Assessment and Action
Life Satisfaction in Emerging Adults: The Role of Emotional Intelligence and Spiritual Intelligence View Digital Media
Paper Presentation in a Themed Session Jonathan Kasler, Ofra Walter
Emerging adulthood has been identified as a crucial stage in development (Arnett, 1998). Wood et al. (2018) defined what makes an adult as taking responsibility, making independent decisions, and reaching financial independence. The successful navigation of the “in-between” years (Arnett, 1998) may be determined by factors that impact personal and social relations, such as emotional intelligence and spiritual intelligence. This also has been implicated in work by Howard Gardner (1983), on the multiple intelligences, and Rachael Kessler (2000), on the increasing importance of spirituality in adolescence. There is evidence to suggest rising numbers of emerging adults suffering from anxiety and depression (LeBlanc Brown Henin, 2020). Also Gustavson, Knudsen, Nesvåg, et al. (2018), in a longitudinal study, found that presence of mental disorders in the twenties boded ill for continued mental problems later in life. Either anxiety about the future, depressive resignation, or a combination of both is more and more characteristic of emerging adults. While life circumstances around this time of life contain uncertainties, the extent to which they become debilitating, or at least dysfunctional, may depend on individuals’ emotional intelligence and spiritual intelligence. This study is designed to take a preliminary look at whether there is a functional relationship among these factors and life satisfaction, toward the goal of suggesting areas of intervention/preventive strengthening against problematic anxiety and depression.
Featured Urdu and Digital Colonialism
Paper Presentation in a Themed Session Khawar Latif Khan
Urdu, a language spoken by millions of people, is finding it hard to retain its true identity in the digital environment. Because of the computer keyboard based on the Latin alphabet and the lack of software support, Urdu has started fading from the web. This paper highlights the major concerns for Urdu and the shortcomings of digital infrastructures in this regard. Three important aspects are explored in this paper where Urdu has been at a disadvantage. These include the QWERTY keyboard, the absence of the Nastaʼlīq script, and linguistic hegemony in academic circles. The question of Urdu's underrepresentation and misrepresentation is vital as new technologies “shape the language they [are] designed to produce” (Jasmin and Casasanto, 2012; p. 504). This paper explores a concrete case of coloniality that has roots in British imperialism but continues to operate today. Some efforts are being made to decolonize the digital space: activists have brought attention to the hegemony of the Latin script, created software for Urdu writing, and introduced autocorrect and spellcheck for Urdu. There is, however, little or no scholarly work in this area, primarily because the language of academia is English itself. Therefore, to make an Urdu voice heard, the argument must first be made in English. This paper is an effort to initiate this conversation, recognize the efforts of individuals and organizations, and make digital space more inclusive.
Parents’ and Educators’ Preferences on the Content of a South Africa Community-based 3D School Group Work Bullying Programme: A Needs Assessment View Digital Media
Paper Presentation in a Themed Session Marie Ubbink
In a diverse cultural South Africa (SA) there is a broad variety of communities with different bullying intervention needs, since different communities in SA face different challenges, which could be linked to their socio-economic status. A lack of school safety is frequently a major impediment to learning. Children that bully at school frequently also bully at home. Bullying can be examined through the social-ecological system, the systems theory and eco-systemic perspective and the social-construction theoretical perspective theory. It has been found that bullying is equally prevalent and pervasive among primary school leaners in SA, which later results in negative short- and long-term effects. National and international research studies that involve parents and educators for obtaining their insight on content of school bullying prevention programmes are minimal. The purpose was to conduct a needs assessment to obtain parents’ and educators’ preferences in terms of the content that are to be included or addressed in a potential three dimensional-bullying programme (3D-bullying programme) for parents, educators, and learners in a SA context. The researchers used a self-developed questionnaire and a cross-sectional survey at five schools with varying socio-economic circumstances. The methodology followed a quantitative research approach and a quantitative-descriptive survey design. The findings could be useful for developing a three-dimensional social group work school bullying programme to address bullying in primary schools.
