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The Need to Belong in Secondary School A Social Work Science Study of Austrian and Australian Students
Unsere sozialen Interaktionen werden von komplexen biopsychischen Prozessen angetrieben, die dadurch verkompliziert werden, dass der Mensch ein Individuum ist und gleichzeitig Mitglied eines oder mehrerer sozialer Systeme, wie bspw. der Schule. Dieses Buch trägt dazu bei, die sozialen Mechanismen d...
| Clasificación: | Libro Electrónico |
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| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Leverkusen-Opladen
Budrich Academic Press
2022
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| Edición: | 1st. |
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 100 | 1 | |a du Plessis-Schneider, Sharon |e author. | |
| 245 | 1 | 4 | |a The Need to Belong in Secondary School |b A Social Work Science Study of Austrian and Australian Students |c Sharon du Plessis-Schneider. |
| 250 | |a 1st. | ||
| 264 | 1 | |a Leverkusen-Opladen |b Budrich Academic Press |c 2022 | |
| 264 | 4 | |c ©2022 | |
| 300 | |a 1 online resource (290 pages) | ||
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| 505 | 0 | |a PART I: Research focus and theoretical framework 1 Introduction 1.1 Defining "belonging" and "need to belong" 1.2 Research problem 1.3 Aim and research questions 1.4 The conceptual framework 1.5 Summary and consequences for the research design 2 Needs, human rights, school social work 2.1 Austria: school social work 2.2 Australia: school social work 2.3 School social workers and human rights 2.4 Education, Bildung and didactics 2.5 Human rights framework for school Bildung and education 2.6 Austrian school education 2.7 Australian school education 2.8 Summary 3 Literature review on needs and student belonging 3.1 Children's needs, rights and wellbeing 3.2 Belonging as a psychological need 3.3 Interactions and social relationships 3.4 Membership as a determinant of belonging 3.5 Teachers fostering student belonging 3.6 Academic engagement 3.7 School environment 3.8 Heterogeneity and difference 3.9 Non-belonging and social exclusion 3.10 Summary 4 A conceptual framework based on theories of human need 4.1 Key concepts: theory, system and mechanism 4.2 Research on the historical perspectives of human need 4.3 Human needs and welfare science -- Arlt, 1876 -- 1960 4.4 Humanistic psychology and needs -- Maslow, 1908-1970 4.5 Human needs in pedagogy -- Mägdefrau, 1960 4.6 Biopsychic-social & cultural need theory -- Obrecht, 1942 4.7 Synopses of human need across four need theories 4.8 Conceptualising the "need to belong" 4.9 Objections to human needs theories 4.10 Summary PART II: Research design, data collection, analysis and findings 5 Research design 5.1 Ontology 5.2 Epistemology 5.3 Methodology 5.4 Case study 5.5 Observation 5.6 Focus groups 5.7 Ethical guidelines 5.8 Student voice 5.9 Characteristics of the research schools 5.10 Fieldwork at the school in Austria 5.11 Fieldwork at the school in Australia 5.12 Summary 6 The "need to belong" -- the search for empirical evidence6.1 Summarising the analyses as a methodological procedure 6.2 Individual student-based data analysis 6.3 Categories within four dimensions of belonging 6.4 Whole group analysis 6.5 Whole group analysis coding framework6.6 Summary 7 Theoretical model and principles of general action 7.1 Theory model of the "need to belong" 7.2 Transdisciplinary knowledge in response to social problems 7.3 Principles of action: three-step transformative approach 7.4 Formulation of theoretical hypotheses 7.5 Formulation of action-theory working hypotheses 7.6 Formulation of general guidelines for action 7.7 Aligning the empirical findings with previous research 7.8 Summary 8 Findings and recommendations for the "need to belong" 8.1 Conceptual, theoretical, methodological contributions 8.2 Discussion of the individual student-based analysis 8.3 Discussion of the findings from the whole group analysis 8.4 Discussion of the transformative three-step approach 8.5 Reflections on the triple mandate of school social work 8.6 Heterogeneity facilitates student belonging 8.7 Suggestions for future research | |
| 520 | |a Unsere sozialen Interaktionen werden von komplexen biopsychischen Prozessen angetrieben, die dadurch verkompliziert werden, dass der Mensch ein Individuum ist und gleichzeitig Mitglied eines oder mehrerer sozialer Systeme, wie bspw. der Schule. Dieses Buch trägt dazu bei, die sozialen Mechanismen des "Bedürfnisses nach Zugehörigkeit" bei Schüler*innen in Schulkontexten zu erklären. Der theoretische Rahmen basiert auf einem Verständnis von Bedürfnissen als kognitive Mechanismen neuronaler Prozesse, die menschliches Verhalten und Körperwerte regulieren. Die Feldforschung wurde in zwei Sekundarschulen in Österreich und Australien durchgeführt. Handlungsleitlinien, die Schüler*innen dabei helfen sollen, sich zugehörig zu fühlen, werden von den Ergebnissen abgeleitet. | ||
| 521 | |a Lecturers and researchers in Social Work and Educational Science, social workers. | ||
| 545 | 0 | |a Sharon du Plessis-Schneider, MSW, is a lecturer at the University of Applied Sciences Vorarlberg in Dornbirn, Austria. | |
| 588 | 0 | |a Vendor-supplied metadata. | |
| 506 | 0 | |a Open Access |5 EbpS | |
| 590 | |a JSTOR |b Books at JSTOR All Purchased | ||
| 590 | |a JSTOR |b Books at JSTOR Open Access | ||
| 650 | 0 | |a Belonging (Social psychology) in children |z Austria. | |
| 650 | 0 | |a Belonging (Social psychology) in children |z Australia. | |
| 650 | 0 | |a Education, Secondary |z Austria |x Psychological aspects. | |
| 650 | 0 | |a Education, Secondary |z Australia |x Psychological aspects. | |
| 650 | 7 | |a Belonging (Social psychology) in children. |2 fast |0 (OCoLC)fst01892872 | |
| 650 | 7 | |a Education, Secondary |x Psychological aspects. |2 fast |0 (OCoLC)fst00903296 | |
| 651 | 7 | |a Australia. |2 fast |0 (OCoLC)fst01204543 | |
| 651 | 7 | |a Austria. |2 fast |0 (OCoLC)fst01204901 | |
| 653 | |a Bedürfnistheorie | ||
| 653 | |a belonging | ||
| 653 | |a children's rights | ||
| 653 | |a content analysis | ||
| 653 | |a focus group interviews | ||
| 653 | |a Fokusgruppeninterviews | ||
| 653 | |a human needs theory | ||
| 653 | |a Inhaltsanalyse | ||
| 653 | |a international social work | ||
| 653 | |a internationale Soziale Arbeit | ||
| 653 | |a Kinderrechte | ||
| 653 | |a qualitative Methodologie | ||
| 653 | |a qualitative methodology | ||
| 653 | |a realism | ||
| 653 | |a Realismus | ||
| 653 | |a systemism | ||
| 653 | |a Systemismus | ||
| 653 | |a Tripelmandat | ||
| 653 | |a triple mandate | ||
| 653 | |a Zugehörigkeit | ||
| 776 | 0 | 8 | |i Print version: |z 9783966650458 |
| 856 | 4 | 0 | |u https://jstor.uam.elogim.com/stable/10.2307/j.ctv2r4kx8q |z Texto completo |
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