SOCIAL GROUP WORK & Historical Development of Social Group Work
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Social Norms and Social Influence Mcdonald and Crandall 149
Available online at www.sciencedirect.com ScienceDirect Social norms and social influence Rachel I McDonald and Christian S Crandall Psychology has a long history of demonstrating the power and and their imitation is not enough to implicate social reach of social norms; they can hardly be overestimated. To norms. Imitation is common enough in many forms of demonstrate their enduring influence on a broad range of social life — what creates the foundation for culture and society phenomena, we describe two fields where research continues is not the imitation, but the expectation of others for when to highlight the power of social norms: prejudice and energy imitation is appropriate, and when it is not. use. The prejudices that people report map almost perfectly onto what is socially appropriate, likewise, people adjust their A social norm is an expectation about appropriate behav- energy use to be more in line with their neighbors. We review ior that occurs in a group context. Sherif and Sherif [8] say new approaches examining the effects of norms stemming that social norms are ‘formed in group situations and from multiple groups, and utilizing normative referents to shift subsequently serve as standards for the individual’s per- behaviors in social networks. Though the focus of less research ception and judgment when he [sic] is not in the group in recent years, our review highlights the fundamental influence situation. The individual’s major social attitudes are of social norms on social behavior. formed in relation to group norms (pp. 202–203).’ Social norms, or group norms, are ‘regularities in attitudes and Address behavior that characterize a social group and differentiate Department of Psychology, University of Kansas, Lawrence, KS 66045, it from other social groups’ [9 ] (p. -
Reflections on Social Norms and Human Rights
The Psychology of Social Norms and the Promotion of Human Rights Deborah A. Prentice Princeton University Chapter to appear in R. Goodman, D. Jinks, & A. K. Woods (Eds.), Understanding social action, promoting human rights. New York: Oxford University Press. This chapter was written while I was Visiting Faculty in the School of Social Sciences at the Institute for Advanced Study, Princeton, NJ. I would like to thank Jeremy Adelman, JoAnne Gowa, Bob Keohane, Eric Maskin, Dale Miller, Catherine Ross, Teemu Ruskola, Rick Shweder, and Eric Weitz for helpful discussions and comments on earlier drafts of the chapter. Please direct correspondence to: Deborah Prentice Department of Psychology Princeton University Green Hall Princeton, NJ 08540 [email protected] 1 Promoting human rights means changing behavior: Changing the behavior of governments that mistreat suspected criminals, opponents of their policies, supporters of their political rivals, and members of particular gender, ethnic, or religious groups; changing the behavior of corporations that mistreat their workers, damage the environment, and produce unsafe products; and changing the behavior of citizens who mistreat their spouses, children, and neighbors. In this chapter, I consider what an understanding of how social norms function psychologically has to contribute to this very worthy project. Social norms have proven to be an effective mechanism for changing health-related and environmental behaviors, so there is good reason to think that they might be helpful in the human-rights domain as well. In the social sciences, social norms are defined as socially shared and enforced attitudes specifying what to do and what not to do in a given situation (see Elster, 1990; Sunstein, 1997). -
PERSONAL and SOCIAL IDENTITY: SELF and SOCIAL CONTEXT John C. Turner, Penelope J. Oakes, S. Alexander Haslam and Craig Mcgarty D
PERSONAL AND SOCIAL IDENTITY: SELF AND SOCIAL CONTEXT John C. Turner, Penelope J. Oakes, S. Alexander Haslam and Craig McGarty Department of Psychology Australian National University Paper presented to the Conference on "The Self and the Collective" Department of Psychology, Princeton University, Princeton, NJ, 7-10 May 1992 A revised version of this paper will appear in Personality and Social Psychology Bulletin Special Issue on The Self and the Collective Professor J. C. Turner Department of Psychology GPO Box 4, ANU Canberra, ACT 2601 Australia Tel: 06 249 3094 Fax: 06 249 0499 Email: [email protected] 30 April 1992 2 Abstract Social identity and self-categorization theories provide a distinctive perspective on the relationship between the self and the collective. They assume that individuals can and do act as both individual persons and social groups and that, since both individuals and social groups exist objectively, both personal and social categorical self-categorizations provide valid representations of self in differing social contexts. As social psychological theories of collective behaviour, they take for granted that they cannot provide a complete explanation of the concrete social realities of collective life. They define their task as providing an analysis of the psychological processes that interact with and make possible the distinctive "group facts" of social life. From the early 1970s, beginning with Tajfel's research on social categorization and intergroup discrimination, social identity theory has explored the links between the self- evaluative aspects of social'identity and intergroup conflict. Self-categorization theory, emerging from social identity research in the late 1970s, made a basic distinction between personal and social identity as differing levels of inclusiveness in self-categorization and sought to show how the emergent, higher-order properties of group processes could be explained in terms of a functional shift in self-perception from personal to social identity. -
Chapter 6: Societies to Social Networks
Chapter 6: Societies to Social Networks Chapter Summary Groups are the essence of life in society. We become who we are because of our membership in human groups. The essential feature of a group is that its members have something in common and that they believe that what they have in common is significant. The largest and most complex group that sociologists study is society (people who share a culture and a territory). Because of what appears to be a “natural” need for human kind to share culture, territory, and to seek significant others, societies developed. Anthropologists and sociologists have identified five types of societies that have developed in the course of human history. These five types of societies include hunting and gathering, pastoral and horticultural, agricultural, industrial, and postindustrial societies. Each is characterized by distinct forms of social division, social labor, and social inequality. The hunting and gathering society has the fewest social divisions and is the most egalitarian. In this society, the men hunt large animals and the women usually gather edible plants, fruits, and other food found growing in the wild. The first social revolution was based on the domestication of plants and animals. This resulted in the development of the pastoral society, which concentrated on the herding of animals, and the horticultural society, which specialized in planting and harvesting crops. The horticultural society made it possible for permanent settlements to be established since it was no longer necessary for people to follow the food supply. In the third social revolution, the invention of the plow made it possible for large areas of land to be cultivated and harvested. -
On Group Popularity Prediction in Event-Based Social Networks
Proceedings of the Twelfth International AAAI Conference on Web and Social Media (ICWSM 2018) On Group Popularity Prediction in Event-Based Social Networks Guangyu Li,1 Yong Liu,1 Bruno Ribeiro,2 Hao Ding1 1The Department of Electrical and Computer Engineering, New York University, Brooklyn, NY 2The Department of Computer Science, Purdue University, West Lafayette, IN guangyu.li, yongliu, [email protected], [email protected] Abstract user-level features related to user’s attention: how active is a user in individual groups, and how does the user distribute Although previous work has shown that member and struc- her activity/attention among multiple groups. Based on these tural features are important to the future popularity of groups features, the first key idea of our approach is the use of role in EBSN, it is not yet clear how different member roles and the interplay between them contribute to group popularity. discovery to determine the importance of users in a group In this paper, we study a real-world dataset from Meetup and the roles they play. Specifically, armed with each group — a popular EBSN platform — and propose a deep neu- member’s role, and event co-participation graphs generated ral network based method to predict the popularity of new from those members’ activities, we combine the members’ Meetup groups. Our method uses group-level features spe- roles with these activity networks to predict a group’s suc- cific to event-based social networks, such as time and loca- cess, extending the fingerprints techniques developed to cor- tion of events in a group, as well as the structural features relate the characteristics of atoms along with the neighbor- internal to a group, such as the inferred member roles in a ing bonds to other atoms to determine a molecule’s function. -
Social Reality in the Light of Values
International Journal of Economics and Financial Issues ISSN: 2146-4138 available at http: www.econjournals.com International Journal of Economics and Financial Issues, 2016, 6(S1) 280-283. Special Issue for “Theory and Practice of Organizational and Economic Problems of Territorial Development and the Effectiveness of Social and Economic Systems” Social Reality in the Light of Values Tatiana Topekha1*, Natalia Bolshakova2, Vera Fedotova3 1Perm National Research Polytechnic University, Perm, Russian Federation, 2Perm National Research Polytechnic University, Perm, Russian Federation, 3Perm National Research Polytechnic University, Perm, Russian Federation. *Email: [email protected] ABSTRACT In the given work the authors try to give an objective scientific analysis of social reality which is in the focus of many investigators today. The article demonstrates possibility of using the system of values to analyze social systems and social reality. It is in the value system, on the one hand, where internalized values of social objects and phenomena are accumulated, and on the other hand it is the source of social creativity reflecting the process of externalization of accumulated values of social objects and phenomena. Sociological research “Family and Personality” conducted in 2012 is considered. A group of people of different age, gender and educational level took part in it. Secondary analysis of its materials points to opportunity of investigating social systems of macro and micro levels, as well as modeling the social reality of a particular society through the system of values existing in it. Keywords: Social Reality, System, Values, Value System, Shadow Value JEL Classifications: C62, O18, P13 1. INTRODUCTION the integrity of the social system and taking into account its emergent properties. -
Charitable Giving and Social Group Size: Does It Take a Lot of Friends to Be a Successful Fundraiser?
Charitable giving and social group size: Does it take a lot of friends to be a successful fundraiser? Kimberley Scharf (University of Warwick) Sarah Smith (University of Bristol) 1 October 2013 Abstract Much charitable giving takes place in the context of existing social groups (workplaces, churches, friends and family). We exploit a real-world setting (online fundraising) to provide the first evidence on how the size of the social group affects donations. We show that the number of Facebook friends of individual charity fundraisers has a negative effect on average donation size. This is consistent with free-riding behaviour only if donors care about the total amount raised by the fundraiser. We discuss other possible explanations. Acknowledgements We would like to thank Justgiving for providing us with the data – in particular, Mike Bugembe and Elizabeth Kessick. Edmund Wright provided excellent research assistance in preparing the data. 1 Corresponding author: [email protected] Department of Economics, University of Bristol, 8 Woodland Road, Bristol, BS8 1TN 1 1. Introduction Donations by individuals are an important source of income for charities. $229 billion was donated in the US in 2012 and £10 billion in the UK. In practice, many of these donations are collected in social settings unrelated to charitable activity – in the UK, for example, 18% of donors report having sponsored family and friends for charity, 16% gave in church, 13% gave in the workplace and 7% gave to pub collections. 2 In this paper we provide robust and novel evidence on the relationship between social group size and donations. -
Handbook EMBEP 2014/2015
ONE to ONE united in diversity EMBEP European Mentoring and Befriending Exchange Programme 2014/ 2015 HANDBOOK Editor: Gloria Amoruso Main Authors (in alphabetical order): Bernhard Ackermann Gloria Amoruso Sarah Barr Stefania Benedicti Sandra Brown Monia Caponigri José Carlos Cabrera Iain Forbes Maria Mancuso Florian Stenzel Liz Watson Linda Wither Marietta Zille Lectorship (in alphabetical order): Gloria Amoruso Iain Forbes Liz Watson Design: Eva Zahneißen Berlin 2015 This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Dear Reader, We have some common ground: an interest in mentoring and befriending! Preface That was the issue that united the project partners in this initiative: together we formed the European Mentoring and Befriending Programme (EMBEP) - “one-to-one united in diversity”. Organisations that use the one-to-one method operating mentoring and befriending projects in so many different contexts and often working with completely different target groups, can be found in various countries in Europe. Mentoring and befriending approaches can be a solution to many societal problems. They all focus on interpersonal connections and the power of human relationships. Nevertheless, the picture in the various countries is quite different, when it comes to the deployment, public awareness and the public support of mentoring and befriending projects. Often the projects have been developed inde- pendently of each other and there is a lack of opportunity for professional exchange and discussion. Also networking and service structures for mentoring and befriending are unequally established in the different European countries. -
Social Group Guidelines
Distr. GENERAL HCR/GIP/02/02 7 May 2002 Original: ENGLISH GUIDELINES ON INTERNATIONAL PROTECTION: “Membership of a particular social group” within the context of Article 1A(2) of the 1951 Convention and/or its 1967 Protocol relating to the Status of Refugees UNHCR issues these Guidelines pursuant to its mandate, as contained in the Statute of the Office of the United Nations High Commissioner for Refugees, and Article 35 of the 1951 Convention relating to the Status of Refugees and/or its 1967 Protocol. These Guidelines complement the UNHCR Handbook on Procedures and Criteria for Determining Refugee Status under the 1951 Convention and the 1967 Protocol relating to the Status of Refugees (Reedited, Geneva, January 1992). They further supersede IOM/132/1989 – FOM/110/1989 Membership of a Particular Social Group (UNHCR, Geneva, 12 December 1989), and result from the Second Track of the Global Consultations on International Protection process which examined this subject at its expert meeting in San Remo in September 2001. These Guidelines are intended to provide legal interpretative guidance for governments, legal practitioners, decision-makers and the judiciary, as well as UNHCR staff carrying out refugee status determinations in the field. “Membership of a particular social group” within the context of Article 1A(2) of the 1951 Convention and/or its 1967 Protocol relating to the Status of Refugees I. INTRODUCTION 1. “Membership of a particular social group” is one of the five grounds enumerated in Article 1A(2) of the 1951 Convention relating to the Status of Refugees (“1951 Convention”). It is the ground with the least clarity and it is not defined by the 1951 Convention itself. -
Social Networking Sites Students Should Try Out
50 Social Networking Sites Students Should Try Out Beyond Facebook, there’s an entire world of social media outlets worth exploring. Experiment with sites like Ning or Google Groups that let you create your own social group, or try out travel networks that help you plan your next vacation and meet up with friends around the world. There are also sites for job networking, sharing music, and learning about current events. Here’s a list from onlineuniversities.com of 50 social sites which students should try out. General These sites can be used however you’d like: for networking, study groups, sharing photos, posting your portfolio, and more. 1. Ning: Create your own social network for parties, special clubs, study groups and more with Ning. 2. Tribe: Find hyper-local and niche groups to join on Tribe. 3. Google Groups: Set up online study groups and more with Google Groups. 4. Twitter: Use Twitter to build your brand, keep up with friends, connect with teachers and family, and network. 5. Tumblr: Blog through Tumblr’s platform to express yourself, post your portfolio, meet friends and more. Multitasking This group of social sites works for users who are on the go and interested in playing with multiple features from one site. 6. Plaxo: Find content around the web from sites like Flickr, Amazon and Digg through Plaxo. 7. Meebo: Manage your various chat and instant messaging accounts from Meebo. 8. Mobicue: This social networking site is for mobile users on the go. 9. TeamSugar: This network of fashion, politics, beauty, environment, and entertainment networks has a strong community for sharing videos, photos, blogs, opinions, product reviews and more. -
Social Work Student Perceptions of Group Work and the Presence of Value Themes That Correspond to Group Work Success
Social Work Student Perceptions of Group Work and the Presence of Value Themes That Correspond to Group Work Success Sandra R. Williamson-Ashe, Ed.D., MSW Norfolk State University [email protected] Kirsten S. Ericksen, Ph.D., MSW Norfolk State University [email protected] Journal of Social Work Values and Ethics, Volume 14, Number 2 (2017) Copyright 2017, ASWB This text may be freely shared among individuals, but it may not be republished in any medium without express written consent from the authors and advance notification ofASWB. Abstract themes reflect the worthiness, success, or failure Often group work is used as a teaching tool in the active engagement process of teamwork. to enhance a students’ experience in group Overall, the small group process is productive, socialization and academic achievement (Kolb, rewarding, and enhances the student’s decision- 1984; Humphrey, 2014). During the 2001-2002 making and problem-solving abilities. Students and 2002-2003 academic years, Baylor College of self-reported that working in a group improved their Medicine administered the Value Teams Survey to a achievement and that working with their peers was cohort of students during their psychiatry clerkship. an important skill. Knowing that students recognize The psychiatric medical science study results the value and importance of group work proves to showed that team learning is perfect for problem- be an advantage for instruction in higher education. solving, communication, and class engagement, The student-acknowledged value themes can be as well as providing clinical information (Levine incorporated into course learning goals in order et al., 2004). This research study explores what to successfully meet the Council on Social Work students report or perceive is valuable from group Education (CSWE) guidelines. -
Group Perception and Social Norms
Running header: GROUP PERCEPTION AND SOCIAL NORMS GROUP PERCEPTION AND SOCIAL NORMS Sarah Gavac University of Wisconsin-Madison Sohad Murrar University of Wisconsin-Madison Markus Brauer University of Wisconsin-Madison 11 July 2014 Word count: 14,061 Corresponding author: Sarah Gavac, Psychology Department, University of Wisconsin-Madison, 1202 W. Johnson St., Madison, Wisconsin, 53706. E-mail: [email protected] GROUP PERCEPTION AND SOCIAL NORMS 2 SUMMARY Groups create the very basis of our society. We are, as humans, social animals. We are born into groups, learn in groups, live in groups, and work in groups. Groups can range anywhere from three people to a nation. Think of the groups you belong to. How similar are you to other members of your groups? In most cases, we tend to be similar to other members of our groups because there are standards within the group that define behavioral expectations. These standards are called social norms. Throughout this chapter, we hope to provide basic answers to some of the fundamental questions about social norms and group dynamics: What are social norms? How do social norms influence our behavior? How have social norms been studied? What are the classic experiments on social norms? What is conformity and how does it relate to social norms? When do individuals conform and why do they conform? What makes a group? How do social norms and group dynamics overlap? WHAT ARE SOCIAL NORMS? Imagine you get on an elevator. There’s no one on it, so you stand in the middle and listen to the soft music while the doors close.