Social development is: What is social development? – Economic and Social Inclusion Corporation

What is Social Development? – The Black Sheep Community

Table of Contents

• 1 Social development of thought leadership
  • 1.1 ●    Guts to take a stand
  • 1.2 ●    Isolate yourself, build focus
  • 1.3 ●    Share your life questions with like-minded people
  • 1.4 ●    Help other thought leaders and keep building the chain.
  • 1.5 ●    Build a platform- social development
  • 1.6 ●    Build Trust for social development
  • 1.7 ●    Deliver value

Social development is the evolution and improvement in the living conditions of the individuals of society and in the relationships that these individuals maintain with each other, and with other groups and institutions that make up the social fabric of a nation.

It consists of the development of a country’s human and social capital, which encompasses aspects such as health, education, citizen security, and employment, and is only realized by reducing the levels of poverty, inequality, exclusion, isolation, and vulnerability of the groups most in need.

The State promotes social development from its different agencies and institutions, which are responsible for implementing social protection policies and programs to promote inclusion, and which are designed primarily to benefit those living in the most precarious conditions.

• Call for Applicants – tBSC Thought Leader Award

For this development to be possible, it is essential that there is efficient, responsible, and committed government management within a democratic framework of legality and institutional soundness that ensures its application, effectiveness, and continuity.

Thus, a country with optimal levels of social development offers its citizens a high quality of life amid a climate of peace, justice, freedom, tolerance, equality, and solidarity, as well as the possibility of meeting their needs, developing their potential, and realizing itself on a personal level.

It would become the next step in a country’s economic development; its ultimate goal is social welfare.

Well, that was a brief description of social development in a country or in general. But let’s have a look for the actual meaning of this development of thought leadership.

When we talk about thought leadership, it is all about being social and social development. Thought leadership is about building relationships. You too can have a great thought and you can share that with the group.

Being a thought leader is more than just being an expert in your field or area of specialization. It also requires that you are an innovator and a cutting-edge thinker.

Here are some paradoxical components of the social development of thought leadership:

●    Guts to take a stand

Leaders do that. They know how to take a stand and that’s what they do to become leaders. Being a thought leader and working on social development is really important. Stop being intimidated by people and fearing them in order to build guts to take a stand.

●    Isolate yourself, build focus

It seems odd to be isolating yourself when we are talking about social development. But by being a thought leader, you have to work on your skills and remain focused on your goals. So, isolate yourself and build focus. You don’t need to disappear from the world. Keep in touch with your loved ones.

●    Share your life questions with like-minded people

This is the best practice for social development as a thought leader. Get in contact with like-minded people and share your life questions with them. Share your ideas and solve the problems together.

●    Help other thought leaders and keep building the chain.

Leaders always become leaders when they aid their followers by teaching them something or helping them in life. Thought leadership is no different. Just try to help one person in your life, try to change his/her life. This is an amazing feeling. This will actually change your life.

●    Build a platform- social development

For the social development of thought leadership, you need a platform of like-minded people. A platform where you can meet like-minded people with the same forward-thinking that you have. This will help you build new things and improve development.

●    Build Trust for social development

People tend to follow the leader that has the ability to build trust. Being a thought leader is not that easy and neither it is to build trust. Trust can be built by sharing knowledge, wisdom, and insights into the expertise that you have. Guide others by using your knowledge and help them think in new ways. This will make them trust you and this is the best example of building social development.

●    Deliver value

Do you know your audience? You should know, so you may able to deliver the thing that they need. You have to solve their problems and make them capable of solving their own problems. This whole process requires thought leadership and critical thinking. Prove yourself as a leader.

Social Development | HHS Office of Population Affairs

More topics on this page

• Unique Issues in Social Development
• How Parents and Caring Adults Can Support Social Development
• Talking with Adolescents

General Social Changes Adolescents Experience

The process of social development moves adolescents from the limited roles of childhood to the broader roles of adulthood. For young people, this transition includes:

Expanding their social circles. Young children mostly spend time with their family. Their social circle expands slightly as they enter school. By the time they reach adolescence, their networks also can include people from team sports, student organizations, jobs, and other activities. As their social circles expand, adolescents spend less time with their families and may focus more on their peers. Young people also develop a greater capacity to form stronger relationships with adults outside of their families who may function as mentors.

Expanding their social roles. The changes adolescents experience in their brain, emotions, and bodies prime them to take on more complex social roles. Cognitive and emotional development work together to help adolescents have deeper conversations and express their emotions better. Physical development signals that adolescents are becoming adults and that they may become entrusted with greater responsibility. Adolescents may assume new roles, such as taking on a leadership position in school, on a team, or at church; serving as a confidante; or being a romantic partner.

Building new connections and establishing identities outside of the context of the family is a normal part of healthy development. Interacting with people outside of the family circle can teach adolescents how to maintain healthy relationships in different contexts and identify roles they can play in the broader community. Still, it is important to remember that adolescents will need support as they experience these new roles. Engaging in role-playing and rehearsing strategies modeled by peer and adult mentors may help adolescents practice cooperation, communication, problem-solving, and decision-making skills, as well as tactics to resist peer pressure.¹

One aspect of social development that promotes having a broad social network is the tendency of adolescents to become more aware of how other people feel. The ability to empathize and to appreciate the unique differences among people increases in adolescence. Adolescents often learn to take other people’s feelings into account, be compassionate about the suffering of others, listen actively, and interpret nonverbal cues. Although youth typically begin to express some complex emotions early in life,² adolescents start to examine their inner experiences and express their emotions verbally. However, because the prefrontal cortex is not fully developed until early adulthood, adolescents often find it challenging to interpret body language and facial expressions. As the prefrontal cortex develops and the capacity for abstract thinking grows, adolescents will be able to empathize more deeply with others.

Unique Issues in Social Development

The way adolescents develop socially largely depends on their environment. For example, some youth live in neighborhoods and attend schools where violence is relatively common. These adolescents must develop different coping strategies than do those who live in neighborhoods with more physical security. Some adolescents also experience trauma. These experiences can evoke stress reactions across all developmental areas. Some survivors of trauma have difficulty regulating emotions, sleeping, eating, and acting on or making decisions.³ In any case, all adolescents need caring adults in their lives who offer them support, provide opportunities for them to test their new skills, and offer guidance on how to be successful. The key role that environment plays in adolescent development means that adolescents of the same age will differ greatly in their ability to handle diverse social situations.

Here are some other factors that differ among adolescents and can affect their social development:

Varying rates of physical development. Adolescents’ bodies change and develop at different rates, and this process does not always happen in sync with other areas of development. For instance, those who develop physically at a relatively young age may be seen and treated more like adults or they may end up spending more time with older youth because of how they look, a pattern that increases their potential for engaging in sexual relationships. However, these more mature-looking adolescents may not be emotionally and cognitively ready to handle those new roles.⁴ On the other hand, adolescents who develop later may be seen and treated more like young children.

Evolving groups of friends. Acceptance by a peer group is crucial to adolescents, especially those who are younger. Seeking acceptance might spur them to change the way they think, speak, dress, and behave to make them feel they belong to the group. As a result, younger adolescents tend to hang out with peers who are similar to them (e.g., same race, ethnicity, family income, religion, or class schedule). Older adolescents may branch out to other groups as their social worlds diversify and expand.

Differing types of peer pressure. Peer pressure sometimes gets a bad reputation. The stereotype about this pressure stems from perceptions of delinquent and risky behaviors, including sexual activity and substance abuse, which some adolescents think will earn them greater acceptance among their peers. However, peer pressure can be beneficial, and peer relationships can be largely positive. Positive peer groups practice behaviors such as cooperating, sharing, resolving conflicts, and supporting others. The accepted standards, or norms, of positive peer groups can help adolescents build relationship skills, hold favorable views of themselves, and have the confidence to take positive risks.

Changing ways to interact. As with all technologies, using social media carries both potential risks and potential benefits for adolescents. Text messaging, social networking platforms, blogs, email, and instant messaging can help adolescents stay connected to each other, and express who they are to the world. Today’s adolescents have such large social networks that it is not uncommon to have virtual friendships with peers they have never met face-to-face. This digital interaction may curtail nonverbal communication and cues that occur in person that are important for developing social skills; but these interactions are still social and meaningful to the adolescents who participate in them.⁵ At the same time, technology and social media have also provided a new forum for harassment. In addition to the 20 percent of high school students who reported being bullied in school the previous year (2015), another 16 percent reported being bullied online.⁶

How Parents and Caring Adults Can Support Social Development

Although adolescence is a time when young people try to manage their lives on their own, they still depend on their families and caring adults for primary support, affection, and decision-making, as well as for help establishing their identities and learning about skills and values. Here are some ways parents and other adults can support youth thriving in social development.

Set examples of healthy relationships. Relationships can be strong when you’re aware of your own feelings as well as aware of other’s emotions. In healthy relationships, both partners should treat each other with respect, give each other space, talk through problems, and communicate honestly. Modeling positive friendships and relationships with co-workers and neighbors also is important.

Monitor and get to know adolescents’ friends and dating partners. Find out whom they spend time with, what they are doing, and where they are going. Ask about how the adolescent picks their friends and what they enjoy about the people with whom they spend their time.

Encourage participation in activities adolescents care about. Help adolescents make friends by getting them involved in activities that match their interests (e.g., art, music, computer science, sports).

Exhibit empathetic behavior. Show empathy by acting on concern for other people, using statements that describe how people might feel, and talking about being compassionate toward diverse groups of people. Adults and adolescents also can work together on community service projects.

Build connections by talking to adolescents about your interests and learn about theirs. Take the time to learn about your adolescent’s hobbies and interests and expose them to new activities to help you find mutual interests and have more meaningful interactions.

Teach adolescents how to deal with peer pressure. Help adolescents understand which risks will enable them to test their skills and which risks may have harmful consequences, even if their peers encourage those behaviors.

Talking with Adolescents

Parents and other adults can help answer young people’s questions about their changing social worlds and relationships. Have open and honest conversations with adolescents to help them make healthy decisions about their social development.

Acknowledge what adolescents have to say. Not every disagreement is a conflict. Be available to listen to any concerns adolescents disclose. Meaningful conversations may happen informally and spontaneously.

Let adolescents know when it is important to share sensitive information with you. Make sure teens know they can come to you with information that affects their safety or the safety of their peers without fear of being judged or punished.

Discuss boundaries and expectations in relationships with friends and romantic partners. Stress the importance of having personal space, setting limits, and respecting privacy in any relationship. Discuss what true friendships and romantic relationships are (respectful, supportive, encouraging, and caring) as well as what they are not (disrespectful, abusive, controlling, and violent). Acknowledge that friends and romantic partners can remain close and intimate even if they say “no” to each other.

Set online boundaries. A large part of social development now occurs while adolescents are online. Whether social media acts as a risk or a tool for adolescent health largely depends on how adolescents use the media and how parents talk with teens about online safety. Talk to adolescents about behaving responsibly online, both in how they treat others and how they can keep themselves safe.

Teach and model good communication skills. Having a conversation, especially on sensitive topics, can be challenging. Respectful communication is a learned skill. Showing adolescents how to listen and share their thoughts and feelings respectfully, even in the midst of conflict, can help them socially, romantically, and professionally.

Adolescent Development Explained Guide

Additional information on adolescent development can be found in the Adolescent Development Explained guide, developed by the Office of Population Affairs.

Social Connections (Adolescent Development Explained Webinar Series)

In this webinar, experts explore the social roles, networks, and relationships of adolescents. Watch the recording on YouTube or review the slides.

Footnotes

¹ Spence, S. H. (2003). Social skills training with children and young people: Theory, evidence and practice. Child and Adolescent Mental Health, 8(2), 84-96. http://www.cs.cmu.edu/~smrobert/indep_summer/cam.pdf ^{back to top}

² California Department of Education. (2016). Foundation: Expression of emotion. http://www.cde.ca.gov/sp/cd/re/itf09socemofdeoe.asp ^{back to top}

³ Substance Abuse and Mental Health Services Administration. (2014). Understanding the impact of trauma. In TIP 57: Trauma-Informed Care in Behavioral Health Services (3). https://www.ncbi.nlm.nih.gov/books/NBK207191/ ^{back to top}

⁴ Mendle, J., Turkheimer, E., & Emery, R. E. (2007). Detrimental psychological outcomes associated with early pubertal timing in adolescent girls. Developmental Review, 27(2), 151-171. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2927128/ ^{back to top}

⁵ Giedd, J. N. (2012). The digital revolution and adolescent brain evolution. Journal of Adolescent Health, 51(2), 101-105. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3432415/ ^{back to top}

⁶ Centers for Disease Control and Prevention. (2016). Preventing Bullying. Washington, DC: National Center for Injury Prevention and Control, Division of Violence Prevention. https://www.cdc.gov/violenceprevention/pdf/bullying-factsheet508.pdf ^{back to top}

Social Development | Department of Economic and Social Affairs

Social Development | Department of Economic and Social Affairs – United Nations

Skip to content

• Home
• NEWS
• Social Development

February 2022

• UN: many of the social protection measures put in place during the pandemic should be made permanent
  Category: Social development

October 2021

• For the first time in 20 years, the number of people living below the poverty line has increased
  Category: Social development

August 2021

• UN chief: Youth must be involved in transforming the global food system
  Category: Social development

• UN chief: Indigenous peoples have the right to self-determination and participation in decision-making
  Category: Social development

June 2021

• 5 things you should know about people with disabilities
  Category: Social development

April 2021

• Fighting the pandemic and its consequences: the head of the UN called for urgent action on six fronts
  Category: Social development

• Guterres expressed hope that universal vaccination will help return athletes and spectators to stadiums
  Category: Social development

March 2021

• UN urges respect for indigenous peoples’ land rights
  Category: Social development

January 2021

• Indigenous peoples’ centuries-old fight against pandemics
  Category: Social development

October 2020

• The pandemic will increase the number of poor by 115 million
  Category: Social Development, Sustainability

May 2020

• The head of the UN urged not to forget about the disabled during the pandemic
  Category: Social development

April 2020

• “Move!” – new WHO and FIFA campaign for people in lockdown
  Category: Social Development

• UN Secretary General: Protecting the rights of people with autism in a pandemic
  Category: Social development

February 2020

• UN Commission adopts first-ever resolution on homelessness
  Category: Social Development

January 2020

• Inequality is not a sentence
  Category: Social development

December 2019

• Two indigenous languages ​​disappear every month
  Category: Social development

November 2019

• The UN Third Committee approved a draft resolution on human rights in Crimea
  Category: Social development

April 2019

• The 18th session of the Permanent Forum on Indigenous Issues kicks off in New York
  Category: Social Development

• UN chief calls for helping people with autism lead independent lives
  Category: Social development

February 2019

• “There are nations where the number of native speakers can be counted on the fingers. ” UN launches International Year of Indigenous Languages
  Category: Social Development

Follow Us

Online seminar “The contribution of man and institutions to economic and social development”

Share with friends

On December 13, the Institute of Social Sciences of the RANEPA together with the Center for the History of Modern Russia at the National Research University Higher School of Economics is holding a seminar on the topic “The Contribution of Man and Institutions to Economic and Social Development” as part of the program “Research on the Formation and Development of Human Capital in Russia in a Global Context: Long-term Trends, factors, structural dynamics (from the 19th century to the beginning of the 21st century)”

The seminar is held remotely as part of the activities of the World-Class Research Center (NCMU) “Center for Interdisciplinary Research on Human Potential” within the framework of a grant provided by the Ministry of Science and Higher Education of the Russian Federation (Grant Agreement No. 075-15-2020-908)

The disclosure of the historical and economic problems of the impact of the human factor on the socio-economic development of countries and peoples requires the use of interdisciplinary approaches with the inclusion of tools tested in theoretical and empirical works on development economics, in quantitative and institutional economic history, and economic sociology. In this context, attempts to integrate the tools of different (but compatible) approaches from the theory of human capital (human capital), human development (human development) with the underlying concept of “human potential” (human capabilities) are important.

The seminar will discuss methodology, research sources; the preliminary results of the implementation of the program “Study of the processes of formation and development of human capital in Russia in a global context: long-term trends, factors, structural dynamics (from the 19th to the beginning of the 21st century)” of the RANEPA and the scientific project “Human Potential in Modern Russia” of the NRU HSE. Also, the results of thematically close and related studies will be presented by participants from other scientific and educational organizations.

The studies discussed are empirical in nature and are aimed at identifying the role of key factors that influenced the economic and social development of Russia in certain historical conditions, their correlation and the nature of the resulting impact. First of all, on the part of the institutional environment, which has both a certain inertia (the ability to self-reproduce) and dynamics (the ability to change, including unfavorable ones). Historical experience helps to identify the factors of emergence and ways out of the “institutional traps” that impede the realization of the potential of the country’s socio-economic development and increase its competitiveness.

Moderators: Leonard Carol Scott (RANEPA / NRU HSE / University of Oxford)

Topics of the participants’ reports:

• Didenko Dmitry Valerievich (RANEPA). Income inequality as a proxy indicator of the private efficiency of human capital: Russia/USSR in the 19th – early 21st centuries.
• Latov Yury Valerievich (Institute of Sociology of the Federal Scientific Research Center of the Russian Academy of Sciences), Latova Natalia Valerievna (Institute of Sociology of the Federal Scientific Research Center of the Russian Academy of Sciences). Paradoxes of the dynamics of human capital of the “new class” (professionals) in post-Soviet Russia
• Melyantsev Vitaly Albertovich (Moscow State University named after M.V. Lomonosov). On the contribution of human capital to economic growth
• Feofanov Alexander Mikhailovich (PSTU). Stratification of the Russian landed nobility in the middle – second half of the 18th century

Discussant: Konchakov Roman Borisovich (RANEPA)

For registration for the event, please write to [email protected], upon request, you will be sent a connection link.