Verlag Barbara Budrich

Search
Filter
Filter by Produkt-Kategorien.
select all / select none
Subjects
Education
Gender Studies
History
University Didactics
Politics
Politische Bildung
Psychology
Key Competences
Social Work
Society
Open Access
Our English Publications
prolog-Verlag
Inspirited
utb
Series
Journals

Verlag Barbara Budrich

Search
Filter
Filter by Produkt-Kategorien.
select all / select none
Subjects
Education
Gender Studies
History
University Didactics
Politics
Politische Bildung
Psychology
Key Competences
Social Work
Society
Open Access
Our English Publications
prolog-Verlag
Inspirited
utb
Series
Journals

Information about the book

New

ISBN: 978-3-96665-045-8

The Need to Belong in Secondary School

A Social Work Science Study of Austrian and Australian Students

Autor*innen/Herausgeber*innen:

Erscheinungsdatum : 11.07.2022

0,00  - 68,00  incl. VAT

Before you can add this product to your shopping cart, you must complete the current order: shopping cart

Open Access Download open access img

ISBN: 978-3-96665-045-8

Description

Open Access: The book The Need to Belong in Secondary School is an Open Access title (DOI: 10.3224/96665045), which is free to download or can be bought as paperback. The book holds a Creative Commons License Attribution 4.0 International (CC BY 4.0): https://creativecommons.org/licenses/by/4.0/ / Der Titel The Need to Belong in Secondary School (DOI: 10.3224/96665045) ist kostenlos im Open Access (PDF) herunterladbar oder kostenpflichtig als Print-Ausgabe erhältlich. Der Titel steht unter der Creative Commons Lizenz Attribution 4.0 International (CC BY 4.0): https://creativecommons.org/licenses/by/4.0/

Our social interactions are driven by complex biopsychic processes that are complicated by the fact that humans are individuals and at the same time members of one or more social systems, such as schools. This book contributes to explaining the social mechanisms influencing students‘ “need to belong” fulfilment at school. The theoretical framework is informed by human needs understood as cognitive mechanisms of neural processes that regulate human behaviour and bio-values. The fieldwork was conducted in two secondary schools in Austria and Australia. Based on the findings, the transformative three-step approach suggests a course of action for student belonging.

Human emotional-cognitive brain processes, such as perception, feeling and reasoning, are essential for understanding the external world through social exchange with others. Our social interactions are driven by these complex biopsychic processes which are further complicated by human beings as individuals, and at the same time members of one or more social system/s. One such system is the school comprising different social levels such as the peers, the teachers, the school management and school social workers. The study’s theoretical framework is informed by human needs understood as cognitive mechanisms of neural processes that regulate human behaviour and bio-values. A distinction is determined between belonging as a biopsychic state and the “need to belong” to emphasise the practical issues that individual students may encounter in meeting their needs while considering the strategies to achieve belonging. The fieldwork was conducted in two secondary schools in Austria and Australia. The empirical study comprised focus group interviews to explore the nexus where the individual student convenes and interacts with the other members of the different social levels of the school system. Investigating the students verbalised feelings of belonging and non-belonging is key to identifying and explaining how the different social levels of the school tick from the students’ viewpoint. The main point is to determine the way in which the different school levels promote or hinder the students’ need fulfilment and facilitate student wellbeing – the term for the biopsychic state of a person with sufficient need regulation and satisfaction. Based on the findings, social work science guidelines suggest possible courses of action to remedy social problems. This is set against the backdrop of social works triple mandate as a profession and discipline.

Table of contents + reading sample

Online attachment:
Sharon du Plessis-Schneider: The Need to Belong in Secondary School A Social Work Science Study of Austrian and Australian Students 10.3224/96665045A

The author:
Sharon du Plessis-Schneider, MSW, is a lecturer at the University of Applied Sciences Vorarlberg in Dornbirn, Austria.

 

Download for free: publicity leaflet (pdf)

 

The target group:
Lecturers and researchers in Social Work and Educational Science, social workers

Additional information

Publisher

ISBN

978-3-96665-045-8

eISBN

978-3-96665-942-0

Format

14,8 x 21 cm

Scope

290

Year of publication

2022

Date of publication

11.07.2022

Edition

1.

Language

Englisch

Reviews

There are no reviews yet.

Be the first to review “The Need to Belong in Secondary School”

Your email address will not be published.

Autor*innen

Sharon du Plessis-Schneider

Schlagwörter

belonging, children’s rights, content analysis, ECER 2022, focus group interviews, human needs theory, international social work, qualitative methodology, Realism, systemism, triple mandate

Description

Description

Open Access: The book The Need to Belong in Secondary School is an Open Access title (DOI: 10.3224/96665045), which is free to download or can be bought as paperback. The book holds a Creative Commons License Attribution 4.0 International (CC BY 4.0): https://creativecommons.org/licenses/by/4.0/ / Der Titel The Need to Belong in Secondary School (DOI: 10.3224/96665045) ist kostenlos im Open Access (PDF) herunterladbar oder kostenpflichtig als Print-Ausgabe erhältlich. Der Titel steht unter der Creative Commons Lizenz Attribution 4.0 International (CC BY 4.0): https://creativecommons.org/licenses/by/4.0/

Our social interactions are driven by complex biopsychic processes that are complicated by the fact that humans are individuals and at the same time members of one or more social systems, such as schools. This book contributes to explaining the social mechanisms influencing students‘ “need to belong” fulfilment at school. The theoretical framework is informed by human needs understood as cognitive mechanisms of neural processes that regulate human behaviour and bio-values. The fieldwork was conducted in two secondary schools in Austria and Australia. Based on the findings, the transformative three-step approach suggests a course of action for student belonging.

Human emotional-cognitive brain processes, such as perception, feeling and reasoning, are essential for understanding the external world through social exchange with others. Our social interactions are driven by these complex biopsychic processes which are further complicated by human beings as individuals, and at the same time members of one or more social system/s. One such system is the school comprising different social levels such as the peers, the teachers, the school management and school social workers. The study’s theoretical framework is informed by human needs understood as cognitive mechanisms of neural processes that regulate human behaviour and bio-values. A distinction is determined between belonging as a biopsychic state and the “need to belong” to emphasise the practical issues that individual students may encounter in meeting their needs while considering the strategies to achieve belonging. The fieldwork was conducted in two secondary schools in Austria and Australia. The empirical study comprised focus group interviews to explore the nexus where the individual student convenes and interacts with the other members of the different social levels of the school system. Investigating the students verbalised feelings of belonging and non-belonging is key to identifying and explaining how the different social levels of the school tick from the students’ viewpoint. The main point is to determine the way in which the different school levels promote or hinder the students’ need fulfilment and facilitate student wellbeing – the term for the biopsychic state of a person with sufficient need regulation and satisfaction. Based on the findings, social work science guidelines suggest possible courses of action to remedy social problems. This is set against the backdrop of social works triple mandate as a profession and discipline.

Table of contents + reading sample

Online attachment:
Sharon du Plessis-Schneider: The Need to Belong in Secondary School A Social Work Science Study of Austrian and Australian Students 10.3224/96665045A

The author:
Sharon du Plessis-Schneider, MSW, is a lecturer at the University of Applied Sciences Vorarlberg in Dornbirn, Austria.

 

Download for free: publicity leaflet (pdf)

 

The target group:
Lecturers and researchers in Social Work and Educational Science, social workers

Bibliography

Additional information

Publisher

ISBN

978-3-96665-045-8

eISBN

978-3-96665-942-0

Format

14,8 x 21 cm

Scope

290

Year of publication

2022

Date of publication

11.07.2022

Edition

1.

Language

Englisch

Reviews (0)

Reviews

There are no reviews yet.

Be the first to review “The Need to Belong in Secondary School”

Your email address will not be published.

Authors

Autor*innen

Sharon du Plessis-Schneider

Tags

Pressestimmen

Abstracts

en_USEnglish

Shipping costs

Books and journals print editions:
When ordering via this website:
Free shipping within Germany.
International shipping: 5,00 Euro.

eBooks and PDFs:
No shipping costs.

Journal subscriptions:
The subscription conditions of the magazine apply.