Social Interactions

Today, the quality and quantity of urban spaces has become one of the most important developmental indicators in the cities. The management of citizenship relations and increase of social interactions level and presence of people in urban spaces have been considered as the backbone and capital of a dynamic and vibrant community. The purpose of this study was to determine and evaluate the effective indicators on promoting social interactions in urban spaces with a happy city approach. Sampling method was determined by multi-stage comparative stratified sampling and the number of samples was determined by using Cochran formula about 384 people in Qaemshahr. Data collection tool was a research hypothesis questionnaire. Descriptive statistics were used to describe the data. Inferential statistics were used to analyze the hypotheses by SPSS and LISREL software. Four effective factors for promoting social interactions were extracted. These factors are as follows: the first priority is the sense of belonging to the place (5.10), the second priority is security (3.95), the third priority is the urban pedestrian (3.67) and the fourth priority was urban furniture (3.60). The results show that all the components affect the promotion of social interactions in the city's public spaces.

The present study, based on the promotion of social trust and social interactions, aims at providing a number of guidelines for the design of children’s open learning spaces. An exploratory research is conducted based on both qualitative-quantitative methods. At the primer part of the research which is the focus of this article a qualitative method is applied, using three rounds of Delphi. Consequently, professionals were interviewed in an unstructured way in the field of landscape architecture and social psychology. Then, with the techniques of open and axial coding the content table is created to manage questionnaires. Network sampling method (snowball) on the sample size of 10 professionals is used. The data were analyzed using Q factor analysis and four factors were recognized. The most affecting elements on the social trust in process of learning in open primary school spaces are consist of; social, design, physical spaces and environmental psychology dimensions.

Pedestrian areas are a type of urban public space, nowadays because of the serious consequences of car-dependency and ignoring pedestrian needs, a consensus on the importance of walking and the necessity for planning for pedestrians movement has been formed among urban designers, planners and people. The concerns about human health and movement in city create a new trend in contemporary urbanism, entitled “pedestrianization movement”. So far, walking in the streets has been defined under the influence of cars and they have always been given a priority over pedestrians. As a result, cars gradually conquer urban spaces, retreat pedestrians from their essential rights to use public spaces. If it is accepted that the quality of urban public areas has a considerable influence on citizens’ everyday social activities, this influence can be seen much greater in car free zones than anywhere else in the city. The main attention of the present study is enhancing social interactions in urban spaces, so the main purpose of the study is finding solutions and providing a model and design criteria to promote social interaction of citizens. The research methodology is qualitative which is based on reviewing literature of pedestrian areas and social interactions. The case of study is Khajoo Neighborhood, one of the oldest and historical neighbors of Isfahan1. The result shows that design of pedestrian zones invite people and residents to spend their time in urban space and have social interactions.

The success of urban spaces is proportional to the extent in which that space is being used and to human presence. In fact, architecture and urban planning should attempt to enhance social interactions and human soلیداrity rather than differentiation and separation. However, today what is witnessed in most of urban spaces is reduction of relationships and social participation of those residing in these spaces. On the other side, in recent decades, with the increasing progress of technology most of traditional patterns have been changed, and these changes have altered culture and life appearance in Iranian community. What is observed in today’s societies is the reduction in level of people’s social interactions. Regarding the role and function of cultural complexes as a space for improving social interactions, the physical structure of cultural environments should play a significant role in boosting people’s social interactions. The purpose of this research is to identify social interactions and effective physical components affecting promotion of social interactions among people in cultural complexes which provide an opportunity for individuals to take a relief from daily tensions, to gather together and interact. The methodology used in this research is descriptive and analytical, exploiting library studies in order to achieve the desired results. Finally, after studying various theories and effective physical components in promotion of social interaction in public urban spaces such as cultural complexes, appropriate architectural strategies have been provided. The results of this research indicate that six components of stagnation, aggregation, integrity, vitality, spatial determination and flexibility are among most important physical factors affecting the promotion of social interaction in cultural complexes.

The present research explores the trajectory of changing emotions throughout the lifelong experience of English language learning and language use among English-as-an-Additional-Language (EAL) students at a Vietnamese university. It employs a qualitatively-driven mixed methods research design with two phases of data collection using initial and exploratory self-designed questionnaires, followed by semi-structured interviews and reflective journals. The quantitative data, collected from English majored students aimed to capture the range of emotions the participants experienced in speaking English. The qualitative data, collected from the students recruited from the questionnaire phase, revealed the complexity and dynamism of their emotions in the process of language learning and use. The findings show that the participants experienced shifting emotions across the different contexts of language learning, including school, out-of-school, and tertiary contexts. The emotions were seen to be dynamic, socially and contextually constructed, emerging from their social circumstances and interaction with others. They were interwoven with self-concept, language learning success, perceived standing in different communities, and relationships with others. The results also provide theoretical and practical implications for emotion research and pedagogies of EAL teaching and learning.

This study aims to explore the role of neurofeedback in managing behavioral issues in children with exceptional needs. This qualitative research employed a phenomenological approach to gain deep insights into participants' experiences. A purposive sampling strategy was used to select 20 participants, including 8 parents, 5 neurofeedback practitioners, 4 educators, and 3 pediatric psychologists/psychiatrists. Data were collected through semi-structured interviews, which were audio-recorded and transcribed for analysis. Thematic analysis was conducted to identify and develop key themes from the data, ensuring credibility and reliability through member checking and peer debriefing. The study identified significant improvements in children's attention, emotional regulation, social interactions, academic performance, and overall well-being following neurofeedback therapy. Participants reported enhanced focus, reduced tantrums, better peer relationships, improved grades, and increased energy levels. Challenges included accessibility issues, therapy duration, individual differences in response, and technical difficulties. These findings align with previous studies demonstrating the efficacy of neurofeedback in managing behavioral issues in children with ADHD, ASD, and other developmental disorders. Neurofeedback shows promise as an effective intervention for managing behavioral issues in children with exceptional needs. However, challenges such as accessibility, therapy duration, and technical difficulties need to be addressed. Future research should focus on larger, more diverse samples, control groups, and long-term effects. Practical recommendations include increasing accessibility, tailoring treatment plans, and integrating neurofeedback with other therapeutic approaches for holistic child development.

The objective of this study is to explore the identity development of teenagers with learning disabilities (LD). This qualitative research employed a phenomenological approach, utilizing semi-structured interviews to gather in-depth data from participants. Nineteen teenagers (10 males and 9 females) aged 13-18 years, diagnosed with LD and enrolled in special education programs at three urban high schools, were purposively sampled. The interviews, lasting 45 to 60 minutes each, were transcribed verbatim and analyzed using a thematic approach to identify key themes and subthemes. Four main themes emerged from the data: personal experiences, social interactions and relationships, self-perception and identity, and coping strategies and support systems. Participants reported significant academic challenges, leading to emotional distress and lowered self-esteem. Social interactions varied, with positive relationships providing crucial support and negative interactions exacerbating feelings of isolation. Identity development involved navigating dual identities and coping with internal conflicts. Effective coping strategies, such as seeking help and using assistive technology, contrasted with less adaptive methods like avoidance. Supportive family and educational environments were essential for positive identity development and emotional resilience. The study highlights the complex interplay of factors influencing the identity development of teenagers with LD. Academic challenges, social interactions, and coping strategies significantly impact their self-perception and overall well-being. The findings underscore the need for inclusive educational practices, supportive teacher-student relationships, and comprehensive mental health resources to foster positive identity formation and improve outcomes for adolescents with LD.

The objective of this study is to explore the social interaction patterns of children with speech disorders from the perspectives of their parents and teachers. This qualitative study employed semi-structured interviews to gather in-depth data from 20 participants, including 10 parents and 10 teachers of children aged 4-10 years diagnosed with speech disorders. Participants were selected through purposive sampling to ensure a diverse range of experiences. The interviews were audio-recorded, transcribed verbatim, and analyzed using thematic analysis. The analysis focused on identifying common themes related to social interactions, communication strategies, and the emotional impact of speech disorders. Three main themes emerged from the data: the impact of speech disorders on social interactions, the role of the environment in social interaction, and strategies for facilitating social interactions. Children with speech disorders faced significant challenges in peer relationships, often experiencing social isolation and bullying. The home and school environments were critical in shaping social experiences, with teacher support and family encouragement playing pivotal roles. Parents and teachers employed various strategies, such as positive reinforcement, visual aids, and behavioral interventions, to support children's social interactions. Collaboration between parents and teachers was essential for providing consistent support. The study highlights the multifaceted nature of social interaction challenges for children with speech disorders and underscores the importance of supportive environments and collaborative strategies. Effective interventions require a comprehensive approach involving parents, teachers, and speech therapists. Future research should focus on larger, more diverse samples and include the perspectives of children with speech disorders to develop child-centered interventions. Practical recommendations include implementing inclusive practices in schools, enhancing parent-teacher collaboration, integrating speech therapy services into schools, and promoting community awareness to reduce stigma.