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1
Hopkins, Melonie Jane. Physiological reactivity and the perception of emotional stimuli as they relate to social adaptive functioning after traumatic brain injury: Y Melonie Jane Hopkins. St. Catharines, Ont: Brock University, Dept. of Psychology, 1997.
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Gordon, Sharon Ann. Emotional stress, social support, and functioning of lung cancer patients: a pilot study. 1987.
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Apostol, Monica Elena. The social and emotional functioning of children with learning disabilities, with and without comorbid attention deficit hyperactivity disorder. 2002.
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Vissers, Constance Th W. M., and Daan Hermans. Social-Emotional Problems in Deaf and Hard-of-Hearing Children from an Executive and Theory-of-Mind Perspective. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190880545.003.0020.
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The implications of a hearing loss can go far beyond the linguistic domain. Several studies have revealed that deaf and hard-of-hearing children are at risk in their social-emotional development. This chapter argues that executive functions and theory of mind are two central underlying cognitive factors in people’s social-emotional functioning. We briefly review what is currently known about executive functioning and theory-of-mind development in deaf and hard-of-hearing children and adolescents and then present a cognitive model with a central role for inner speech in relation to executive functioning and theory of mind. We hypothesize that inner speech both enables and urges the regulation of oneself (executive function) and also the mentalization of one’s own and others’ inner worlds (theory of mind). We discuss the implications for assessing and treating social-emotional problems in deaf and hard-of-hearing children and adolescents.
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Social and Academic Abilities in Children with High-Functioning Autism Spectrum Disorders. New York: Guilford, 2013.
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Zaidman-Zait, Anat, and Tova Most. Assessment of Pragmatic Abilities in Deaf and Hard-of-Hearing Learners in Relation to Social Skills. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190880545.003.0022.
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Pragmatic behaviors are related to the social use of language in an appropriate and effective way. As a result of their hearing loss, many deaf and hard-of-hearing (DHH) learners who use spoken language have pragmatic difficulties in everyday interactions. Assessing pragmatic competence is the most challenging aspect of language ability to assess and there are few efficient, valid, and reliable sound tools for this purpose in DHH learners. The successful use of pragmatic skills is particularly important to DHH children’s social and emotional functioning in the educational system, including their self-confidence, motivation, social adjustment, peer acceptance, and popularity. This chapter discusses the assessment of pragmatic abilities in DHH learners and argues that pragmatic abilities are fundamental to DHH learners’ social-emotional functioning. A case example will be provided and implications for educational assessment and intervention will be discussed.
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Hechtman, Lily, ed. Attention Deficit Hyperactivity Disorder. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780190213589.001.0001.
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The book provides a comprehensive summary of the best known and most highly respected well-controlled long-term prospective follow-up studies in Attention Deficit Hyperactivity Disorder (ADHD). These studies followed children with ADHD and matched controls into young adulthood (mean age 20–25 years) and middle age (mean age 41 years). They explore a wide variety of clinically relevant outcome areas, such as education, occupation, emotional and psychiatric functioning, substance use and abuse, sexual behavior, and legal problems. One chapter focuses particularly on the outcome of girls with ADHD. The book also explores possible predictors of adult outcome. A whole chapter is devoted to treatment (medication and psychosocial) as a predictor of outcome. In addition to treatment, predictors explored include characteristics of the child (e.g., IQ, severity of initial ADHD symptoms, initial comorbidity) and characteristics of the family (e.g., socioeconomic status, single parenthood, parental pathology, and family functioning). A summary chapter explores the impact and importance of these predictors in various outcome areas, such as education, occupation, emotional/social functioning, antisocial behavior, substance use and abuse, and risky sexual and driving behaviors. Professionals and the general public will come away with a clear view of what can happen to children with ADHD as they proceed through adolescence and adulthood. The book also addresses important prognostic and predictive factors in treatment approaches to ensure better long-term outcome in patients with ADHD.
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Hechtman, Lily. Introduction. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780190213589.003.0001.
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The introduction stresses that well-controlled long-term prospective follow-up studies helped establish the validity of ADHD in adulthood. No other publication brings together all these highly respected and well-established studies. The studies provide a comprehensive view of the impact of this condition in educational, occupational, social, emotional, and legal domains. The book also outlines factors that can influence long-term outcome and prognosis. These include treatment, IQ, socioeconomic status, and family functioning among others. This has current treatment implications for seeking more positive outcomes. Professionals can access these relevant factors in one place and use them in treatment planning.
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Monk, Catherine, and Amie Ashley Hane. Fetal and Infant Neurobehavioral Development. Edited by Amy Wenzel. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199778072.013.20.
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This chapter reviews the literature examining fetal and infant neurobehavioral development. Basic fetal neurological development and neurobehavioral functioning are reviewed. Major fetal neurobehavioral milestones and their assessment are addressed and include fetal behavioral states, heart rate, movement, and responsivity to stimuli. The processes of neurological growth from birth to age 2 are reviewed. Infant neurobehavioral development is addressed and includes state regulation and sleep, physical growth and motor development, and the basic processes underlying social-emotional development. For fetus and infant, research examining the associations between neurobehavioral development and maternal distress and poverty is reviewed. The implications for future directions in fetal-infant neurobehavioral research are discussed.
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Doris, John M., and Shaun Nichols. Broad-Minded: Sociality and the Cognitive Science of Morality. Edited by Eric Margolis, Richard Samuels, and Stephen P. Stich. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780195309799.013.0018.
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The article gives an overview on the concept of individualism in cognitive science. Individualism maintains that optimal human reasoning is substantially asocial, and therefore implies that sociality does not facilitate, and may impede, reasoning. The cognitive science of morality very frequently proceeds with individualist assumptions. The individualist may allow that normal development requires sociality, but deny that optimal reasoning in mature individuals requires it. The optimal cognitive functioning is both developed and sustained through sociality. The optimal exercise of rationality is a socially embedded process. It means that sociality is not just a precondition of rationality, but that even among those with normal cognitive functioning, the optimal exercise of rationality typically occurs as part of a social process. The sociality has a significant role in substantial cognitive achievement, such as scientific and technological discovery. A large body of research indicates that motivation plays a crucial role in reasoning. The optimal human reasoning is substantially asocial, and sociality is necessary for the development of optimal reasoning. The sociality is necessary for the sustenance of optimal reasoning, and for the transmission of information. One important feature of group interactions is that they are likely to induce emotional responses. Many familiar emotions such as anger, guilt, and sympathy are characteristically triggered by cues in social interaction.
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Hermans, Hubert J. M. The Positioning Brain. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190687793.003.0005.
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Recent developments in brain sciences and social psychology lead to a model focused on the communication channels between I-positions, connecting self with other, reason with emotion, and the conscious with the nonconscious as basic polarities of positioning. Emotional and reasoning positions, like conscious and nonconscious positions, are considered as mutually complementing opposites in both self and other. In this model the communication channels are of crucial importance as their features and qualities determine whether the positions are involved in competition or cooperation, conflict or harmony, suppress or support each other, create coalitions or retreat in isolation. A diversity of phenomena are explored, including theory of mind, hemispheric differentiation, empathy, somatic markers, body illusions, racial prejudices, difference between emotion and feeling, and cultural aspects of brain functioning.
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Cherkasova, Mariya V., Gabrielle Weiss, and Lily Hechtman. Adolescent and Adult Outcomes of Childhood Attention Deficit Hyperactivity Disorder. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780190213589.003.0002.
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The Montreal study was the first to conduct a long-term follow-up for children with ADHD into adolescence and adulthood. Contrary to the conventional belief at the time, the study found that the children did not generally outgrow ADHD as they entered adolescence. Many continued to have symptoms of the disorder and to show functional impairments, such as academic underachievement, employment instability, antisocial behavior, and increased rates of psychiatric comorbidity. Outcomes in adulthood fell into three general categories: (1) ~30% had fairly normal functioning; (2) ~60% had continuing problems with ADHD symptoms, as well as work, family, interpersonal, social, and emotional difficulties; (3) ~10% had serious psychiatric and antisocial pathology, problematic substance use, and criminality. Outcome predictors were identified, including personal characteristics (e.g., symptom severity, IQ), family characteristics (e.g., parenting styles), and social context (e.g., peer relationships).
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Thompson, Amanda L., and Lori Wiener. Body Image in Children and Adolescents with Cancer. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190655617.003.0012.
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Abstract: A diagnosis of cancer in childhood or adolescence has the potential to influence body image development and may have a lasting impact on self-perception and self-esteem. This chapter first describes existing research about body image in children and adolescents with cancer and then outlines key principles of clinical care of pediatric patients. Clinical assessment of precancer body image is discussed, followed by a review of the impact of treatment on appearance and perception of physical differences over the illness trajectory. Strategies to address body altering side effects of cancer, including the role of social support, are reviewed, and the chapter concludes by describing clinical interventions for more persistent and intrusive body image concerns that interfere with social functioning or cause significant emotional distress. A case study is presented throughout to illustrate key concepts and principles.
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Troisi, Alfonso. Detachment. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780199393404.003.0003.
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Most of us find social encounters rewarding, especially when we encounter those with whom we are familiar and have built up a relationship. From an evolutionary point of view, this is not surprising; human beings are fundamentally social organisms, and human development and functioning occur within a social context. The origin of individual differences in the capacity to experience social reward is likely to involve a complex interplay of genetic and environmental variables, including genetic variation, early experience and current situational factors. A few individuals seem to lie at the lower extreme of this continuum, experiencing little or no positive feelings during affiliative interactions. This chapter deals with the psychological and behavioral traits that characterize these uncommon individuals and reviews the mechanisms likely to cause their emotional detachment. The chapter then discusses the importance of aversive early experience in promoting an avoidant style of adult attachment and the role of the brain opioid system and genetic polymorphisms in mediating diminished hedonic response to affiliative interactions.
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Hamilton, Nancy A., Ruth Ann Atchley, Lauren Boddy, Erik Benau, and Ronald Freche. Emotion Regulation and Cognitive Control in Pain Processing. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190627898.003.0003.
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Chronic pain is a multidimensional phenomenon characterized by deficits at the behavioral, social, and affective levels of functioning. Depression and anxiety disorders are overrepresented among pain patients, suggesting that pain affects processes of emotion regulation. Conceptualizing the experience of chronic pain within a motivational organizing perspective offers a useful framework for understanding the emotional experiences of individuals living with chronic pain and how they balance harm-avoidant goals with generative approach oriented goals. To that end this chapter also integrates theories of emotion regulation (ER) and cognitive control to shed additional light on the problem of living with chronic pain, and it introduces a theory, consistent with findings from affective neuroscience, suggesting that painful flare-ups may be driven by anticipatory pain reactions in addition to somatic signals.
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Bacio, Guadalupe A., Ty Brumback, and Sandra A. Brown. Alcohol and Youth. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190676001.003.0011.
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Adolescence is a period of intense transition and change, from social and emotional changes with increased independence from family to physical changes associated with the onset of puberty. The onset of involvement with alcohol and drugs emerges simultaneously with these interrelated biological, cognitive, affective, and social changes. This chapter considers how developmental processes and emerging domains of functioning impact alcohol consumption in adolescence and presents examples of two lines of research that use integrative models to explore these relationships: the National Consortium on Alcohol and NeuroDevelopment in Adolescence, a longitudinal study designed to examine the developmental impact of alcohol and other drug use on neuroanatomy, neurocognition, and behavior; and Project Options, a voluntary, high school-based intervention aimed at reducing dangerous alcohol use. The chapter concludes with a discussion of research questions for future study, highlighting the central function of technological, behavioral, biomedical, and data analytic advances in these efforts.
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Simmons, Rachel A., and Katharine A. Phillips. Core Clinical Features of Body Dysmorphic Disorder : Appearance Preoccupations, Negative Emotions, Core Beliefs, and Repetitive and Avoidance Behaviors. Edited by Katharine A. Phillips. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190254131.003.0006.
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This chapter reviews core clinical features of body dysmorphic disorder (BDD) and presents two cases. Individuals with BDD are preoccupied with perceived flaws in their appearance that they view as ugly or abnormal (but that other people view as slight or nonexistent), to the point of experiencing significant distress or impairment in psychosocial functioning. The preoccupation with perceived ugliness triggers a cascade of negative emotions and behavioral responses that are intended to alleviate the appearance concerns but often do not. These responses include repetitive behaviors to check, fix, obtain reassurance about, or hide disliked body areas as well as avoidance of social situations. BDD is associated with high levels of emotional distress and a range of painful emotions, such as depression, anxiety, social anxiety, and shame. Core beliefs often focus on feeling unlovable, inadequate, or worthless. Associated features include high rejection sensitivity and perceived stress and low assertiveness.
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Weisband, Edward. Human Development and the Political Subject. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190677886.003.0006.
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This chapter analyzes the etiologies of hatred. It explores psychic and emotional constructions of indifference, devoid of genuine passion. Such mentalized constructions of indifference partially result from secondary psychic representations. The alien self is described as a rival self-other captivated by mentalized constructions that prevent empathetic vision during mass atrocity. Sight becomes beholden to social fantasies that transform external realities into ghosts and internal apparitions perpetrators flail against. The analysis emphasizes the primacy of cultural influences. In so doing it outlines the concept of ego-ideal to show how cultural influences determine not what to desire, but rather discipline how to desire. Mimetic rivalry is understood through the conceptual lens of identicality and the fantasmatic tyranny of minor difference, comprised of political reifications functioning as supererogatory ideals. This chapter explores the relationship between aggressivity and narcissism and concludes by exploring semiotic initiation and entry into language and the Lacanian Symbolic.
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Dietz, Laura J., Jennifer Silk, and Marlissa Amole. Depressive Disorders. Edited by Thomas H. Ollendick, Susan W. White, and Bradley A. White. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190634841.013.19.
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Depressive disorders onset early in development. Depression during childhood and adolescence is associated with serious disruptions in emotional, social, and occupational functioning into adulthood and a high likelihood of recurrence. This chapter discusses clinical manifestations, prevalence, and course of depression presenting in early childhood (ages 3–6), middle childhood/preadolescence (ages 7–12), and adolescence (13–18). An overview is presented of standardized interviews and questionnaires for clinical assessment of depression in children and adolescents; the chapter summarizes research on empirically supported treatments for youth depression. Also included is a case study of a depressed adolescent with treatment plans formulated from both cognitive behavior therapy and interpersonal psychotherapy perspectives. Future directions for research on depressive disorders in youths are discussed, including neuroimaging research using ecologically valid stimuli, empirically supported interventions for younger children and preadolescents, and personalization of psychosocial treatment to youth’s profiles of risk and protective factors to increase effectiveness.
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Hechtman, Lily. Summary. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780190213589.003.0010.
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Outcomes in adults with ADHD are not uniform. They vary and can be generally described as falling into three groups: (1) those who have fairly normal outcome that does not differ from matched normal controls (about 30%) (Weiss & Hechtman, 1993); (2) those who continue to have significant symptoms of the syndrome with impaired functioning in academic, occupational, social, and emotional domains (50% of the group); and finally, (3) a small subgroup, about 10% to 20%, who have significant negative outcome with poor educational attainment, poor work history, marked unemployment, significant alcohol/substance use disorder, and important psychiatric and antisocial symptoms. Given that ADHD is a chronic condition that continues into adulthood, treatment (both medication and psychosocial treatments) needs to address both ADHD and comorbid conditions and needs to be ongoing with varying intensity and careful follow-up. Only with such an approach can we hope to improve adult outcomes for patients with ADHD.
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Kirby, James N. Compassion-Focused Parenting. Edited by Emma M. Seppälä, Emiliana Simon-Thomas, Stephanie L. Brown, Monica C. Worline, C. Daryl Cameron, and James R. Doty. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190464684.013.8.
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The parenting a child receives has profound long-term impacts on that child’s life. The rates of child maltreatment globally are high. Evidence-based parenting programs have been demonstrated to have positive impacts on improving parenting style, whilst reducing childhood social, emotional, and behavioral problems. However, uptake in parenting interventions remains low, and governments have been reluctant to provide evidence-based parenting on a wide scale. This chapter aims, first, to show how the adoption of a public health approach to parenting can be considered wide-scale compassionate action, one that will reduce rates of child maltreatment (suffering), which is also cost-effective. Second, I argue that the next generation of evidence-based parenting programs need to be grounded in evolved, caring motivational systems and affiliative emotion processing, which requires an understanding of the evolved processes involved in parent–offspring caring and brain functioning. This new approach to parenting, “compassion-focused parenting,” will be described.
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Lloyd, Anthony. The Harms of Work. Policy Press, 2018. http://dx.doi.org/10.1332/policypress/9781529204018.001.0001.
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This book provides a qualitative account of working conditions within the contemporary service economy. As the largest employer in the modern labour market, investigating its realities demonstrates a number of problematic issues. The quest for profitability, efficiency and customer satisfaction drive a number of practices that can be interpreted from a social harm perspective. The use of zero-hours contracts, temporary work agencies, just-in-time management, lean working, and emotional labour, underpinned by targets and performance management reflect the imperatives of capital and the requirement for profitability. In relation to the employees who work in such precarious forms of employment, a number of harms appear. The ‘Victorian’ working conditions noted at individual operators such as Sports Direct are not anomalies but instead represent the normal functioning of the sector. In considering work from a social harm perspective, the book offers a unique contribution to the sociology of work and criminological or social harm studies. The social harm consideration of systemic violence is extended by an ultra-realist perspective that accounts for the symbolic violence of ideology and the problematic subjectivities willing to inflict harm on others. In its conclusions, the book asks for a consideration of the role of ideology and political economy in debates which seek to fix the harms of work.
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Dempsey, Allison G., ed. Pediatric Health Conditions in Schools. Oxford University Press, 2019. http://dx.doi.org/10.1093/med-psych/9780190687281.001.0001.
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Rates of chronic health conditions in childhood are increasing, and school-based professionals regularly encounter children with chronic health conditions in the school setting. Students with chronic health conditions often require accommodations, assessment, intervention, and close collaboration with medical providers and families. However, most school-based clinicians (school psychologists, counselors, social workers) who are charged with addressing the special needs of these children have not had coursework or experience related to common pediatric conditions. This book is a practical guide for school-based clinicians working with children with chronic health conditions. Section I provides a broad overview of school-related issues for children with chronic health conditions. This includes a review of common medical conditions and terminology and cross-cutting issues related to social and emotional and academic functioning, as well as the role of the school-based professional in collaborating across systems of care. The section also reviews legal and policy issues and alternative educational settings for students with chronic health needs. Section II focuses on prevention, assessment, intervention, and consultation strategies for individual students and entire school systems. Finally, Section III addresses common groups of medical conditions. Each chapter provides an overview of the condition(s), common school-related concerns, risk and protective factors, and cultural considerations, as well as practical strategies, resources, and handouts for the school-based professional. Case examples are used throughout the book to illustrate key concepts and implications for the school setting.
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Lal, Mira, and Roch Cantwell. Preconceptual to postpartum mental health: mental illness and psychosomatic disease. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198749547.003.0004.
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Chapter 4 examines the advancing field of mental health and psychosomatic disease from preconception to the postpartum period. The reader is reminded of the normal adaptation of different organ systems to pregnancy. This adaptation affects both physical and emotional functioning, and is further modified by the pregnant woman's social circumstances. The transition to the pathological or diseased condition may follow an exaggeration of the physiological alterations or could occur due to health conditions specific to pregnancy. This may result in manifestations due to mind-body interactions that cause psychosomatic disease. Common and unfamiliar psychosomatic clinical conditions associated with childbearing such as anxiety and mood disorders, eating disorders, hyperemesis gravidarum, and substance misuse are discussed, along with the unfamiliar, such as schizophrenia and seizures. Pregnancy-related acute-on-chronic psychosomatic presentations, besides those arising de novo in labour, are illustrated by vignettes representing real-life encounters. Controversies in management are debated to acquaint the less familiar with these clinical challenges, which require patient-centred care. Promoting health during childbearing not only pertains to the health of the mother, but also to the well-being of her infant. This entails concomitant attention to both in order to enhance the physical, mental and social health of the mother-infant dyad. An urgency for improved understanding of biopsychosocial initiating factors is reflected in an UK surveillance report, `Saving Lives Improving Mother's Care: It confirms the continuing fall in fatalities from 'direct' pregnancy-related physical causes, but a rise due to under-recognition of 'indirect' psychiatric causes that represent the psychosomatic interface.
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Misra, Girishwar, ed. Psychology: Volume 3. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780199498864.001.0001.
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This survey of research on psychology in five volumes is a part of a series undertaken by the ICSSR since 1969, which covers various disciplines under social science. Volume Three of the survey, Psychology of Organizations, focusses on some of the important facets of organizational behaviour. Research in the work setting has observed that factors like family responsibilities, non-work events, and employment-related legislation also influence work behaviour. Today, technology is increasingly playing greater role in organizational settings and workplaces are becoming more and more diverse in their social compositions. In addition, work is increasingly being accomplished by teams rather than by single individuals. The performance in work settings is not determined by the mental and physical abilities but by other attributes such as personality, interpersonal skills, and emotional intelligence. Work is also becoming complex, as people who participate in the activities at workplace often interact in complex ways. In this scenario, worker motivation is becoming a key challenge as it influences organizational performance. This volume examines issues of motivation, performance, and leadership in Indian organizations, along with consumer concerns in India. It explicates the dynamics of organizational performance and analyses the impact of employees’ negative attitude, affect, and behaviour in the corporate setting. The contributors also study moral and ethical dimensions of the corporate life and look at the way consumption practices have evolved in contemporary India. This volume also presents a model of ethical leadership based on Guna theory and principle of Karma appropriate for Indian setting. It explores the potential of inspirational meta value for revamping the corporate functioning and overcoming corruption and other malpractices.
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Lackey, Jennifer, ed. Academic Freedom. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198791508.001.0001.
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Academic freedom, which allows members of institutions of higher learning to engage in intellectual pursuits without fear of censorship or retaliation, lies at the heart of the mission of the university. Recent years have seen growing concerns about threats to academic freedom, many brought about from the changing norms of, and demands on, the university. A number of new issues—including content warnings, safe spaces, social media controversies, microaggressions, and no platforming—have given rise to loud cries, in both scholarly and popular contexts, that academic freedom is under serious attack. Despite this, there is surprisingly little philosophical work on the topic of academic freedom, and even less that directly takes up some of these new challenges. The present volume fills both of these gaps in the current literature by bringing together leading philosophers from a wide range of areas of expertise to weigh in on both traditional and timely issues involving academic freedom. The volume includes an introduction and ten previously unpublished essays, divided into four main sections: The Rationale for Academic Freedom, on the fundamental values that undergird the case for academic freedom; The Parameters of Academic Freedom, on when and where academic freedom applies; Silencing and Beyond: Microaggressions, Content Warnings, and Political Correctness, on some of the new challenges to academic freedom grounded in sensitivity to the political and emotional needs of an increasingly diverse academy; and Protests, Civil Disobedience, and No Platforming, on conflicts between academic freedom and the enforcement of laws and regulations governing the functioning of the university.
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Taylor, Claire. Appearing without Shame. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198786931.003.0006.
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Chapter 6 reviews recent investigations of living standards which focus on subsistence and consumption measures, arguing that these should also be viewed in terms of ‘living without shame’. This leads to discussion of how the penetes represent themselves and how these representations follow or clash with the discourses discussed in Chapter 2. By using archaeological and epigraphic evidence it reveals how (i) patterns of labour are proudly claimed, and (ii) non-elite groups are driving (certain sorts of) consumption. This realigns ideas about poverty more closely to the voices of the penetes themselves. It then examines how the living standards of non-citizen groups can be assessed. Well-being indicators such as affiliation, social connectivity, personal relationships, and emotional bonds are used to explore the functionings of (in particular) marginalized groups such as slaves and non-citizens, therefore broadening the discussion of living standards from that based on economic criteria alone.