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Volume 14, August
 
 

Societies, Volume 14, Issue 9 (September 2024) – 2 articles

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14 pages, 268 KiB  
Article
Exploring Social Skills in Students of Diverse Cultural Identities in Primary Education
by María Tomé-Fernández, Eva María Aranda-Vega and José Manuel Ortiz-Marcos
Societies 2024, 14(9), 158; https://doi.org/10.3390/soc14090158 - 23 Aug 2024
Viewed by 201
Abstract
Social skills are crucial to the personal development and academic success of elementary school students. Through competencies such as empathy, conflict resolution, leadership, and self-esteem, students learn to interact effectively and adapt to diverse social situations. However, the manifestation of these skills can [...] Read more.
Social skills are crucial to the personal development and academic success of elementary school students. Through competencies such as empathy, conflict resolution, leadership, and self-esteem, students learn to interact effectively and adapt to diverse social situations. However, the manifestation of these skills can be conditioned by factors such as race, ethnicity, or religion of the students, as well as by the environment in which they live. Therefore, it is vitally important to actively promote these skills within the school environment to ensure healthy growth and a successful future in society. In this context, the research focuses on the analysis of the social skills of intercultural students in Andalusia. Specifically, we investigated whether the White race, Castilian ethnicity, and Christian religion have any influence on these skills. To meet this objective, a quasi-experimental design was used with a non-probabilistic purposive sampling that included a sample of N = 803 intercultural students aged 6 to 12 years from schools in all Andalusian provinces. The results indicate that students of predominantly White, Castilian ethnicity, and Christian religion exhibit greater social skills compared to those of Gypsy ethnicity, Islamic religion, or no religious affiliation. These findings underscore the significant influence that culture and social environment exert on the development of social skills, which are fundamental for facilitating integration and promoting peaceful coexistence among different cultural groups. Full article
14 pages, 1054 KiB  
Article
Maternal Insights into Bullying Types and Effective Interventions for Children with Autism Spectrum Disorder in Jordanian Schools
by Esra’ M. Khamis and Mohammad A. AL Jabery
Societies 2024, 14(9), 157; https://doi.org/10.3390/soc14090157 - 23 Aug 2024
Viewed by 367
Abstract
Among children with special needs, those with autism spectrum disorder (ASD) are more susceptible to school bullying, due to communication challenges. In this study, the severity and types of school bullying, mainly physical, verbal, and social, experienced by children with ASD were identified [...] Read more.
Among children with special needs, those with autism spectrum disorder (ASD) are more susceptible to school bullying, due to communication challenges. In this study, the severity and types of school bullying, mainly physical, verbal, and social, experienced by children with ASD were identified and assessed from their mothers’ perspectives in Jordan. Additionally, the mothers’ levels of agreement with a set of anti-bullying interventions targeted at preventing bullying or attenuating its adverse consequences on children with ASD were evaluated. The results revealed that verbal and physical bullying were the most common types of school bullying experienced by children with ASD. Furthermore, the frequency of bullying has not been correlated to gender or school type; however, children in primary school experienced a higher frequency of school bullying. The results also revealed a set of proposed anti-bullying interventions that received a high level of agreement from the mothers. These interventions include arranging for various training sessions and programs targeted to children with ASD and their mothers to guide them on handling bullying and assigning specialists at schools to evaluate, monitor, and prevent bullying behaviors and support bullied students. Such interventions are considered promising opportunities for addressing school bullying among children with ASD. Full article
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