•Rejects Maslow’s assumption that needs are satisfied sequentially.•Shows that income is relevant in the satisfaction of physiological needs, but not of safety, love and belonging, esteem, and ...self-actualization needs.•Shows that the satisfaction of love and belonging and of esteem needs contributes the most to people’s well-being.•Proposes a life-satisfaction enhancing path in the satisfaction of needs.•Argues for holding an integrated view of human beings, as well as for following a balanced strategy in the satisfaction of their needs.
Maslow’s needs theory proposes a hierarchy of needs and argues for their sequential satisfaction. The theory has been very influential in development studies, in the establishment of development priorities, in the design of policies and social programs, and in the role economic growth plays as central development instrument. This paper relies on a large and representative database from Mexico to empirically test four assumptions which are commonly associated to Maslow’s theory: that needs are satisfied sequentially, that income is a relevant resource in the satisfaction of relevant needs, that the hierarchy of needs is associated to their well-being contribution, and that Maslow’s proposed sequential path in the satisfaction of needs -beginning with the satisfaction of physiological ones and ending with the satisfaction of self-actualization ones- is the best possible one. Data on satisfaction of needs is used to address the first two assumptions, while a subjective well-being approach is used to deal with the last two assumptions. The four assumptions are rejected. In consequence, it is possible to think about strategies in the satisfaction of needs that do not follow the sequential satisfaction proposed by Maslow and which question the hierarchical order he proposed. The paper highlights the relevance of the needs of love and belonging and of esteem, and it argues for an integrated view of human beings and of their needs, as well as for following a balanced strategy in their satisfaction. Implications for development studies and for the design of sustainable development strategies and social programs are discussed.
Cross-Cultural Dialogues on Homelessness Reveal New Insights This groundbreaking book presents compelling narratives and innovative approaches for addressing the psychological traumas that can ...underlie homelessness and is the first to explore in-depth what the US and UK can learn from one another. Authors focus on understanding and applying the precepts of Pretreatment and "Psychologically Informed Environments, " as well as effective ways to promote productive dialogue on all levels -- with clients, clinicians, advocates, policymakers, researchers, and others. Detailed case studies review and integrate "hands on" practice with Appreciative Inquiry, Open Dialogue, and Common Language Construction methods. "In Cross-Cultural Dialogues on Homelessness, Jay Levy and co-authors provide the conceptual tools, the hitherto 'missing language', needed by practitioners and policymakers working with excluded individuals. This book has been informed by the authors' practice and should come with a warning: it will revolutionise how you work -- irreversibly and, undoubtedly, for the better" \-- Cliona Ni Cheallaigh, MB, MRCP, PhD, Senior Lecturer in Medical Gerontology, Trinity College (Dublin) "Jay distills many decades of his own street experience, and by cross comparing his brilliant schema of Pretreatment with the British model of Psychologically Informed Environments (PIE), he reveals the underlying common processes of effective street engagement. As a long-time practitioner of street medicine, I recommend this book to anyone who seeks that sacred place on the streets where healing begins." \-- Jim Withers, MD, Founder and Medical Director and Operation Safety Net and the Street Medicine Institute (Pittsburgh) " Cross Cultural Dialogues on Homelessness is a timely and important collection of the latest thinking on how we should respond to the traumatic life experiences of so many homeless people. Levy and colleagues suggest a commitment to reflective dialogue will improve both the quality of frontline services and the way policy makers, managers and commissioners think about responding to the needs of people pushed to the margins of our societies." \-- Alex Bax, Chief Executive, (London) Pathway - transforming health services for homeless people "This book is different because it is based on theory and practises, dialogue and the sharing of ideas - from both sides of the Atlantic. The human interest stories add great value to the book, which should be required reading for anyone interested in creating a better world for his/her fellow human beings. It should be read and debated by all with a vision for a better future for those who need services and those attempting to provide them." \-- Alice Leahy, Director of Services Alice Leahy Trust (Dublin, Ireland) Learn more at www.JaySLevy.com From LHPress - www.LHPress.com
While the COVID-19 pandemic has spurred intense research and collaborative discovery worldwide, the development of a safe, effective, and targeted antiviral from the ground up is time ...intensive. Therefore, most antiviral discovery efforts are focused on the re-purposing of clinical stage or approved drugs. While emerging data on drugs undergoing COVID-19 repurpose are intriguing, there is an undeniable need to develop broad-spectrum antivirals to prevent future viral pandemics of unknown origin. The ideal drug to curtail rapid viral spread would be a broad-acting agent with activity against a wide range of viruses. Such a drug would work by modulating host-proteins that are often shared by multiple virus families thereby enabling preemptive drug development and therefore rapid deployment at the onset of an outbreak. Targeting host-pathways and cellular proteins that are hijacked by viruses can potentially offer broad-spectrum targets for the development of future antiviral drugs. Such host-directed antivirals are also likely to offer a higher barrier to the development and selection of drug resistant mutations. Given that most approved antivirals do not target host-proteins, we reinforce the need for the development of such antivirals that can be used in pre- and post-exposure populations.
The assumption social studies and science in primary education to be a key-component in realizing inclusive teaching in primary classrooms for all children but especially for children with emotional ...and behavioral difficulties in special needs education is fundamental to this work. Nevertheless, there is nearly no research-based evidence on how potentials for inclusion and social learning are used in primary schools or special schools nor is there research on how teaching is planned, realized, and accounted for. This desiderate is addressed in this work. By analyzing and thereby linking the discourses in social studies and science in primary education and special education for children with emotional and behavioral difficulties, principles for education and teaching in both domains are summarized. This is the theoretical foundation of a mixed- methods-study with a two-step-design to explore the teaching practices and teachers’ beliefs of teachers in inclusive primary schools and special schools for children with emotional and behavioral difficulties in North Rhine-Westfalia, Germany. The study is composed of a partly standardized questionnaire survey (n= 80) followed by qualitive interviews with teachers as experts (n = 10). Data is consequently triangulated to explore the structure of teaching practices and possible determinants concerning the teachers, framework conditions and the learning groups. The results indicate that life-world-oriented education, disturbed student-teacher-interactions and professional lesson planning between child, method and teaching materials are important issues for the development of inclusive teaching in social studies and science in primary education. Consequently, the study outlines future fields of research and development derived from an explorative view at teaching practices in inclusive and separative education settings.
Ausgangspunkt bildet die Annahme, dass der Sachunterricht, als Kernfach der Primarstufe über seinen Allgemeinbildungsanspruch, der eine vielperspektivische und an der Lebenswelt der Kinder orientierte Sacherschließung beinhaltet, ein besonderes Potenzial sowohl für ein Lernen in inklusiven Lerngruppen wie spezifisch für Schülerinnen und Schüler mit sonderpädagogischem Förderbedarf im Bereich der sozial-emotionalen Entwicklung besitzt. Wie diese Potenziale in der Praxis genutzt werden bzw. wie sich eine diesbezügliche Praxis im Gemeinsamen Unterricht der Grundschule bzw. Förderschule überhaupt gestaltet, stellt jedoch ein umfassendes Desiderat dar, dem sich die vorliegende Arbeit widmet. Als analytische Referenzpunkte werden die bisher weitgehend unverbundenen Bezugsdiskurse der Sachunterrichtsdidaktik sowie der Sonderpädagogik im Förderschwerpunkt emotionale und soziale Entwicklung hinsichtlich ihrer zentralen pädagogisch-didaktischen Leitprinzipien befragt und in Beziehung zueinander gesetzt. Die geschaffene theoretisch-konzeptionelle Grundlagen bildet den Rahmen für eine zweiphasige Mixed-Methods-Studie zur Unterrichtspraxis sowie handlungsleitenden Motiven von Lehrkräften im Gemeinsamen Unterricht sowie an Förderschulen mit dem Förderschwerpunkt emotionale und soziale Entwicklung in Nordrhein- Westfalen. Die Erhebung setzt sich aus einer teilstandardisierte Fragenbogenerhebung (n = 80) sowie nachgelagerten qualitative Experteninterviews (n = 10) zusammen, deren Ergebnisse über eine konsequente Triangulationsstrategie aufeinander bezogen werden, um die sachunterrichtliche Angebotsstruktur sowie damit verknüpfte Einflussfaktoren auf Ebene der Lehrkräfte, der Rahmenbedingungen sowie der Lerngruppen im Vergleich der beiden Beschulungssettings zu explorieren. Die Ergebnisse werfen dabei bedeutsame Frage für die konzeptionelle Weiterentwicklung einer inklusiven Sachunterrichtsdidaktik im Kontext von Lebensweltorientierung, gestörten Lehr-Lern-Interaktionen sowie professionellem Planungshandeln zwischen Kind, Methode und Material auf. Die Untersuchung umreißt hierzu gemäß ihrem explorativen Charakter mögliche zukünftige Entwicklungsfelder.
развитие органического сельского хозяйства, которое стимулируется стремлением людей вести здоровый об-раз жизни и тенденциями к «осознанности в потреблении»
В статье рассматриваются влияние ...экологически ориентированного поведения по-требителя с учетом экономической деятельности производителей. Роль государства как источника экологического просвещения и воспитания в формировании мировоззрения потребителей
This study aimed to determine the needs, emotions, and coping behaviors of U.S. youth during COVID-19.
Two open-ended questions were posed to 1,174 MyVoice youth, aged 14–24 years, on March 20, 2020, ...regarding their needs and coping strategies during COVID-19. Qualitative responses were coded using thematic analysis and data were summarized with descriptive statistics.
The average age of the 950 respondents (RR = 80.9%) was 18.9 ± 2.8 years with 52.1% female and 63.8% white. While 32.6% of participants felt resources were readily available, 35.2% felt resources were difficult to access or unavailable. Participants also described both emotional responses (27.4%) and coping strategies (69.8%). Most emotional responses were negative, including symptoms of anxiety or depression. Commonly reported coping strategies included staying connected and maintaining positivity.
A significant portion of U.S. youth are experiencing unmet needs and negative emotions due to COVID-19 suggesting additional youth outreach is necessary to ensure basic needs, including socialization, are met.
Purpose
The support needs of cancer patients vary according to the phase of their cancer journey. Recent developments in healthcare are such that the advanced cancer phase is increasingly experienced ...as a chronic illness phase, with consequent changes in patient support needs. Understanding these needs, and identifying areas of unmet need, can enable us to develop services that are more adequate to the task of supporting this population.
Methods
We conducted a systematic search of four electronic databases to identify studies examining the unmet needs of people living with advanced cancer. Relevant data were extracted and synthesised; meta-analyses were conducted to obtain pooled estimates for prevalence of needs.
Results
We identified 23 studies (4 qualitative) for inclusion. Unmet needs were identified across a broad range of domains, with greatest prevalence in informational (30–55 %), psychological (18–42 %), physical (17–48 %), and functional (17–37 %) domains. There was considerable heterogeneity amongst studies in terms of methods of assessment, coding and reporting of needs, respondent characteristics, and appraised study quality.
Conclusions
Heterogeneity made it difficult to compare across studies and inflated confidence intervals for pooled estimates of prevalence—we need standardised and comprehensive approaches to assessment and reporting of unmet needs to further our understanding. Nonetheless, the review identified prominent needs across a range of (interacting) experiential domains. Moreover, by focussing on unmet needs for support, we were able to extrapolate potential implications for service development.
Objective
The aim of this study was to investigate the needs and associating factors, psychological distress of parents, when taking care of children with cancer in Indonesia.
Methods
A ...cross‐sectional study was conducted among 100 parents of children with cancer from the pediatric ward of two hospitals in Indonesia. The parents were assessed using the Indonesian version of the Supportive Care Needs Survey for Partner and Caregiver (unmet needs) and the Hospital Anxiety Depression Scale (psychological distress). The factors associated with unmet needs were analyzed using hierarchical linear regression.
Results
Among the surveyed parents, 83% had over 10 unmet needs. Among these unmet needs, need for information was the highest one. In the self‐report measure using a clinical cut‐off, 49% of the parents reported signs of anxiety, and 25% had signs of depression. Parents reporting clinically relevant levels of anxiety had more unmet needs than parents without clinically relevant anxiety. Having fewer children was correlated with higher work and social needs, and higher levels of education were correlated with more psychological needs. However, the children's clinical variables were not associated with the overall needs in the regression model.
Conclusions
Most parents of children with cancer reported a need for more information and reported signs of anxiety and depression. Parents with fewer children and higher levels of education were identified as a vulnerable population due to having greater needs. The result of this study can be used to improve supportive care for parents of children with cancer in hospital settings.
Actions to mitigate the spread of the COVID-19 pandemic, such as emergency remote teaching (ERT), affected the lives of school children, their parents, and schooling in spring 2020. Rapid changes in ...routines due to lockdown and ERT were challenging, especially for many children with special needs (SEN). This article focuses on parents' perspectives regarding their basic psychological needs, i.e. competence, autonomy, and relatedness, in relation to the schooling of their children with SEN. Questionnaire data consisted of the views of 120 parents who described 179 resources and 151 challenges concerning their basic psychological needs during ERT of their children. Data were analysed following the principles of theoretical categorising. According to the results, parents experienced their pedagogical as well as intra- and interpersonal competence as resources to support the child in ERT. The greatest challenges concerned relatedness between parents and children as well as between parents, school, and other professionals. The study suggests schools and teachers to develop instructions to support teacher-parent interaction and learning of all children to cope with ongoing and future remote and face-to-face teaching for children with SEN.
A within-person perspective with several measurement points per individual allows to analyse relations between variables within individuals. Such an approach is still scarce in research from a ...self-determination theory perspective. Therefore, this study measured basic psychological need satisfaction and intrinsic motivation in real-time and at several lessons with the experience sampling method. In this way, the relationship between need satisfaction and intrinsic motivation was investigated from both a group level and within-person perspective. The sample consisted of 146 students in pre-vocational secondary education, who completed 4128 diary questionnaires. At the group level, positive relationships between satisfaction of the needs and motivation were found. However, individual differences in the strength and direction of these relationships exist. This marks the importance of taking a within-person perspective, and studying both concepts at several lessons and individually. Students’ special educational needs play a role in the strength of the relationship: compared to typically developing students, satisfaction of autonomy is less important, while satisfaction of competence and relatedness with the teacher are more important for the intrinsic motivation of students with special educational needs. However, students’ special educational needs do not explain all differences between individual students. Future research may investigate other student characteristics to explore where individual differences in the importance of the basic psychological needs come from.
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