Educating Students to Be Prosocial at School

Bergin, Christi

doi:10.1093/acprof:oso/9780199964772.003.0014

Cited by 25 publications

(36 citation statements)

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“…Parental control, in contrast, means parents coercively impose strictness, behavior rules and high expectations on children. Another framework characterizes parents as authoritative, authoritarian, indulgent, or neglectful also in terms of two dimensions: responsiveness and demandingness [12]. Like parental warmth, responsiveness refers to responsive parents who are prone to be warm and supportive toward children and not punitive or demanding.…”

Section: The Influence Of Parenting Style On Adolescent's Prosocial Bmentioning

confidence: 99%

How Adolescents’ Prosocial Behavior Be Influenced by Various Aspects from Family

Liu¹

2018

dtssehs

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The role of family has been studied a lot to determine how it influences adolescent's prosocial behavior. It is very important to study adolescents' prosocial behavior because they are integral to promote positive youth development. This review reveals four core aspects of family that play the major role in the influence on adolescent's prosocial behavior. In the following context, how residential mobility, parenting style, parental attachment and parental socialization respectively impacts adolescent's prosocial behavior will be illustrated. KEYWORDSAdolescent, prosaically behavior, residential mobility, parenting style, attachment, socialization ADOLESCENTS' PROSOCIAL BEHAVIOR Definition of Adolescent's Prosocial BehaviorProsocial behavior is defined in terms of consequences intended for another in which the behavior of the actor is directed toward promoting and sustaining a positive benefit for the help-recipient. Also, the behavior is performed voluntarily rather than under duress and is not motivated by the fulfilment of professional obligation. Activities such as donating, sharing, helping, assisting, and providing support to someone else are regarded as prosocial behavior, whereas paid activities in the service sector are usually excluded. Instead of studying across all stage of adult life, adolescent's prosocial behavior focuses on youth prosocial behavior during adolescent ages. Adolescent's prosocial behavior is one subject of prosocial involvement. In increasing number of places, such as Hong Kong, adolescents' participation in prosocial involvement are frequently and easy available. According to the general definition of adolescents' prosocial behavior, the term adolescents' prosocial behavior means adolescents' positive actions that benefit others, prompted by empathy, moral values, and a sense of personal responsibility rather than a desire for personal gain. So far how adolescents perceive prosocial involvement and develop positive prosocial behavior is examined by proven studies.Since adolescents' prosocial behavior is one subject under prosocial behavior, it is the prosocial involvement presented and performed by adolescents. From the perspectives of evolutionary psychology, the development of prosocial behavior is particularly important during the early years throughout childhood to adolescence as young people still adapt to living in the social environment. Such prosocial behavior _________________________________________

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Section: The Influence Of Parenting Style On Adolescent's Prosocial Bmentioning

confidence: 99%

How Adolescents’ Prosocial Behavior Be Influenced by Various Aspects from Family

Liu¹

2018

dtssehs

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“…However, inevitably, inefficient progress and failures in school reform will result with the current absence of clear evidence on the instructional practices and types of programs that lead to prosocial behavior. As Bergin (2014) points out, “Currently, there is a huge gap between research and practice [in the field of prosocial development], with many schools implementing interventions with small or unknown effects” (p. 296).…”

Section: Introductionmentioning

confidence: 99%

PROTOCOL: Practices and Program Components for Enhancing Prosocial Behavior in Children and Youth: A Systematic Review

Spivak¹,

Lipsey²,

Farran³

et al. 2015

Campbell Systematic Reviews

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“…Estudos nessa área são importantes, dado que, tendo a compreensão sobre o que influencia o comportamento pró-social, é possível que pesquisadores e profissionais da prática se tornem mais aptos a apoiar e a dar suporte ao desenvolvimento desse, bem como a mediar fatores que os impedem ou contribuem para seu declínio, e ainda a atuar junto a minimização de aspectos desencadeadores de comportamentos prejudiciais ao convívio social (Moore et al, 2014). Os dois contextos mais importantes para a edificação de uma sociedade altamente prósocial são as famílias e as escolas (Biglan, 2015), apesar disso, enquanto a literatura concernente às práticas parentais é ampla, estudos versando sobre práticas dos professores que influenciam a emissão de comportamentos pró-sociais ainda existem em bem menor número (Bergin, 2018;Bergin, 2014;Kuebel, 2017;Thompson, Thompson, & Winer, 2012). Por que então é importante promover comportamentos pró-sociais na escola?…”

Section: O Comportamento Pró-socialunclassified

“…No entanto, a partir das duas últimas décadas, um número crescente de pesquisas tem voltado atenção ao comportamento pró-social, com foco não somente na redução da violência, mas também na promoção da integração da diversidade e na construção de uma sociedade mais justa e colaborativa (Caprara, Alessandri, & Eisenberg, 2012). Estudos destacam o comportamento pró-social como um fator de proteção para agressividade, problemas de comportamento, vitimização por pares, e desfechos negativos em saúde mental (Griese & Buhs, 2014;Haroz, Murray, Bolton, Betancourt, & Bass, 2013;Kokko, Tremblay, Lacourse, & Vitaro, 2006;Santos, 2016), bem como um preditor de bom rendimento acadêmico e relacionamentos interpessoais bem-sucedidos (Bergin, 2014;Clark & Ladd, 2000).…”

Section: O Contexto Da Educação Infantil E O Papel Dos Professores Naunclassified

“…Nesse sentido, os achados do estudo enfatizaram a importância de cuidadores e professores em contextos pré-escolares na primeira infância como agentes de socialização. Bergin (2014), após uma revisão da literatura, categorizou práticas que os professores poderiam realizar em sala de aula para promover esses comportamentos, as quais serão apresentadas a seguir. A autora pondera que algumas se baseiam em estudos referentes às práticas parentais, dado que a literatura sobre as estratégias utilizadas pelos professores voltadas a desenvolver comportamentos pró-sociais nas crianças ainda é incipiente.…”

Section: O Contexto Da Educação Infantil E O Papel Dos Professores Naunclassified

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Prevenção à violência e promoção de comportamentos pró-sociais em pré-escolares: uma avaliação de necessidades

Freitas¹

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Given the high prevalence of school violence, it is necessary to develop actions aimed at preventing the problem and creating school contexts more effective in promoting prosocial behaviors from an early age. For this, it is important to carry out needs assessment studies. These are located in the prevention research cycle, at the stage of interventions development studies, having as one of its purposes the identification of difficulties and resources, in order to design a future strategy. Considering the above, the aim of this study was to conduct a needs assessment related to prosocial behavior promotion in preschool children, in order to prevent school violence. This is a mixed methods evaluative study, that included a sample of four teachers and 67 children from a public preschool, located in a city in southeastern São Paulo. To collect data, there were used an observation form to register teacher's practices related to prosocial behavior promotion, an observation form to register occurrence of prosocial behaviors among children, an inventory aimed at access teachers' educational social skills (IHSE-Prof), data extraction forms of weekly plans and bimonthly teacher planning, a semi-structured interview guide and a discussion focus group guide. A pilot study was conducted with a teacher and her class from another period of the school in order to refine proposed procedures. Data from each source underwent specific treatments and were submitted to descriptive analyzes. Resources and difficulties were detected for prosocial behavior promotion and violence prevention in the participating school. Resources include the existence, in teachers' repertoire, of practices that potentially promote prosocial behavior, some of them being more varied and others less, the presence of prosocial behaviors in children repertoires, a comprehensive understanding of preschool education mission, by most of the teachers, and teachers' favorable opinion in what concerns to the development of a future intervention in the school. Difficulties include teacher training gaps, lack of support for practice, repertoire of educational social skills to be developed, less understanding about the attributes of the preschool teacher, inconstantly planning and few planned content related to the promotion of prosocial behavior and social skills, and the perception that violence expressed in school only results from events occurred outside the institution. Thus, findings from the present study offer elements for the discussion about the process of schooling in the participating preschool and in the city where the institution is located, as well as have implications for the redirection of actions related to teaching, and provide subsidies for decision making of actions aimed at promoting prosocial behavior and preventing violence in schools.

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Educating Students to Be Prosocial at School

Cited by 25 publications

References 0 publications

How Adolescents’ Prosocial Behavior Be Influenced by Various Aspects from Family

How Adolescents’ Prosocial Behavior Be Influenced by Various Aspects from Family

PROTOCOL: Practices and Program Components for Enhancing Prosocial Behavior in Children and Youth: A Systematic Review

Prevenção à violência e promoção de comportamentos pró-sociais em pré-escolares: uma avaliação de necessidades

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