing the social cure research agenda

Abstract: The health of people's body and mind is powerfully conditioned by social factors that affect their social identity. Consistent with this notion, there is a growing interest in the way that group memberships (and the social identities derived from belonging to these groups) affect health and well-being. To the extent that group memberships provide individuals with meaning, support, and agency (i.e., a positive sense of social identity), health is positively impacted, constituting a “social cure”. However, when group membership is not associated with these positive psychological resources or when social identity is challenged in other ways (e.g., group membership is devalued or stigmatised), social identities may become a curse, threatening and potentially harming health and well-being. In a range of social contexts, novel examples of these processes are brought together in the contributions to this special issue. In this editorial, we link the findings from these contributions to a set of hypotheses that emerge from the social identity approach to highlight the nuanced ways in which social identity processes are key to understanding health and well-being (Haslam, Jetten, Cruwys, Dingle, & Haslam, forthcoming). The contributions in this special issue point to fruitful ways to develop the social cure agenda. Together they highlight the importance of social identities as powerful psychological resources that have an important role to play in managing and improving health.

The Essentials of Social Cohesion: A Literature Review

Abstract: The social cohesion literature repeatedly criticizes a lack of consensus regarding the theoretical conceptualization of the construct. The current paper attempts to clarify this ambiguity by providing a literature review on the recent approaches. By taking a bird’s eye view on previous conceptualizations of social cohesion we emphasize that in the majority of approaches there is in fact more overlap in the concept than has so far been assumed. In particular, we suggest three essential dimensions of social cohesion: (1) social relations, (2) identification with the geographical unit, and (3) orientation towards the common good. Each dimension is further differentiated into several sub-dimensions. We argue that additional elements identified in the literature (shared values, inequality, quality of life) are rather determinants or consequences of social cohesion, but not constituting elements. Suggestions for future research are discussed.

The Intersection of Planning, Urban Agriculture, and Food Justice: A Review of the Literature

Abstract: Problem, research strategy, and findings: We draw on a multidisciplinary body of research to consider how planning for urban agriculture can foster food justice by benefitting socioeconomically disadvantaged residents. The potential social benefits of urban agriculture include increased access to food, positive health impacts, skill building, community development, and connections to broader social change efforts. The literature suggests, however, caution in automatically conflating urban agriculture’s social benefits with the goals of food justice. Urban agriculture may reinforce and deepen societal inequities by benefitting better resourced organizations and the propertied class and contributing to the displacement of lower-income households. The precariousness of land access for urban agriculture is another limitation, particularly for disadvantaged communities. Planners have recently begun to pay increased attention to urban agriculture but should more explicitly support the goals of food justice in t...

Trump's electoral speeches and his appeal to the American white working class

Abstract: This paper contributes to the study of social change by considering boundary work as a dimension of cultural change. Drawing on the computer-assisted qualitative analysis of 73 formal speeches made by Donald Trump during the 2016 electoral campaign, we argue that his political rhetoric, which led to his presidential victory, addressed the white working class's concern with their declining position in the national pecking order. He addressed this group's concern by raising their moral status, that is, by (1) emphatically describing them as hard-working Americans who are victims of globalization; (2) voicing their concerns about 'people above' (professionals, the rich, and politicians); (3) drawing strong moral boundaries toward undocumented immigrants, refugees, and Muslims; (4) presenting African Americans and (legal) Hispanic Americans as workers who also deserve jobs; (5) stressing the role of working-class men as protectors of women and LGBTQ people. This particular case study of the role of boundary work in political rhetoric provides a novel, distinctively sociological approach for capturing dynamics of social change.

Subcultures, Cultures and Class

Abstract: In modern societies, the most fundamental groups are the social classes, and the major cultural configurations will be, in a fundamental though often mediated way, 'class cultures'. This chapter discusses some of the broad shifts in class relations over the period as a whole, before coming to the specific question of the sub-cultures. It aims to move from the most phenomenal aspects of youth sub-cultures to the deeper meanings, in three stages. The chapter deals with the most immediate aspect – the qualitative novelty of Youth Culture. Then, with the most visible aspects of social change which were variously held to be responsible for its emergence. Finally, the chapter looks at the wider debate, to which the debate about Youth Culture was an important, though subsidiary appendage. Many of these institutions preserve the corporate culture of the subordinate class, but also negotiate its relations with the dominant culture. These are the 'negotiated' aspects of a subordinate class culture.

News Media, Victims and Crime

Abstract: This book provides a thorough account of victimisation across the social spectrum of class, race, age and gender.

Trauma-Informed Social Work Practice

Abstract: Social workers frequently encounter clients with a history of trauma. Trauma-informed care is a way of providing services by which social workers recognize the prevalence of early adversity in the lives of clients, view presenting problems as symptoms of maladaptive coping, and understand how early trauma shapes a client's fundamental beliefs about the world and affects his or her psychosocial functioning across the life span. Trauma-informed social work incorporates core principles of safety, trust, collaboration, choice, and empowerment and delivers services in a manner that avoids inadvertently repeating unhealthy interpersonal dynamics in the helping relationship. Trauma-informed social work can be integrated into all sorts of existing models of evidence-based services across populations and agency settings, can strengthen the therapeutic alliance, and facilitates posttraumatic growth.

Companion Animals and Child/Adolescent Development: A Systematic Review of the Evidence

Abstract: Childhood and adolescence are important developmental phases which influence health and well-being across the life span. Social relationships are fundamental to child and adolescent development; yet studies have been limited to children’s relationships with other humans. This paper provides an evidence review for the potential associations between pet ownership and emotional; behavioural; cognitive; educational and social developmental outcomes. As the field is in the early stages; a broad set of inclusion criteria was applied. A systematic search of databases and grey literature sources found twenty-two studies meeting selection criteria. The review found evidence for an association between pet ownership and a wide range of emotional health benefits from childhood pet ownership; particularly for self-esteem and loneliness. The findings regarding childhood anxiety and depression were inconclusive. Studies also showed evidence of an association between pet ownership and educational and cognitive benefits; for example, in perspective-taking abilities and intellectual development. Evidence on behavioural development was unclear due to a lack of high quality research. Studies on pet ownership and social development provided evidence for an association with increased social competence; social networks; social interaction and social play behaviour. Overall, pet ownership and the significance of children’s bonds with companion animals have been underexplored; there is a shortage of high quality and longitudinal studies in all outcomes. Prospective studies that control for a wide range of confounders are required.

Social innovation: a window on alternative ways of organizing and innovating

Abstract: The term ‘social innovation’ is used to describe a broad range of organizational and inter-organizational activity that is ostensibly designed to address the most deep-rooted ‘problems’ of society,...

Self and Society: Social Change and Individual Development

Abstract: How does his social environment change an individual, and why do these changes occur? Can social institutions be shaped and molded profoundly enough to afford each member of a society his maximum potential for happiness, effective functioning, and complete development? In this new work a distinguished psychologist evolves a theory of personality and society designed to help guide the work of institutions responsible for individual growth and development. Drawing on his vast experience--as an educator, a prison psychologist, a practicing psychoanalyst, and as the director of major studies in child development, personality assessment, the social psychology of higher education, and alcoholism and related problems--Professor Sanford has designed a developmental model intended to guide work in institutions which mold the individual: from family through schools, colleges, child guidance clinics, and mental hospitals. With exceptional lucidity, he examines the central issues in furthering desirable change through intervention in individual and group processes. He achieves notable advances in integrating personality theory and sociological theory: he joins psychoanalytic "ego psychologists" and other personality theorists in developing a dynamic-organismic theory broader than that of classical psychoanalysis and more in keeping with contemporary social theory. The author's clear style and firm grasp of his subject add further to the significance of Self and Society. It will be a stimulating textbook in social psychology, personality, and culture, and personality, and will make indispensable reading for behavioral scientists, psychiatrists, and educators, as well as for all professionals who work to promote mental health, education and social welfare.

Social Image and Economic Behavior in the Field: Identifying, Understanding and Shaping Social Pressure

Abstract: Many people care about how they are perceived by those around them. Several recent field experiments in economics have found that such social image concerns can have powerful effects on a range of behaviors. In this article, we first review this recent literature aimed at identifying social image concerns or social pressure. We then highlight and discuss two important areas that have been comparatively less well explored in this literature: understanding social pressure, including the underlying mechanisms, and whether such pressure can be shaped or influenced.

Small business and entrepreneurship: their role in economic and social development

Abstract: Since the 1980s, small business owners and entrepreneurs have been receiving greater recognition as drivers of economic growth. Recently, several studies (Forsman 2011; McKeever, Anderson, and Jack...

Sleep and Social-Emotional Development in Infants and Toddlers

Abstract: The aim of this study was to examine the cross-sectional and longitudinal relationships among variables related to sleep patterns and both social-emotional problems (i.e., internalizing, externalizing, and dysregulation) and healthy social development (i.e., social competence). Assessments were completed at 6, 12, and 18 months across 5 cohorts of children for a total of 117 mother–child dyads. Mothers completed the Brief Infant Sleep Questionnaire at 6, 12, and 18 months, as well as the Infant Toddler Social Emotional Assessment at 12 and 18 months. Later bedtimes and less total sleep across the 24-hr period predicted higher internalizing problem scores, which includes indices of depression/withdrawal, general anxiety, separation distress, and inhibition. In contrast, sleep fragmentation was minimally associated with decreased social competence but not with any negative social-emotional outcomes. These results indicate that sleep patterns, primarily later bedtimes and less total sleep, appear to be assoc...

Social Media Social Capital, Offline Social Capital, and Citizenship: Exploring Asymmetrical Social Capital Effects

Abstract: In pursuit of a healthier and participatory democracy, scholars have long established the positive effects of social capital, values derived from resources embedded in social ties with others which characterize the structure of opportunity and action in communities Today, social media afford members of digital communities the ability to relate in new ways In these contexts, the question that arises is whether new forms of social capital associated with the use of social media are a mere extension of traditional social capital or if they are in fact a different construct with a unique and distinct palette of attributes and effects This study introduces social media social capital as a new conceptual and empirical construct to complement face-to-face social capital Based on a two-wave panel data set collected in the United States, this study tests whether social capital in social media and offline settings are indeed two distinct empirical constructs Then, the article examines how these two modes of so

Movin' on Up? How Perceptions of Social Mobility Affect Our Willingness to Defend the System.

Abstract: People’s motivation to rationalize and defend the status quo is a major barrier to societal change. Three studies tested whether perceived social mobility—beliefs about the likelihood to move up an...

Revolution in the making? Social media effects across the globe

Abstract: Social networking sites are popular tools to engage citizens in political campaigns, social movements, and civic life. However, are the effects of social media on civic and political participation ...

Social and Emotional Learning Programs for Adolescents.

Abstract: Summary Adolescents may especially need social and emotional help. They're learning how to handle new demands in school and social life while dealing with new, intense emotions (both positive and negative), and they're increasingly feeling that they should do so without adult guidance. Social and emotional learning (SEL) programs are one way to help them navigate these difficulties. SEL programs try to help adolescents cope with their difficulties more successfully by improving skills and mindsets, and they try to create respectful school environments that young people want to be a part of by changing the school's climate. In this article, David Yeager defines those terms and explains the changes that adolescents experience with the onset of puberty. Then he reviews a variety of SEL programs to see what works best with this age group. On the positive side, Yeager finds that effective universal SEL can transform adolescents' lives for the better. Less encouragingly, typical SEL programs--which directly teach skills and invite participants to rehearse those skills over the course of many classroom lessons--have a poor track record with middle adolescents (roughly age 14 to 17), even though they work well with children. But some programs stand out for their effectiveness with adolescents. Rather than teaching them skills, Yeager finds, effective programs for adolescents focus on mindsets and climate. Harnessing adolescents' developmental motivations, such programs aim to make them feel respected by adults and peers and offer them the chance to gain status and admiration in the eyes of people whose opinions they value. www. futureofchildren. org Adolescence is a period of tremendous learning, exploration, and opportunity. Yet it's also a time when behavioral and health problems can emerge or worsen, with negative consequences that last long into adulthood. For instance, people who are victimized or bullied during adolescence can later become more aggressive and more depressed. (1) Extreme school-discipline policies can push young people toward delinquency as adolescents and toward criminal behavior as young adults, even if they weren't inclined to be delinquent before (a phenomenon called the school-to-prison pipeline). (2) And failing to complete high school on time predicts lower health, wealth, and happiness over the lifespan, even for people who later earn a GED. (3) Social and emotional learning (SEL) programs for adolescents are appealing in part because they may prevent such problems. SEL programs try to help adolescents cope with their difficulties more successfully by improving skills and mindsets, and they try to create respectful school environments that young people want to be a part of by changing the school's climate. Adolescents may especially need this kind of social and emotional help, fust when academic work becomes more difficult and friendships become less stable, the brain's method of processing emotions undergoes a dramatic transformation. (4) The onset of puberty--which marks the beginning of adolescence--causes changes in brain structure and hormone activity that can make even minor social difficulties like peer rejection extremely painful and hard to deal with. (5) Those biological changes also create a more intense thrill from risky behavior, especially when it may win peers' admiration. (6) Last, adolescents expect more autonomy and independence in personal choices such as whom to be friends with. (7) In sum, adolescents are learning how to handle new demands in school and social life while learning to deal with new, intense emotions, and increasingly feeling like they should do so without adult guidance. SEL programs are one way to help them navigate these difficulties. But do SEL programs work for adolescents? If so, how well and under what conditions? And how can they be improved? This article reviews these questions. …

Courts and Social Transformation in New Democracies : An Institutional Voice for the Poor?

Abstract: Contents: Foreword Introduction, Pilar Domingo. Theory: Theories of democracy, the judiciary and social rights, Roberto Gargarella Courts and social transformation: an analytical framework, Siri Gloppen The changing role of law and courts in Latin America: from an obstacle to social change to a tool of social equity, Javier A. Couso. Case Studies: Social rights as middle-class entitlements in Hungary: the role of the constitutional court, AndrA!s SajA^3 The record of the South African constitutional court in providing an institutional voice for the poor: 1995-2004, Jackie Dugard and Theunis Roux The Enforcement of social rights by the Colombian constitutional court: cases and debates, Rodrigo Uprimny Yepes Courts and social transformation in India, R. Sudarshan Judicial enforcement of social rights: perspectives from Latin America, Christian Courtis Brazilian courts and social rights: a case study revisited, Jose Reinaldo de Lima Lopes Courts under construction in Angola: what can they do for the poor?, Elin Skaar and Jose OctA!vio Serra Van-DA * nem Weak courts, rights and legal mobilisation in Bolivia, Pilar Domingo Courts, rights and social transformation: concluding reflections, Roberto Gargarella, Pilar Domingo and Theunis Roux. Bibliography Index.

APA efforts in promoting human rights and social justice.

Abstract: This article reviews the American Psychological Association's (APA) efforts in promoting human rights and social justice. Beginning with a historical review of the conceptualizations of human rights and social justice, the social challenges that have faced the United States over time are discussed in relation to the APA's evolving mission and strategic initiatives enacted through its boards, committees, and directorates. From early efforts on the Board for Social and Ethical Responsibility in Psychology and the Board of Ethnic Minority Affairs to the establishment of the Public Interest Directorate, the APA's efforts to address these human rights and social justice challenges through its task force reports, guidelines, and policies are described. Specifically, issues related to diversity and underrepresentation of minority group members and perspective within the APA, as well as women's issues (prochoice, violence against women, sexualization of young girls, human trafficking) were central to these efforts. These minority groups included racial and ethnic minority groups; immigrants and refugees; lesbian, gay, bisexual, transgendered, and queer individuals; and those with disabilities. Later attention shifted to broader social justice challenges within a public health perspective, such as AIDS, obesity, and violence. Also included is a brief discussion of the Hoffman Report. The article ends with a discussion of future directions for the APA's efforts related to human rights and social justice related to health disparities, violent extremism, social inequality, migration, cultural and racial diversity, and an evidence-based approach to programming. (PsycINFO Database Record