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The purpose of this study is to determine the factors that cause behavioral deviations sexual adolescents and categorize these deviations which can then be prevented through a religious approach. The research method used is field research in the Jabodetabek area at adolescence, especially junior high school adolescents. Data collection techniques used include observation and questionnaire distribution. The results showed that the tendency of adolescent sexual behavior in general can be said to have healthy sexual behavior with a percentage of 81.81% of 681 respondents. This condition, of course, needs guidance in a systematic, logical, integrated and sustainable manner, so that youth, as the nation's future generation, can grow and develop optimally and have good character.

Working with 743 pre-service teachers from Turkey, the present study examined the relationships between beliefs about the teaching profession, curriculum orientations, and sense of personal responsibility, with the intention of exploring the mediating roles of curriculum orientations. Latent-factor correlation analysis and structural equation modelling analyses were conducted to analyse the data. The results showed that beliefs about expertise and difficulty in the teaching profession were significantly related to curriculum orientations. The results also demonstrated that humanistic and social reconstruction curriculum orientations played mediating roles in the relationships between beliefs about the teaching profession (i.e., expertise and difficulty) and sense of personal responsibility for student achievement and relationships with students. The results suggest that pre-service teachers’ beliefs about the teaching profession, curriculum orientations, and sense of personal responsibility for the diverse and challenging aspects of the teaching profession should be interpreted based on the mediating roles of their curriculum orientations.

This study aims at analyzing the tendency of deviant behavior found among the secondary school students studying in the tourism areas in Denpasar. The problem has been analyzed using the social reconstruction learning model with some character education. It applied the quasi-experiment method with the factorial 2x2 design and involved 80 students. It demonstrates an analysis of variance (ANOVA) of two lines. The study shows that there is the effect of the model towards the deviant behavioral interaction. The model is believed to be effective in growing the students ‘self-awareness’ with all of uniqueness and personalities which include building the concept of objectiveness, self-actualization, self-creativeness, as well as understanding the various aspects of social lives.

The purpose of this study was to develop a curriculum model which included local primacy based on the principles of social reconstruction curriculum in West Nusa Tenggara. This study was a developmental research which adopted and modified Borg & Gall developmental model (1983) with the following stages: (1) needs analysis; (2) model development; and (3) model validation. The results of needs analysis indicated that coral reef materials were the main priority of local primacy integrated into the secondary school curriculum in West Nusa Tenggara. The principles of social reconstruction curriculum were implemented in three components as the result of model design, i.e. learning objectives, learning methods (organizational learning strategies, learning delivery strategies, and learning management strategies), and learning results or assessment. The product design model was embraced in instructional tools consisting of syllabus, topic formulation and basic competence, comic learning materials, and assessment instruments. Based on the assessment qualifications on the instructional tools validation test which included three aspects, namely the content aspect, the display aspect and the accuracy aspect of language use, the mean scores were 3.4, 3.8, and 3.4 respectively. Therefore, the overall instructional tools were in a very good category. Â

The objective of this research was to explore and compare the experiences of people who have processes within the retributive justice framework (three cases) and the restorative justice framework (three cases). Case studies were conducted through semi-structured interviews and inquiries were made about the understandings of justice, responsibility, punishment and reconstruction of ties in each of the models. One of the findings that stands out the most is the fact that, in both justice frameworks, the penalty (imposed to compensate for the damage caused) is perceived and lived as a punishment, in particular, in the retributive justice framework the person is dealing with his/her process while isolated in jail, which generates social ruptures and, thus, highlights the fact that this institution does not fulfill its re-socializing purpose. As for the people who are dealing with their process within the restorative framework, they refer to a sanction that implies an immersion inside different social scenarios that contribute to repair for the damage caused, which has consequences on the development of social ties. In conclusion, although both models/frameworks of justice suppose forms of punishment for the fault committed, restorative justice addresses and fosters the responsibility of the perpetrator towards society, provides a place and direct reparation to the victim, while working on the reconstruction of the social ties. Therefore, its implementation must be thought beyond the abandonment of weapons.

The following article works to externalize anorexia nervosa and reconstruct our understanding of what psychiatry classifies as a mental illness towards a visiting presence. I recognize personal experience as a means to knowing. By analyzing particular artifacts created during the prevalence, distance, and coordination of anorexia nervosa (AN) – I deconstruct societal discourses. This perspective calls us to reconsider other cultural concepts such as control, freedom, etc. In the end, I propose that recovery requires the coordination of multiplicities in which AN is kept in conversation and balanced with other discourses – rather than severing AN’s voice completely.

Curriculum orientations are beliefs about what a school curriculum should achieve and how teaching, learning and assessment should occur (be carried out). This study aims at measuring teacher beliefs about five curriculum orientations (academic, cognitive process, social reconstruction, humanistic, and technological) in terms of different variables. The study was carried out (conducted) with 805 pre-service teachers from different departments at one Faculty of Education in the North West of Turkey. Data were collected through Curriculum Orientation Inventory; one independent sample T-test, one-way multivariate analysis of variance and Pearson correlation coefficient analysis were conducted. The results showed that humanistic orientation ranked highest and social reconstruction ranked lowest considering all the participants in the study. Considering all curriculum orientations, students in pre- school teaching education scored significantly higher than all the other departments. Among the curriculum orientations, highest correlation was found between “technological” and “humanistic” curriculum orientation.

After a brief review of the criticism leveled at the definitions and use of dangerousness, this article examines how criminol-ogists work with it on a daily basis within the adult justice system. We first describe the important place it occupies in their practice, notably in their work of evaluating and treating the clientèle. Next we analyze the process by which criminologists effect the social reconstruction of their clients' dangerousness. To do this, we ascertain how criminologists categorize the clientèle as dangerous or not dangerous, and also show the influence of the practice on the process by which criminologists define dangerousness.

Objective Recent postmodernist studies of anorexia nervosa (AN) challenge current clinical understandings and therapies by illuminating not what AN is but how what it is known to be by clinicians helps construct the disorder and therapy for it. This study points to the equal if not greater importance of how patients know AN. Methods Using a deconstructive approach, the discourses of a group of women diagnosed with severe AN were analyzed to reveal radically different versions of “knowing one's self” anorexic. Results These versions of “self” have strategically different implications for, and meanings of, any therapeutic endeavour. Discussion Postmodernist approaches point to the need for social reconstruction of lay and community understandings of AN. They also have implications at the level of individual therapy, and could be deployed with patients to establish individual but authentic bases for therapy. © 2002 by Wiley Periodicals, Inc. Int J Eat Disord 33: 22–32, 2003.

Background : Traumatic experience can affect the individual’s basic beliefs about the world as a predictable and safe place. One of the cornerstones in recovery from trauma is reestablishment of safety, connectedness, and the shattered schema of a worldview. Objective : This study explored the role of negatively changed worldview in the relationship between war-related traumatization and readiness for social reconstruction of intergroup relations in a post-conflict community measured by three processes: intergroup rapprochement, rebuilding trust, and need for apology. It was hypothesized that more traumatized people are less supportive of social reconstruction and that this relationship is mediated by the changed worldview. Method : The study included a community random sample of 333 adults in the city of Vukovar, Croatia, that was most devastated during the 1991–1995 war. Six instruments were administered: Stressful Events Scale, Impact of Event Scale-Revised, Changed Worldview Scale, and three scales measuring the post-conflict social reconstruction processes: Intergroup Rapprochement, Intergroup Trust and Need for Apology. Results : Mediation analyses showed that the worldview change fully mediated between traumatization and all three aspects of social reconstruction. Conclusions : In a population exposed to war traumatization the worldview change mediates post-conflict social recovery of community relations. Keywords: War-related trauma; worldview changes; community social reconstruction; intergroup relations (Published: 11 September 2014) Citation: European Journal of Psychotraumatology 2014, 5 : 24098 - http://dx.doi.org/10.3402/ejpt.v5.24098

The differences between somatic psychiatrists and mental hygienists, already apparent earlier, became much more pronounced during the Depression years, partly as a consequence of their different perspectives on this social crisis. Somatic psychiatrists, emboldened by the apparent success of new medical treatment methods, reasserted the central position of the mental hospital within psychiatry, attempted to improve the discipline's position within medicine, and promoted basic research. Mental hygienists, following the ideal of prevention, proposed far-reaching programs of community mental hygiene to alleviate widespread mental distress. A small group of mental hygienists embraced socialism and advocated measures of radical social reconstruction.

Armed conflict affects children (and adults) psychologically and emotionally, with long-term consequences at both the individual and community levels. The effects of trauma are a particular hazard of conflict that can affect victims, witnesses, and perpetrators. Chapter 5 argued that effective accountability is critical for successful social reconstruction. It explored a pair of political and cultural criticisms voiced against the pursuit of accountability in post-atrocity contexts and found neither of them to be sufficiently robust to be reasons for which accountability should not be pursued. This chapter addresses another factor on which social reconstruction is reliant — the psychological wellbeing of the society’s citizens. It particularly addresses the intersection of trauma and accountability by taking up another manner of challenge. It explores the major objections raised against accountability based on the notion that the psychological wellbeing of individuals and the community can be further threatened in the aftermath of mass atrocity by engaging in truth-telling and reviving past traumatic experiences. This chapter argues, however, that remembering and truth-telling, rather than causing re-traumatization, should be viewed as significant components of projects of individual and social healing.

Social reconstruction, assuming that humans are social beings who always live together, interact, collaborate, and other human needs. Therefore, social recpntrcution contradictories from the problems faced the community, to further the role of science and technology, and also working cooperatively, collaboratively, and looked for a solution to establish a better society. In these circumstances, it is necessary to have “social reconstruction curriculum” which is able to prepare students in developing their basic potential as individuals and social beings and and also ready to accept all the changes through learning PAI forward. The process of strategic vision implementation of Islamic learning social reconstruction can provide learning which leads to life problems faced by the students and the community. Therefore, the practical education of students depends on their interests and needs of people through Islamic education learning by using social reconstruction curriculum.

[1] I would like to thank Susan Noffke and Bob Tabachnick for their helpful comments on an earlier draft of this paper.

We examine social reconstruction after human-caused trauma – with a focus on warfare, civil disquiet, or conflict. Specifically, we examine the roles of forgiveness and reconciliation in social reconstruction. Forgiveness promotes both trustworthy and trusting behavior, which can lead to reconciliation. Forgiveness and reconciliation help heal past memories, restore present trust, and thus pave the way for breaking future cycles of trauma. Forgiveness and reconciliation happen in the present but affect the future. They arise from the crucible of conflict and trauma in which people’s hopes can be squashed. Yet, forgiveness and reconciliation can also renew crushed spirits, which can lead not only to inner peace within an individual but to peace within a country torn apart by conflict. We suggest a model of aggression and related model of peacemaking and reconciliation. We also offer a series of societal and diplomacy recommendations that are meant to facilitate forgiveness and reconciliation following social traumas.

The familiar language of codependency, while it represents an effort to name and articulate pain, has become a mythology in which the leading characters are defined as victims and as sick. This paper describes the historical evolution of the concept of codependency and discusses the dysfunctional dynamics in families that are seen as the origins of codependent behavior. An alternate language for describing such families is offered.

The familiar language of codependency, while it represents an effort to name and articulate pain, has become a mythology in which the leading characters are defined as victims and as sick. This paper describes the historical evolution of the concept of codependency and discusses the dysfunctional dynamics in families that are seen as the origins of codependent behavior. An alternate language for describing such families is offered.

A biosocial theory of gender is constructed on both the macro and micro levels. A micro-model of within-sex differences among females integrates the biological model current in primatology with the prevailing social science model. It shows how sex differences in hormone experience from gestation to adulthood shape gendered behavior (that is, behavior that differs by sex). On the macro level, this model also illustrates how socialization and environment shape gendered behavior. It then demonstrates how hormone experiences can facilitate or dampen the effects of socialization and environment on gendered behavior. Data are from a sample of women who were studied from before they were born to the end of their third decade. I speculate about the constraints placed by biology on the social reconstruction of gender

In this study, the conventionally accepted view of sexual violence against women as manifested by traditional therapy is contrasted with the feminist perspective represented by feminist therapy and feminist self-help groups for victims of sexual assault. The focus of the research is on the ways in which consumers of different therapies are taught socially to reconstruct their sexual assault experiences. On the basis of intensive interviews with victims of sexual assault or incest who have subsequently experienced therapy, the reconstructions of the assault encouraged by conventional therapeutic approaches are found to differ sharply from those developed in feminist modalities. The conclusion is that conventional therapies for victim of sexual assault tend to perpetuate the existing belief structure about rape and incest by isolating and blaming the victim. In contrast, feminist counselling and feminist self-help groups remove the woman's false sense of guilt, validate the woman's experience with sexual violence, and enable the victim to develop an understanding of the social structural context in which sexual assault occurs.

A report of one of a series of studies of the religious, economic, political, educational, and familial attitudes of college students. This study shows a marked diminution of belief in God and immortality as compared with Leuba's findings of ten years ago. The men are apparently more liberal than the women, but to a less degree than Leuba found. The women are apparently more consistent in their beliefs than the men. Leuba's conclusion that upperclassmen are more liberal than underclassmen is confirmed. Quantitative study of social attitudes can be made, and is a necessary prerequisite for rational social reconstruction.

Any theories or models that might serve as foundations for counseling or psychotherapeutic practice with older persons should ideally be able to take into account as many as possible of the facts and findings we know about aging from the gerontological literature. In short, they should have good explanatory power which will hopefully enhance their prescriptive value for practice. At the same time, they should be compatible with the predominantly cognitive and phenomenological methods which will be pursued in this book. I believe that the social reconstruction syndrome or model comes closest to meeting these requirements.

Key variables from the Kuypers and Bengtson social reconstruction model were operationalized to investigate their relationship to selected measures of morale. They were incorporated in a questionnaire that was completed by 229 retired, noninstitutionalized men and women. Social reconstruction variables were found to have stronger correlations with morale measures than were demographic variables such as age and social class. Reconstruction variables were found to have significant relationships with measures of general happiness and self-esteem, but not with Form A of the Life Satisfaction Index. The interactive effect of social reconstruction variables with one another relative to morale was particularly indicative of the potential heuristic value of the model for both theory and practice.

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MOST past studies of learning have been concerned with the acquisition of intellectual or motor habits and skills. The learning process has been studied, so to speak, in a social vacuum. With the subject of imitation, text-books have usually dealt casually, explaining it in terms of current theory, nativistic, 'associationist' or, more rarely, in terms of learning. Familiar phenomena are the ones most liable to be lightly passed over, and it is perhaps just because imitation is so pervasive and universal a process that its significance has been overlooked. Social Learning and Imitation By Neal E. Miller John Dollard. (International Library of Sociology and Social Reconstruction.) Pp. x + 284. (London: Kegan Paul and Co., Ltd., 1945.) 15s. net.