Child labour is one of the most important social harm in the world. Many children are working in exploitative conditions and are exploited. In Iran, policies and interventions to eliminate child ...labour have not been very effective so far. Therefore, considering the diversity and extent of child labour and injuries caused by forced labour on them, the present study has tried to identify the types of child labour in Tehran, categories and occupations of child exploitation and identify the issues and consequences of each type of labour for children; so that through proper knowledge, we can help plan the necessary measures for any child job in order to reduce and eliminate child labour. A qualitative study has used in this research. We used semi-structured, in-depth interviews with 15 key informants in the field of child labour to gather the data. Also, we studied documents which were sampling done intentionally and theoretically. A thematic analysis was used in this study and finally, we reached seven main themes: Workshop work, Peddling, Street services, Barbage gathering, Begging, House working and Delinquencies. In conclusion, results try to get a realistic cognition of child labour based on a holistic approach. We hope this knowledge use as the basis of research and scientific and practical actions of policymakers and institutions in charge of children's health and welfare.
This study aimed to examine the role of psychological capital on solving social problems through mediation role of intellectual preferences. The methodology was descriptive-correlational, and the ...sample size was based on Cochran's formula, 384 people according to the number of the population. The subjects were selected by multi-stage cluster sampling approach within each cluster by simple random sampling method. The social problem-solving inventory, psychological capital questionnaire, and intellectual preferences questionnaire were used in this study to collect data. According to the results, psychological capital can directly explains changes in social problem-solving. Also, psychological capital indirectly affects the variable of ability to solve social problems through the mediating variable of intellectual preferences which has the highest impact in this model. On the other hand, the results demonstrated that the selected model fits the data. Therefore, psychological capital as a desirable psychological capacity and using intellectual preferences, affect the ability to find solutions and facilitates it.
Objective: This article aimed to review and meta-analyse the relationship between social problem-solving and suicidal ideation, behavior, and risk (a combined measure of ideation and behavior). ...Method: A systematic search was carried out in February 2023 using PsycINFO, MEDLINE, Web of Science, and PubMed. Key inclusion criteria were published studies that recruited adults (aged ≥ 16 years), clinical or nonclinical samples, and presented data on the relationship between social problem-solving and suicidal ideation, behavior, or risk. Findings were meta-analysed and narratively reviewed. Results: A total of 35 studies were included in the review. Meta-analyses showed small–medium-sized negative relationships between social problem-solving and suicidal ideation ( r = −.28) and suicide risk ( r = −.24). A narrative synthesis also suggested a relationship between social problem-solving and suicidal behavior. These relationships appeared to be partly explained by depression and/or hopelessness. The relationships between social problem-solving facets and suicidal ideation, behavior, and risk, varied. Discussion: These findings provide the most robust evidence to date for the role of social problem-solving in suicidality and have important implications for risk assessment and intervention development. The generalizability of the findings is limited due to study samples being biased toward young, female, university students from the United States. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)
In June 2022, the U.S. federal government passed its first major firearm policy since the Brady Handgun Violence Prevention Act of 1993, the Bipartisan Safer Communities Act (BSCA). Summative content ...analysis was used to explore how the social problem of firearm violence was outlined in both policies, with the goal of extracting the social issue's definition from the policies' approaches to solving it. Both policies do not outline the various types of firearm violence, nor the disproportionate effect of firearm violence on certain populations. This work informs the role of federal policy in defining and monitoring firearm violence as a public health issue, identifying both individual and structural risk and protective factors from an asset-based lens, and allocating preventative efforts in communities that are most affected.
The scaling of social innovation is an important issue in social enterprises for sustainability. The scenario is due to the social enterprise capabilities to ensure the social program’s impact on ...society to become wider and deeper. Thus, social innovation helps to identify the social problems and target actions to address the social complex problems by social enterprise capabilities. This study investigates the factors of social enterprise capabilities in enhancing social innovation for sustainabil-ity and for eliminating the social barriers. In addition, the study discusses the relationship between social enterprise capabilities to scale social innovation. The study uses cross-sectional design and collects the necessary data from 136 social enterprises in Malaysia for the survey. The findings show that social enterprise capabilities for earning generation, replicating, and stimulating had a positive relationship with scaling social innovation when the level of significance was 0.05. Accordingly, the social enterprise owners are required to improve their capabilities to reach a higher scale of social innovation for growth and sustainability.
This mixed-method research aims to determine the interaction between the learning process using the two models and university students organizational experience on conflict resolution skills (Factor ...1), and to determine the difference in influence between organization experience called BSLT (Factor 2). The research by using sequential explanation population was all PGSD university students at Muhammadiyah University of Cirebon, in 30 university students. The sampling technique uses purposive sampling. The research instrument uses test questions and interview guidelines. The results of this study found that the influence of Factor 1 had no effect. However, based on the results of Factor 2, it shows that there is an influence between the conflict resolution skills of university students who have taken BSLT and those who have never taken BSLT. This shows that the experience of taking BSLT has an effect on university students' conflict resolution abilities, compared to just using the learning model. The impact of university students mastering good conflict resolution skills is the creation of a positive climate in the organizational and campus environment. As well as university students' agility in eliminating potential conflicts that develop, so that they can be resolved immediately. Keywords: Conflict Resolution, Human Rights, Social Problem Solving, Social Inquiry
What is the developmental course of competent social‐problem solving (CSPS) across childhood? In this study, we sought to answer this question by tracing the development of multiple components of ...CSPS across 4 years spanning pre‐kindergarten to early grade 3. We also examined whether early positive parenting and sociodemographic factors predicted initial level and growth in CSPS in a sample of 585 children (52% female, 26% lower socioeconomic status, and 17% ethnic minority) and their families. CSPS components (response generation, evaluation, and efficacy) were assessed the summers prior to kindergarten and grades 1, 2, and 3. Positive parenting (warmth, involvement, and guidance) was measured the summer before kindergarten. Multilevel growth models revealed significant linear increases for CSPS, and there was some evidence that these increases were modestly related to early positive parenting and sociodemographic factors. Results underscore the importance of examining CSPS within a developmental perspective.
Background and Objective: In order to plan scientific and socially- realistic program and with regard to the limited facilities and capacities of society, it is necessary to prioritize social ...problems and gradually plan to control them. The aim of this study was to evaluate students' perspectives of Tabriz University of Medical Sciences on social problems in campus and community. Materials and Methods: This study was a cross-sectional research carried out in Tabriz University of Medical Science in summer of 2017. After designing the questionnaire and evaluating its validity and reliability, the self-administered questionnaire was completed by 370 students. Convenience sampling method was used. Friedman test was applied to rank social harms. After data collection, data was entered into SPSS software version 16, and ranked social harms based on the mean rank scores of each item. Results: From the students’ point of view, unemployment with a score of 19.3, poverty 17.3, addiction 16.6, nepotism 16.6, and high prices 15.4 were the major social harms in the community. Nepotism 9.2, lack of motivation 8.6, lack of job conscience 8.4, discrimination 7.8 and brain drain 7.3 were the major social harms in the campus. There was a significant difference between the views of female and male students on social harm in the campus regarding alcohol consumption, nepotism and dropout. However, there was no statistically significant difference between the views of native and non-native students on social harms in campus. Conclusion: The findings of this study indicated that from the students’ point of view, unemployment, poverty, and addictions are the major social harms in the community. In addition, nepotism, lack of motivation, lack motivation, and lack of job conscience are the major social harms in campus. DOI: http://doi.org/10.22037/ch.v6i3.22509
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