Social environment

About: Social environment is a research topic. Over the lifetime, 17426 publications have been published within this topic receiving 840692 citations.

Stress, social support, and the buffering hypothesis.

Abstract: Examines whether the positive association between social support and well-being is attributable more to an overall beneficial effect of support (main- or direct-effect model) or to a process of support protecting persons from potentially adverse effects of stressful events (buffering model). The review of studies is organized according to (1) whether a measure assesses support structure (the existence of relationships) or function (the extent to which one's interpersonal relationships provide particular resources) and (2) the degree of specificity (vs globality) of the scale. Special attention is given to methodological characteristics that are requisite for a fair comparison of the models. It is concluded that there is evidence consistent with both models. Evidence for the buffering model is found when the social support measure assesses the perceived availability of interpersonal resources that are responsive to the needs elicited by stressful events. Evidence for a main effect model is found when the support measure assesses a person's degree of integration in a large social network. Both conceptualizations of social support are correct in some respects, but each represents a different process through which social support may affect well-being. Implications for theories of social support processes and for the design of preventive interventions are discussed.

An Ecological Perspective on Health Promotion Programs

Abstract: During the past 20 years there has been a dramatic increase in societal interest in preventing disability and death in the United States by changing individual behaviors linked to the risk of contracting chronic diseases. This renewed interest in health promotion and disease prevention has not been without its critics. Some critics have accused proponents of life-style interventions of promoting a victim-blaming ideology by neglecting the importance of social influences on health and disease. This article proposes an ecological model for health promotion which focuses attention on both individual and social environmental factors as targets for health promotion interventions. It addresses the importance of interventions directed at changing interpersonal, organizational, community, and public policy, factors which support and maintain unhealthy behaviors. The model assumes that appropriate changes in the social environment will produce changes in individuals, and that the support of individuals in the population is essential for implementing environmental changes.

Apprenticeship in Thinking: Cognitive Development in Social Context

Abstract: PART I: The individual and the sociocultural context: Conceiving the relationship of the social world and the individual The sociocultural context of cognitive activity PART II: Processes of guided participation: Providing bridges from known to new Structuring situations and transferring responsibility Cultural universals and variations in guided participation PART III: Cognitive development through interaction with adults and peers: Explanations for cognitive development through social interaction: Vygotsky and Piaget Evidence of learning from guided participation with adults Peer interaction and cognitive development Shared thinking and guided participation.

Social structure and organizations

Abstract: The general topic of this chapter is the relation of the society outside organizations to the internal life of organizations Part of the specific topics have to do with the effect of society on organizations, and part of them concern the effects of organizational variables on the surrounding social environment I intend to interpret the term “social structure” in the title in a very general sense, to include groups, institutions, laws, population characteristics, and sets of social relations that form the environment of the organization That is, I interpret “social structure” to mean any variables which are stable characteristics of the society outside the organization By an “organization” I mean a set of stable social relations deliberately created, with the explicit intention of continuously accomplishing some specific goals or purposes These goals or purposes are generally functions performed for some larger structure For example, armies have the goal of winning possible military engagements The fulfillment of this goal is a function performed for the larger political structure, which has functional requirements of defense and conquest I exclude from organizations many types of groups which have multiple purposes (or which perform multiple functions for larger systems, whether these are anyone's purposes or not), such as families, geographical communities, ethnic groups, or total societies 1 also exclude social arrangements built up on the spur of the moment to achieve some specific short-run purpose For instance, I will not consider a campaign committee for some political candidate as an “organization,” although a political party would definitely meet the criterion of continuous functioning and relatively specific purposes

Socioeconomic status and child development.

Abstract: ▪ Abstract Socioeconomic status (SES) is one of the most widely studied constructs in the social sciences. Several ways of measuring SES have been proposed, but most include some quantification of family income, parental education, and occupational status. Research shows that SES is associated with a wide array of health, cognitive, and socioemotional outcomes in children, with effects beginning prior to birth and continuing into adulthood. A variety of mechanisms linking SES to child well-being have been proposed, with most involving differences in access to material and social resources or reactions to stress-inducing conditions by both the children themselves and their parents. For children, SES impacts well-being at multiple levels, including both family and neighborhood. Its effects are moderated by children's own characteristics, family characteristics, and external support systems.