Our social interactions are driven by complex biopsychic processes that are complicated by the fact that humans are individuals and at the same time members of one or more social systems, such as schools. This book contributes to explaining the social mechanisms influencing students\u2018 \u201cneed to belong\u201d fulfilment at school. The theoretical framework is informed by human needs understood as cognitive mechanisms of neural processes that regulate human behaviour and bio-values. The fieldwork was conducted in two secondary schools in Austria and Australia. Based on the findings, the transformative three-step approach suggests a course of action for student belonging.<\/p><\/blockquote>\n
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Dear Sharon, with your publication, you aim to explain the social mechanisms influencing students\u2018 \u201cneed to belong\u201d fulfilment at school. What does \u201cneed to belong\u201c mean, and which question did you tackle exactly?<\/h3>\n
The term \u201cneed to belong\u201d means our biopsychic and social needs tensions. In my research, \u201cneed to belong\u201d is based on 19 needs (Obrecht, 2009, p. 27). When the brain registers a need tension, human beings go into action \u2013 ideally meeting the need and reducing the tension. In the case of social need tensions, we seek to establish and maintain strong emotional bonds that enable access to reciprocal relationships with another person or social group. For this to be successful, students require access to resources such as mutual support and active interest in one another\u2019s needs\u2019 fulfilment \u2013 expressed through care, affection, cooperation, and feeling that they matter to each other. In this way, the psychic state of belonging can be achieved. Accordingly, belonging is a feeling, i.e., a mental state that can be achieved when the previously mentioned resources are accessible in a person\u2019s social environment.<\/p>\n
With this book, I want to emphasise that the \u201cneed to belong\u201d is broader than belonging and using inverted commas to highlight the fact, that more than one need is included. But why does this matter? Distinguishing between the \u201cneed to belong\u201d and belonging helps to identify the practical problems of students in meeting their needs and reaching the psychic state of belonging. The concern is that persistent and unresolved practical problems, such as the absence or loss of socio-cultural membership in the classroom, can negatively affect students\u2019 wellbeing. This brings to the fore the rationales for undertaking the study: firstly<\/em>, to explore the problems students face in meeting their \u201cneed to belong\u201d. Secondly<\/em>, to identify the strategies to achieve belonging. For data collection, students were invited to participate in focus group interviews. At the same time, putting student voice in the centre of the research process.<\/p>\nNotably, the student-peer and student-teacher social-exchange relationships are crucial to access the resources required for \u201cneed to belong\u201d fulfilment. This rests on the fact that the student is an individual and, at the same time, a member of the different social levels of the school. These social levels can facilitate or hinder a person\u2019s access to resources. Much the same, the other members of the school social system, i.e., peers, teachers, school management and social workers, require access to resources for their needs fulfilment. In this sense, the different social levels are connected, which is at the core of the system theory that grounds my research. It infers that things in existence are bound by their ontologies and properties, providing general guidelines to explain the complexities of human beings and their relationships. The nexus between the different social levels of the school, and the individual students, directed me towards questions about the roles of values and norm in reducing the \u201cneed to belong\u201d tensions. A key question of my research was whether the different school levels promote or hinder the students\u2019 \u201cneed to belong\u201d fulfilment and facilitate their wellbeing \u2013 the biopsychic state of a person with sufficient need regulation and fulfilment.<\/p>\n
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Could you say more about your conceptual framework? How did you develop the idea to compare Austrian and Australian students?<\/h3>\n
My conceptual framework is underpinned by ontological materialism and evolutionary emergent systemism, i.e., the intersection of the individual and collective, with both equally important. A unique feature of emergent systemism ontology is that it focuses on the complexities of human beings as individuals and members of social systems and their subsystems. This conceptual framework identifies and explains the mechanisms and processes in social systems to detect how they tick<\/em>. Given that social systems are dynamic and in flux, this underscores the significance of transparency and accountability in the research process. As nothing exists in isolation, the different social levels of the school, i.e., the structure, processes, and mechanisms, influence the individual and their \u201cneed to belong\u201d fulfilment. Ontological systemism has both conceptual and practical implications for my research. Conceptual means the framework that is developed to make sense of things. Practical refers to the research design, objectives, data collection, and analysis set to identify, describe, and explain the social mechanisms associated with students’ \u201cneed to belong\u201d fulfilment at school.<\/p>\nIn thinking back to the start of the research, the macro-social policy approaches to immigration in Austria and Australia sparked my interest in examining students\u2019 perspectives on the \u201cneed to belong\u201d. It seemed an exciting starting point to think about research on human needs, specifically around universality, i.e., the students in Austria and Australia have the same needs but not resources which are context-dependent. Austrian immigration policies generally restrict immigration, particularly for people outside the European Union. In contrast, the Australian immigration system is engineered to receive immigrants based on a stringent point system. I was curious to learn about the possible overlaps and differences concerning migration in the school systems \u2013 bearing in mind that both countries ratified the United Nations Convention on the rights of the child (UNCRC) in the early 1990s<\/p>\n
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Which insights does your work offer, and how can social work use them?<\/h3>\n
My research findings indicate that social problems are linked to students’ lack of social integration and socio-cultural membership at different school social levels. From these results, it can be inferred that student belonging is affected by external factors, such as the values and norms of other individuals or the social group that students endorse to meet their \u201cneed to belong\u201d. Thus, to meet the \u201cneed to belong\u201d, students require positive interactions and social-exchange relationships with peers, teachers, and school staff. But how exactly does this manifest? Student belonging is evident through mutual support and interest in each other\u2019s biological, psychic, and social needs fulfilment \u2013 on the different social levels of the school that play a central role in students\u2019 access to satisfiers for \u201cneed to belong\u201d fulfilment.<\/p>\n
I developed a theoretical model of \u201cneed to belong\u201d(dis)satisfiers from the data analysis that addresses three social levels \u2013 classmates, teachers, and the school system. This indicates two directions to relieve \u201cneed to belong\u201d tensions, namely facilitating student access to resources or satisfiers versus hindering access. Action guidelines were developed based on the transformative three-step approach to demonstrate remedying social problems related to the \u201cneed to belong\u201d fulfilment (Staub-Bernasconi 2018). The examples for the guideline were generated from the student statements extracted from the focus group transcriptions. This illustrates the theory (the description and explanation\/s of social problems that students face because they are thwarted in meeting their needs) underpinning social work intervention\/s and the steps for practical action \u2013 based on the scientific and ethical-moral forms of knowledge. At the same time, the guidelines endorse rights-based social work interventions and the International Federation of Social Workers Statement of Ethical Principles (2018). The guidelines are tools for social workers to engage in problem-solving with students from diverse socio-cultural backgrounds. This entails developing and implementing interventions that are geared toward different-sized social systems, such as the micro- (individual, teacher, parent\/s), meso- (social group, i.e., class cohort, school social system) and macro-levels (e.g., government social policy). It is an ecological approach that is in line with social works triple mandate because it supports students to gain access to resources for \u201cneed to belong\u201d fulfilment through legitimate means, i.e., not to impede the need fulfilment of classmates, teachers, and other school members.<\/p>\n
The crux of the matter for social workers is that human beings have biological, psychic, and social need tensions, i.e., practical problems. If a student cannot meet their needs, this can lead to social problems \u00a0\u2013 \u00a0the core focus or object-based of social work as a profession and discipline that seeks to reduce and prevent such problems. As mentioned above, needs are not to be confused with resources or satisfiers, which are context-dependent. Notably, \u201cneed to belong\u201d fulfilment does not mean establishing an optimal state of equilibrium because there are no equilibria but only approximations of such states. The states are usually contradicted by opposing processes. Thus, a so-called stable or static state is not attainable because the \u201cneed to belong\u201d is an ongoing process that requires access to resources to reach the psychic state of belonging.<\/p>\n
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Which new questions arise from your work?<\/h3>\n
I want to highlight three topic areas for future research: firstly,<\/em> my findings indicate that further research is needed on the power differentials, i.e., enabling and hindering power forms. For example, students\u2019 \u201cneed to belong\u201d can be fulfilled through participation and cooperation. This is underpinned by the affirmation that students are individuals, i.e., subjects and social actors who think, plan and act \u2013 entitled to the rights set out in the UNCRC. Because of this, and in line with the triple mandate, school social workers support students to gain access to resources for need fulfilment through legitimate means. This requires enabling power forms. Future research should examine the interplay between the students, the school social levels and the related power sources. Specifically, evaluate projects targeting student participation, goal-directed social exchanges, and the corresponding power forms.<\/p>\nSecondly,<\/em> the research participants mentioned a lack of student-friendly information about the objectives of school social work. Exploring school social work\u2019s specific role and corresponding functions in future research with students would reduce this gap. It entails the examination of social facts by describing and explaining the underlying mechanisms that give rise to negative connotations of school social work. Similarly, as mentioned above, the research could be undertaken using the UNCRC as an analytical framework. For example, Article 3, the child’s best interest, and Article 12, the child\u2019s right to participate and be heard.<\/p>\nThirdly<\/em>, I propose that future research examines the thoughts and views of teachers, school management, school staff, social workers, and parents on the mechanisms and processes of the school social system for school development in line with systemism. The focus could be on the structure, dynamics and transactions of biological, psychic, social, and cultural systems \u2013 building on the transdisciplinary explanatory base for social work. This would entail defining, explaining, and making (conditional) forecasts about the possible outcomes of social conditions that hinder students\u2019 \u201cneed to belong\u201d.<\/p>\n <\/p>\n
This is why I have chosen Barbara Budrich as my publishing partner:<\/h3>\n
I was attracted to Barbara Budrich, a well-known and highly reputable academic publishing house that provides authors with expert advice. All stages of the publication process were sign-posted, information was relayed easily, and the whole team’s communication was excellent. The professional help and expertise I received from the staff throughout the publication process have been invaluable. It was reassuring to know that my publication was in the best hands. I highly recommend Barbara Budrich as a publishing house synonymous with outstanding quality.<\/p>\n
<\/p>\n
About Sharon du Plessis-Schneider<\/strong><\/p>\n![\"\"](\"https:\/\/budrich.de\/en\/wp-content\/uploads\/2022\/08\/Sharon-du-Plessis-Schneider_web.jpeg\")
Sharon du Plessis-Schneider is a Senior Social Work Lecturer. She completed her PhD research in social work science at the University of Education in Weingarten, Germany. She received her MA from the Centre for Postgraduate Studies (MRMA\/ZPSA) in conjunction with the Catholic University in Berlin, Germany. She was a social worker for over 15 years, including serving as the head of a school social work agency in Austria’s western region – Vorarlberg. Her social work practice is marked by the focus on social work\u2019s triple mandate – human rights and the nexus between social work theories and action. Her area of research and publication includes human needs, human rights, system theory, scientific realism, migration, and school social work. She has developed and taught undergraduate and postgraduate courses on human rights, ethics and social policy, social work science and international social work with a specific emphasis on restorative justice practices in South Africa and Australia. Her courses are dedicated to developing scientific guidelines for action with strong references to community empowerment. Recently, she has focused on teaching and skills training around the impact of climate change in social work and using applied ethics to mitigate the possible effects of climate-related events. International interdisciplinary collaborations (e.g., in Belgium, Portugal, Germany, Switzerland and Ireland) provide new insights into the human rights implications of climate justice and the related glocal challenges.<\/p>\n
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Order now via our web shop (available in print and Open Access):<\/p>\n
The Need to Belong in Secondary School. A Social Work Science Study of Austrian and Australian Students<\/a><\/p>\nby Sharon du Plessis-Schneider<\/p>\n
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