Pub Date : 2021-05-20DOI: 10.5772/INTECHOPEN.96433
G. Alexander, D. Mhlongo
The Department of Basic Education (DBE) in South Africa ratified Education White Paper 6: Building an Inclusive Education and Training System- a policy document which made an explicit declaration to create inclusive classroom contexts within a targeted period of 20 years. Succinctly, this declaration has cast the year 2021, as a major social justice milestone for citizens with disabilities. The chapter strongly believes that this milestone deserves to attract both critical dialogue and empirical engagements as to determine the impact of the Education White Paper 6. Internationally, there are various policy guidelines available, in the quest to create a democratic classroom context with the objective of accommodating diversity, more specifically to address oppressive and non-inclusive disability contexts. The reader audience will be taken across various discourses on disability rights and literature readings responding to redress within the realm of the World Health Organisation and the International Labour Organisation, among others. Before the chapter concludes, a reflective activity is provided; together with a practical assessment activity where the authors create a democratic culture-centric lesson plan meant to support teachers in their inclusive education quest to create ideal democratic classroom contexts.
{"title":"Creating a Democratic Culture in Managing Classroom Contexts of Disability – PART 1","authors":"G. Alexander, D. Mhlongo","doi":"10.5772/INTECHOPEN.96433","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.96433","url":null,"abstract":"The Department of Basic Education (DBE) in South Africa ratified Education White Paper 6: Building an Inclusive Education and Training System- a policy document which made an explicit declaration to create inclusive classroom contexts within a targeted period of 20 years. Succinctly, this declaration has cast the year 2021, as a major social justice milestone for citizens with disabilities. The chapter strongly believes that this milestone deserves to attract both critical dialogue and empirical engagements as to determine the impact of the Education White Paper 6. Internationally, there are various policy guidelines available, in the quest to create a democratic classroom context with the objective of accommodating diversity, more specifically to address oppressive and non-inclusive disability contexts. The reader audience will be taken across various discourses on disability rights and literature readings responding to redress within the realm of the World Health Organisation and the International Labour Organisation, among others. Before the chapter concludes, a reflective activity is provided; together with a practical assessment activity where the authors create a democratic culture-centric lesson plan meant to support teachers in their inclusive education quest to create ideal democratic classroom contexts.","PeriodicalId":286906,"journal":{"name":"Interpersonal Relationships [Working Title]","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130369555","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-14DOI: 10.5772/INTECHOPEN.96170
Vaidehi Raipat
Space truly becomes a place not merely because of the built and the unbuilt that design it, but also because of the way its users use it, behave around it, interact with it, and interact with each other in it. Space that surrounds every individual, in which an individual exists, interacts and performs, is known as “Human Space”. Organization of the Built environment around the users within their ‘human space’ is known as “Spatial Order” which is the key to formulation of non-verbal communication. Non verbal communication refers to the body language an individual adopts in order to convey a message to the fellow users of the space. This Non-verbal language subsequently becomes the basis of verbal communication that lays the foundation of Human Behavior within a particular spatial order.
{"title":"Human Behaviour Induced by Spatial Order","authors":"Vaidehi Raipat","doi":"10.5772/INTECHOPEN.96170","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.96170","url":null,"abstract":"Space truly becomes a place not merely because of the built and the unbuilt that design it, but also because of the way its users use it, behave around it, interact with it, and interact with each other in it. Space that surrounds every individual, in which an individual exists, interacts and performs, is known as “Human Space”. Organization of the Built environment around the users within their ‘human space’ is known as “Spatial Order” which is the key to formulation of non-verbal communication. Non verbal communication refers to the body language an individual adopts in order to convey a message to the fellow users of the space. This Non-verbal language subsequently becomes the basis of verbal communication that lays the foundation of Human Behavior within a particular spatial order.","PeriodicalId":286906,"journal":{"name":"Interpersonal Relationships [Working Title]","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122267544","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-02DOI: 10.5772/INTECHOPEN.96782
D. Mhlongo, G. Alexander
The United Nations (UN) has since the year 2015 challenged countries to develop structures of collaboration between governments, businesses, and citizens to enhance the monitoring and evaluation of their social justice challenges, advocacy initiatives and the progress thereof. To achieve the UN’s Agenda 2030 for Sustainable Development Goals, this chapter proposes for educational and workplace institutions to collaborate as sub-systems. Historically, citizens with disabilities have been hit the hardest regarding decent work opportunities and inaccessible basic education classroom amenities. The existence of a democratic culture in an ideal classroom setting should be where all learners are mentored to display the democratic principles of unity, uniformity, diversity and homogeneity. This chapter aims to contribute towards the imaging of teachers who succeed in creating and sustaining a democratic classroom environment, guided by the ethos of inclusive education, wherein both classrooms and workplaces of the year 2030 and beyond, iconise a democratic aura and praxis by adopting an institutional collaborative culture. As an ideal, all learners and employees will entrench the ethos of democratic co-existence by embracing diverse contexts of disability, when empathising with citizens with a disability. In this way a genuine democratic culture could possibly become spontaneously sustainable.
{"title":"Sustaining a Democratic Culture through Collaborative Engagements for Citizens with Disabilities: Part 2","authors":"D. Mhlongo, G. Alexander","doi":"10.5772/INTECHOPEN.96782","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.96782","url":null,"abstract":"The United Nations (UN) has since the year 2015 challenged countries to develop structures of collaboration between governments, businesses, and citizens to enhance the monitoring and evaluation of their social justice challenges, advocacy initiatives and the progress thereof. To achieve the UN’s Agenda 2030 for Sustainable Development Goals, this chapter proposes for educational and workplace institutions to collaborate as sub-systems. Historically, citizens with disabilities have been hit the hardest regarding decent work opportunities and inaccessible basic education classroom amenities. The existence of a democratic culture in an ideal classroom setting should be where all learners are mentored to display the democratic principles of unity, uniformity, diversity and homogeneity. This chapter aims to contribute towards the imaging of teachers who succeed in creating and sustaining a democratic classroom environment, guided by the ethos of inclusive education, wherein both classrooms and workplaces of the year 2030 and beyond, iconise a democratic aura and praxis by adopting an institutional collaborative culture. As an ideal, all learners and employees will entrench the ethos of democratic co-existence by embracing diverse contexts of disability, when empathising with citizens with a disability. In this way a genuine democratic culture could possibly become spontaneously sustainable.","PeriodicalId":286906,"journal":{"name":"Interpersonal Relationships [Working Title]","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126202789","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-11DOI: 10.5772/INTECHOPEN.96062
D. Kelly
What value do we place on being engaged? Civic engagement connects us to social institutions that enhance well-being, self-worth and quality of life satisfaction. Yet, for youth (ages 18–22), there exists the phenomena of civic engagement in spite of isolation, lack of skills or discrimination. This article explores the explicit and implicit meanings of civic engagement among our youth, and the elements needed to achieve meaning in their lives – even through civic engagement. This analysis explores the interpretation of civic engagement among youth, and the individuals who present as connected and engaged. Forty individuals were surveyed with 18 comprising the youth group (ages 20–22). The results show the types of civic duties they participated in and the relationship to their satisfaction with their quality of life. It is believed that the respondents who presented as most connected and engaged were those who were saturated with strong civic messages pre-adolescence. These individuals presented a strong sense of hope, a conscious choice in serving others and a strong sense of community that are central to existential theory.
{"title":"Citizen X: Exploring Connectedness and Engagement: Among Engaged Youth - An Existential Analysis","authors":"D. Kelly","doi":"10.5772/INTECHOPEN.96062","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.96062","url":null,"abstract":"What value do we place on being engaged? Civic engagement connects us to social institutions that enhance well-being, self-worth and quality of life satisfaction. Yet, for youth (ages 18–22), there exists the phenomena of civic engagement in spite of isolation, lack of skills or discrimination. This article explores the explicit and implicit meanings of civic engagement among our youth, and the elements needed to achieve meaning in their lives – even through civic engagement. This analysis explores the interpretation of civic engagement among youth, and the individuals who present as connected and engaged. Forty individuals were surveyed with 18 comprising the youth group (ages 20–22). The results show the types of civic duties they participated in and the relationship to their satisfaction with their quality of life. It is believed that the respondents who presented as most connected and engaged were those who were saturated with strong civic messages pre-adolescence. These individuals presented a strong sense of hope, a conscious choice in serving others and a strong sense of community that are central to existential theory.","PeriodicalId":286906,"journal":{"name":"Interpersonal Relationships [Working Title]","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126974648","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-01DOI: 10.5772/INTECHOPEN.95414
Obeta M. Uchejeso, N. Etukudoh, Mantu E. Chongs, Dan M. Ime
Inter-professional teamwork in government owned hospitals and various healthcare institutions involving various Professionals such as Doctors, Pharmacists, Medical Laboratory Scientists, Medical Laboratory Technicians, Medical Laboratory Assistants, Nurses, Physiotherapists, Radiographers, Health Information Officers, Human Resources Managers, etc. is becoming a challenge leading to various strikes and labour protests in Nigeria. The patients and family relatives and host communities of such health institutions are becoming uncomfortable with quality of care due to inter-professional discord. This needs a critical discussion towards solving/looking into the challenges such as Personality differences, Health Leadership and Hierarchy, Disruptive behaviors, Culture and ethnicity, Generational differences, Gender, Historical inter-professional and intra-professional education, Fears of diluted professional identification, Differences in accountability, payment and rewards, Concerns regarding clinical roles and responsibilities, Complexity of care, Emphasis of rapid decision making, Service timing, with Associations and Unions. The exploration would provide solutions for better teamwork practice and improved patients care.
{"title":"Challenges of Inter-Professional Teamwork in Nigerian Healthcare","authors":"Obeta M. Uchejeso, N. Etukudoh, Mantu E. Chongs, Dan M. Ime","doi":"10.5772/INTECHOPEN.95414","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.95414","url":null,"abstract":"Inter-professional teamwork in government owned hospitals and various healthcare institutions involving various Professionals such as Doctors, Pharmacists, Medical Laboratory Scientists, Medical Laboratory Technicians, Medical Laboratory Assistants, Nurses, Physiotherapists, Radiographers, Health Information Officers, Human Resources Managers, etc. is becoming a challenge leading to various strikes and labour protests in Nigeria. The patients and family relatives and host communities of such health institutions are becoming uncomfortable with quality of care due to inter-professional discord. This needs a critical discussion towards solving/looking into the challenges such as Personality differences, Health Leadership and Hierarchy, Disruptive behaviors, Culture and ethnicity, Generational differences, Gender, Historical inter-professional and intra-professional education, Fears of diluted professional identification, Differences in accountability, payment and rewards, Concerns regarding clinical roles and responsibilities, Complexity of care, Emphasis of rapid decision making, Service timing, with Associations and Unions. The exploration would provide solutions for better teamwork practice and improved patients care.","PeriodicalId":286906,"journal":{"name":"Interpersonal Relationships [Working Title]","volume":"84 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133886219","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-28DOI: 10.5772/INTECHOPEN.95482
Freda D. Intiful, R. Steele-Dadzie, Patricia Mawusi Amos, R. Pobee, J. Ainuson-Quampah, C. Ammah, T. Antwi, Kwesi Nkum Wilson, M. Asante
In recent times, there is significant level of evidence to suggest a transition in the eating pattern and dietary habits of people across the globe. Food, though a physiological necessity and required for good health and functionality, also contributes to the social, cultural, psychological and emotional well-being of our lives. There is no doubt that relationships contribute to how, what and when people eat. This chapter will review the impact of how different categories and levels of interpersonal relationships impact on the development of dietary habits among people. Additionally the chapter will explore how the advent of the novel corona virus, covid-19 has impacted on interpersonal relationships and consequently on dietary habits.
{"title":"The Impact of Interpersonal Relationships on Dietary Habits","authors":"Freda D. Intiful, R. Steele-Dadzie, Patricia Mawusi Amos, R. Pobee, J. Ainuson-Quampah, C. Ammah, T. Antwi, Kwesi Nkum Wilson, M. Asante","doi":"10.5772/INTECHOPEN.95482","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.95482","url":null,"abstract":"In recent times, there is significant level of evidence to suggest a transition in the eating pattern and dietary habits of people across the globe. Food, though a physiological necessity and required for good health and functionality, also contributes to the social, cultural, psychological and emotional well-being of our lives. There is no doubt that relationships contribute to how, what and when people eat. This chapter will review the impact of how different categories and levels of interpersonal relationships impact on the development of dietary habits among people. Additionally the chapter will explore how the advent of the novel corona virus, covid-19 has impacted on interpersonal relationships and consequently on dietary habits.","PeriodicalId":286906,"journal":{"name":"Interpersonal Relationships [Working Title]","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130691177","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-09DOI: 10.5772/INTECHOPEN.95484
E. V. Hernani
Human beings are inherently relational. To relate may mean to communicate, interact, transact, engage, involve and even just be with another person. It may imply fulfilling and satisfying the needs of one another. In a more altruistic tone, the relationship is giving and receiving. Others see a relationship as a social exchange. In contrast, others may see it as a social and ethical contract that ought to adhere. Others see a relationship as an instrument as a means to self-actualize or as a process of reaching the self-potential. There are many types of relationships. While others have a formal set of rules, there are interpersonal relationships that have loose code of affair. Among the dimensions of relationship, intimate interpersonal relationships are complicated. In contrast to business affair, marriage and in other intimate partnership, sanctions, roles and rules are not clearly defined. The ambiguity of interpersonal relationships reflects the dynamisms of its elements. Since its fluid, contextual and multi-faceted, there is no exact point of analysis. In this article, awareness, dialog, groundedness, embodiment are discussed in the light of intimate partner conflicts that are amplified using fictional case vignettes that are adopted from real cases of intimate conflict. This article concludes with the assertion that cultivation of relationships starts with the person.
{"title":"Awareness, Groundedness, Embodiment: Intrapersonal Elements in Interpersonal Relationships","authors":"E. V. Hernani","doi":"10.5772/INTECHOPEN.95484","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.95484","url":null,"abstract":"Human beings are inherently relational. To relate may mean to communicate, interact, transact, engage, involve and even just be with another person. It may imply fulfilling and satisfying the needs of one another. In a more altruistic tone, the relationship is giving and receiving. Others see a relationship as a social exchange. In contrast, others may see it as a social and ethical contract that ought to adhere. Others see a relationship as an instrument as a means to self-actualize or as a process of reaching the self-potential. There are many types of relationships. While others have a formal set of rules, there are interpersonal relationships that have loose code of affair. Among the dimensions of relationship, intimate interpersonal relationships are complicated. In contrast to business affair, marriage and in other intimate partnership, sanctions, roles and rules are not clearly defined. The ambiguity of interpersonal relationships reflects the dynamisms of its elements. Since its fluid, contextual and multi-faceted, there is no exact point of analysis. In this article, awareness, dialog, groundedness, embodiment are discussed in the light of intimate partner conflicts that are amplified using fictional case vignettes that are adopted from real cases of intimate conflict. This article concludes with the assertion that cultivation of relationships starts with the person.","PeriodicalId":286906,"journal":{"name":"Interpersonal Relationships [Working Title]","volume":"127 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133781894","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-31DOI: 10.5772/INTECHOPEN.95449
A. Akinyemi, V. Nkonki, Lulekwa Baleni, F. R. Mudehwe-Gonhovi
This chapter addresses the significance and importance of communities of practice in the professional development of academics as university teachers. Its documents the role of communities of practice in enabling and enhancing the development of a professional knowledge base, the acquisition of skills, and competencies for effective teaching practice, as well as the dissemination of practical knowledge needed within a community of teaching practitioners. It provides details of how a community of practice comes into being, and how working relations within a community of practice are fostered. There is an elaboration on how members of a community of practice come to perceive their substantive issues the same way, and how a common agenda is formed around those issues. It also discusses peculiar ways of dealing with the identified issues, and the manner in which expertise, resources, resourcefulness and experiences are exchanged and shared with improvement, change and further development of academics’ teaching practices in sight.
{"title":"Building Effective Working Relationships among Academics through Participation in Communities of Practice","authors":"A. Akinyemi, V. Nkonki, Lulekwa Baleni, F. R. Mudehwe-Gonhovi","doi":"10.5772/INTECHOPEN.95449","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.95449","url":null,"abstract":"This chapter addresses the significance and importance of communities of practice in the professional development of academics as university teachers. Its documents the role of communities of practice in enabling and enhancing the development of a professional knowledge base, the acquisition of skills, and competencies for effective teaching practice, as well as the dissemination of practical knowledge needed within a community of teaching practitioners. It provides details of how a community of practice comes into being, and how working relations within a community of practice are fostered. There is an elaboration on how members of a community of practice come to perceive their substantive issues the same way, and how a common agenda is formed around those issues. It also discusses peculiar ways of dealing with the identified issues, and the manner in which expertise, resources, resourcefulness and experiences are exchanged and shared with improvement, change and further development of academics’ teaching practices in sight.","PeriodicalId":286906,"journal":{"name":"Interpersonal Relationships [Working Title]","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129530281","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-23DOI: 10.5772/intechopen.95395
S. Valente, Abilio Lourenço, Z. Németh
Conflicts cannot cease to exist, as they are intrinsic to human beings, forming an integral part of their moral and emotional growth. Likewise, they exist in all schools. The school is inserted in a space where the conflict manifests itself daily and assumes relevance, being the result of the multiple interpersonal relationships that occur in the school context. Thus, conflict is part of school life, which implies that teachers must have the skills to manage conflict constructively. Recognizing the diversity of school conflicts, this chapter aimed to present its causes, highlighting the main ones in the classroom, in the teacher-student relationship. It is important to conflict face and resolve it with skills to manage it properly and constructively, establishing cooperative relationships, and producing integrative solutions. Harmony and appreciation should coexist in a classroom environment and conflict should not interfere, negatively, in the teaching and learning process. This bibliography review underscore the need for during the teachers’ initial training the conflict management skills development.
{"title":"School Conflicts: Causes and Management Strategies in Classroom Relationships","authors":"S. Valente, Abilio Lourenço, Z. Németh","doi":"10.5772/intechopen.95395","DOIUrl":"https://doi.org/10.5772/intechopen.95395","url":null,"abstract":"Conflicts cannot cease to exist, as they are intrinsic to human beings, forming an integral part of their moral and emotional growth. Likewise, they exist in all schools. The school is inserted in a space where the conflict manifests itself daily and assumes relevance, being the result of the multiple interpersonal relationships that occur in the school context. Thus, conflict is part of school life, which implies that teachers must have the skills to manage conflict constructively. Recognizing the diversity of school conflicts, this chapter aimed to present its causes, highlighting the main ones in the classroom, in the teacher-student relationship. It is important to conflict face and resolve it with skills to manage it properly and constructively, establishing cooperative relationships, and producing integrative solutions. Harmony and appreciation should coexist in a classroom environment and conflict should not interfere, negatively, in the teaching and learning process. This bibliography review underscore the need for during the teachers’ initial training the conflict management skills development.","PeriodicalId":286906,"journal":{"name":"Interpersonal Relationships [Working Title]","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123213187","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-23DOI: 10.5772/intechopen.95354
Viktorija Čepukienė
Bowen family system theory describes family interactional processes that are carried across the generations and determine an individual’s level of autonomy and emotional reactivity as well as the global functioning of the family. According to the theory, any personal, health-related, or relational issues can be explained as a result of diffused anxiety produced by destructive interactional patterns among family members. Although many studies are revealing the relationship between early family life experiences and functioning in adulthood, there is still a lack of studies exploring the complex mediational models based on Bowen theory that would reveal associations between different family-of-origin variables and adults’ health as well as psychological well-being. The chapter defines the main assumptions of Bowen theory as well as summarizes the main results of three studies demonstrating how family and personal factors defined by Bowen theory, such as family emotional system, triangulation, differentiation of self, relate to adults’ health and psychological well-being.
{"title":"The Significance of Family-of-Origin Dynamics for Adults’ Health and Psychological Wellbeing: The Perspective of Bowen Family System Theory","authors":"Viktorija Čepukienė","doi":"10.5772/intechopen.95354","DOIUrl":"https://doi.org/10.5772/intechopen.95354","url":null,"abstract":"Bowen family system theory describes family interactional processes that are carried across the generations and determine an individual’s level of autonomy and emotional reactivity as well as the global functioning of the family. According to the theory, any personal, health-related, or relational issues can be explained as a result of diffused anxiety produced by destructive interactional patterns among family members. Although many studies are revealing the relationship between early family life experiences and functioning in adulthood, there is still a lack of studies exploring the complex mediational models based on Bowen theory that would reveal associations between different family-of-origin variables and adults’ health as well as psychological well-being. The chapter defines the main assumptions of Bowen theory as well as summarizes the main results of three studies demonstrating how family and personal factors defined by Bowen theory, such as family emotional system, triangulation, differentiation of self, relate to adults’ health and psychological well-being.","PeriodicalId":286906,"journal":{"name":"Interpersonal Relationships [Working Title]","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124066746","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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