Social Sciences

16 pages, 4316 KiB

Open AccessArticle

“Erased in Translation”: Decoding Settler Colonialism Embedded in Cultural Adaptations to Family Group Conferencing (FGC)

by Hung-Peng Lin, Emiko Tajima, Karina Walters and Marilee Sherry

Soc. Sci. 2025, 14(5), 259; https://doi.org/10.3390/socsci14050259 - 23 Apr 2025

Abstract

Māori wisdom revolutionized the child welfare system through the now manualized Family Group Conferencing method. The global trend of adopting and adapting this culturally grounded child welfare practice has been well documented. However, as this service model is adapted and imported to other [...] Read more.

Māori wisdom revolutionized the child welfare system through the now manualized Family Group Conferencing method. The global trend of adopting and adapting this culturally grounded child welfare practice has been well documented. However, as this service model is adapted and imported to other countries, so is its legacy of settler colonialism. This qualitative case study applies Settler Colonialism Theory to unpack the settler colonialism embedded in the process of adopting an adapted Indigenist family engagement program in Taiwan. Research findings indicate that cultural adaptation reproduces settler colonialism. To implement family engagement within a paternalistic CPS system, program implementers struggled between authoritative decision making and building meaningful state–family partnerships. Although adhering to a model that ostensibly involves family decision making may ease settler anxiety among program implementers, settler colonialism remains the elephant in the room. It frequently undergirds the cultural adaptation process. Liberatory social work practice calls for unpacking settler anxiety, systems of power, and cultural imperialism embedded in program implementation. Full article

25 pages, 881 KiB

Open AccessArticle

Aging and Interpersonal Strain: The Role of Self-Efficacy and Social Drivers of Inclusive Workplaces

by Valentina Sommovigo, Valentina Rosa, Valentina Alfano, Andrea Laudadio and Laura Borgogni

Soc. Sci. 2025, 14(5), 258; https://doi.org/10.3390/socsci14050258 - 23 Apr 2025

Abstract

As the global workforce ages and multiple generations collaborate in workplaces, addressing the unique needs of diverse age groups becomes critical. Grounded in Social Cognitive Theory, this study examines how regulatory emotional self-efficacy in managing negative emotions serves as a crucial personal resource [...] Read more.

As the global workforce ages and multiple generations collaborate in workplaces, addressing the unique needs of diverse age groups becomes critical. Grounded in Social Cognitive Theory, this study examines how regulatory emotional self-efficacy in managing negative emotions serves as a crucial personal resource in protecting against interpersonal strain. It also explores whether this relationship varies between middle-aged and senior employees. Age-related improvements in emotional self-efficacy highlight its significance in shaping perceptions of workplace inclusivity, defined by the inclusive behaviors of social drivers: colleagues, supervisors, and top management. A total of 1068 employees from a leading European telecommunication organization completed online questionnaires measuring regulatory emotional self-efficacy, social drivers of inclusive workplaces, and interpersonal strain. Mediation analyses revealed that regulatory emotional self-efficacy is positively associated with perceptions of inclusive social drivers, which, in turn, are negatively related to interpersonal strain. Multi-group analyses demonstrated that the protective effects of regulatory emotional self-efficacy differ by age. While inclusive colleagues mediate the relationship across all age groups, inclusive top management is particularly significant for employees aged 45–54. These findings deepen the understanding of age-specific dynamics in fostering workplace inclusion and underscore the necessity of tailored organizational strategies to support employee well-being across the lifespan. Full article

(This article belongs to the Special Issue Organizational Strategies to Combat Workplace Bullying and Foster Inclusion)

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15 pages, 281 KiB

Open AccessArticle

A Comparative Study on Cyberbullying Behaviors Among Korean and American College Students: Insights from Social Learning Theory and General Strain Theory

by Gang Lee and Sinyong Choi

Soc. Sci. 2025, 14(5), 257; https://doi.org/10.3390/socsci14050257 - 23 Apr 2025

Abstract

Cyberbullying has emerged as a prominent social issue in recent years, affecting individuals across various age groups, including college students. This study aims to shed light on cyberbullying behaviors among American and Korean college students, drawing on the lenses of social learning theory [...] Read more.

Cyberbullying has emerged as a prominent social issue in recent years, affecting individuals across various age groups, including college students. This study aims to shed light on cyberbullying behaviors among American and Korean college students, drawing on the lenses of social learning theory and general strain theory as theoretical frameworks. Two survey data sets of 1067 college students (686 from South Korea and 381 from the U.S.) revealed that the social learning variable of definitions was the key predictor of cyberbullying behaviors for American students, while differential association was the significant predictor for Korean students. General strain variables were found to be not strong predictors of cyberbullying behaviors for American students, while these variables were significant predictors for Korean students. The differences between two college student populations in terms of the effects of theoretical factors on cyberbullying behaviors suggests the necessity of diverse approaches toward cyberbullying preventive strategies. Full article

18 pages, 324 KiB

Open AccessArticle

Personality Profiles of Victims of Intimate Partner Violence and Inmates: Contributions of the Personality Assessment Inventory and the Minnesota Multiphasic Personality Inventory-2-Restructured Form

by Mauro Paulino, Mariana Moniz, Octávio Moura, Daniel Rijo, Rosa F. Novo and Mário R. Simões

Soc. Sci. 2025, 14(5), 256; https://doi.org/10.3390/socsci14050256 - 23 Apr 2025

Abstract

Although there is a growing body of research focused on the personality characteristics of victims and offenders, only a few studies have investigated both groups through robust and comprehensive measures of personality. The present study aimed to compare the PAI and MMPI-2-RF profiles [...] Read more.

Although there is a growing body of research focused on the personality characteristics of victims and offenders, only a few studies have investigated both groups through robust and comprehensive measures of personality. The present study aimed to compare the PAI and MMPI-2-RF profiles between victims and offenders and investigate the influence of adverse childhood experiences (ACEs) on their results. Samples of 107 female victims (age: M = 42.71; SD = 11.25) and 154 male inmates (age: M = 36.51; SD = 12.72) were compared, and statistically significant differences were found on several PAI and MMPI-2-RF scales. While the victims tended to score higher on scales such as Anxiety, Stress, Somatic Complaints and Thought Dysfunction, the inmates scored higher on scales related to Antisocial Traits, Drug Problems, and Aggressiveness-Revised, among others. Both groups reported a large number of ACEs, and linear regression analyses revealed that ACEs predicted PAI and MMPI-2-RF scores. A discriminant analysis also found that specific ACEs accurately discriminate psychological characteristics between victim and offender groups. In conclusion, the PAI and the MMPI-2-RF provided valuable information on the characteristics of victims and inmates, contributing to a better understanding of the nature of victimization and crime perpetration. Full article

(This article belongs to the Special Issue Advanced Approaches to Prevent and Intervene with Victims and Offenders of Gender-Based and Domestic Violence)

15 pages, 2408 KiB

Open AccessArticle

From Emotion to Virality: The Use of Social Media in the Populism of Chega and VOX

by Ricardo Domínguez-García, João Pedro Baptista, Concha Pérez-Curiel and Daniela Esperança Monteiro da Fonseca

Soc. Sci. 2025, 14(5), 255; https://doi.org/10.3390/socsci14050255 - 23 Apr 2025

Abstract

This study analyses the digital communication strategies of the radical right parties VOX (Spain) and Chega (Portugal) on the social media platforms X, Instagram, and TikTok during the electoral periods. Using a comparative content analysis with quantitative and qualitative approaches, the research reveals [...] Read more.

This study analyses the digital communication strategies of the radical right parties VOX (Spain) and Chega (Portugal) on the social media platforms X, Instagram, and TikTok during the electoral periods. Using a comparative content analysis with quantitative and qualitative approaches, the research reveals that both parties employ a populist discourse marked by confrontation with the political elite and the use of emotional appeals to mobilize their followers. VOX directs its attacks at the left and the Spanish Prime Minister, while Chega emphasizes criticism of the political system as a whole. The results show that polarization and the evocation of emotions such as indignation, pride, and hope are central strategies in their posts. Furthermore, messages with strong emotional charge and audiovisual elements generate a greater impact, especially on TikTok and Instagram, where virality is significantly higher than on X. The study concludes that the communication strategies of these parties are based on ‘data populism’, where interaction and visibility on social media reinforce their political narratives and consolidate their base of support. Full article

(This article belongs to the Special Issue The Open Society 2.0: Democracy in the Age of Social Media and Populism)

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16 pages, 277 KiB

Open AccessArticle

“Keeping an Eye Out”: Students’ Experiences of School Personnel’s Noticing in Shaping or Hindering a Positive School Climate

by Silvia Edling, Ylva Bjereld, Robert Thornberg, Peter Gill, Maryam Bourbour and Davoud Masoumi

Soc. Sci. 2025, 14(5), 254; https://doi.org/10.3390/socsci14050254 - 23 Apr 2025

Abstract

A positive school climate is characterized by a higher degree of well-being among students, reduced bullying, and improved academic performance. While many initiatives are aimed at creating a positive school climate, discussions in both research and theory frequently fail to acknowledge the essential [...] Read more.

A positive school climate is characterized by a higher degree of well-being among students, reduced bullying, and improved academic performance. While many initiatives are aimed at creating a positive school climate, discussions in both research and theory frequently fail to acknowledge the essential role of school personnel. This study examines a purposeful sample of Swedish middle-school students (4th to 9th grade) of school personnel’s noticing in fostering or hindering a positive school climate. Fifteen (15) focus groups and 19 semi-structured interviews were analyzed, covering 133 participants selected from three schools (age range 10 to 16 years) in a Swedish municipality. Drawing on a framework of professional noticing and positive school and classroom climate, the investigation was conducted using a case study approach and analyzed with the help of content analysis. The results highlighted the importance placed by students on school personnel noticing appropriate things/events and responding accordingly. For this to happen, personnel need to (a) notice and make themselves visible; (b) be actively observing as a prerequisite to their noticing; (c) be receptive to noticing; (d) notice and grasp a full picture, including students’ perspectives; and (e) connect their noticing with appropriate actions. Full article

(This article belongs to the Special Issue Revisiting School Violence: Safety for Children in Schools)

14 pages, 1441 KiB

Open AccessArticle

From Scroll to Action: Can Social Media Influencers Drive Real Behavioral Change Among Their Followers?

by Regina Veckalne, Samandarbek Akhmatjonov, Sugra Humbatova and Natig Gadim-Oglu Hajiyev

Soc. Sci. 2025, 14(5), 253; https://doi.org/10.3390/socsci14050253 - 22 Apr 2025

Abstract

This study explores the influence of sustainability-promoting social media influencers on their followers’ adoption of sustainable behaviours. Specifically, it examines how influencer credibility (IC), perceived behavioral control (PBC), and attitudes toward sustainability (AS) shape actual sustainable behavior (ASB) among followers. Using Partial Least [...] Read more.

This study explores the influence of sustainability-promoting social media influencers on their followers’ adoption of sustainable behaviours. Specifically, it examines how influencer credibility (IC), perceived behavioral control (PBC), and attitudes toward sustainability (AS) shape actual sustainable behavior (ASB) among followers. Using Partial Least Squares Structural Equation Modelling (PLS-SEM) based on the survey distributed among the followers of sustainability-promoting influencers in the winter of 2024–2025, our findings reveal that influencer credibility is a key driver in advancing positive attitudes toward sustainability, as followers who perceive an influencer as knowledgeable, trustworthy, and relatable are more likely to develop favorable views on sustainable practices. Furthermore, influencer credibility has a direct impact on the actual sustainable behaviors of their followers. Perceived behavioral control is also a significant predictor of both attitudes toward sustainability and sustainable behavior. However, positive attitudes toward sustainability alone may not directly drive behavioral change without sufficient perceived control and credible influence. These findings highlight the importance of influencers maintaining high credibility and empowering followers with practical, achievable guidance to facilitate sustainable lifestyle changes. Thus, this study highlights the potential for social media influencers to play a meaningful role in advancing sustainability. Full article

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16 pages, 255 KiB

Open AccessArticle

Mentorship in Schools: A Co-Creation Programme That Gives a Voice to Migrant Children

by Cátia Moreira de Carvalho, Danai Garoufallidou and Isabel R. Pinto

Soc. Sci. 2025, 14(5), 252; https://doi.org/10.3390/socsci14050252 - 22 Apr 2025

Abstract

In the context of a European Union-funded project, a mentorship programme was developed and implemented in a Portuguese school serving as the initial destination for newly arrived migrant children. This initiative arose from a gap in interventions aimed at promoting integration and inclusion [...] Read more.

In the context of a European Union-funded project, a mentorship programme was developed and implemented in a Portuguese school serving as the initial destination for newly arrived migrant children. This initiative arose from a gap in interventions aimed at promoting integration and inclusion of migrant children in this educational context. The programme was designed, following the participatory action research and co-creation approaches, guided by three primary objectives: amplifying the voices of migrant children and youth, empowering their agency and active citizenship, and facilitating their integration in the school. Recognising that integration is a two-way process, the programme engaged established students as mentors and peers of newly arrived migrant children. Over an academic year, collaborative activities were created and implemented in the school in partnership with participating students. These activities aimed to promote integration, foster a pro-diversity environment, and ensure sustainability. The programme’s evaluation included a questionnaire and a focus group involving participating children and teachers responsible for the activities. Findings highlighted the cultivation of values like tolerance, respect, and empathy, with effects extending beyond the school. Moreover, results revealed heightened teacher awareness of the unique needs of migrant children and the importance of incorporating their voices into school activities. Full article

(This article belongs to the Special Issue Social Inclusion of Children, Youth and Families from Refugee and Migrant Backgrounds)

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Soc. Sci., Volume 14, Issue 5 (May 2025) – 8 articles

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