Creating the collective: social media,the Occupy Movement and its constitution as a collective actor

This paper examines the process through which Occupy activists came to constitute themselves as a collective actor and the role of social media in this process. The theoretical framework combines Melucci's (1996 Melucci, A. (1996). Challenging codes: Collective action in the information age. Cambridge: Cambridge University Press.[Crossref] , [Google Scholar]) theory of collective identity with insights from the field of organizational communication and particularly from the ‘CCO’ strand – short for ‘Communication is Constitutive of Organizing’. This allows us to conceptualize collective identity as an open-ended and dynamic process that is constructed in conversations and codified in texts. Based on interviews with Occupy activists in New York, London and other cities, I then discuss the communication processes through which the movement was drawing the boundaries with its environment, creating codes and foundational documents, as well as speaking in a collective voice. The findings show that social media tended to blur the boundaries between the inside and the outside of the movement in a way that suited its values of inclusiveness and direct participation. Social media users could also follow remotely the meetings of the general assembly where the foundational documents were ratified, but their voices were not included in the process. The presence of the movement on social media also led to conflicts and negotiations around Occupy's collective voice as constructed on these platforms. Thus, viewing the movement as a phenomenon emerging in communication allows us an insight into the efforts of Occupy activists to create a collective that was both inclusive of the 99% and a distinctive actor with its own identity.     

A Critical Examination of an Urban-Based Youth Empowerment Strategy: The Teen Empowerment Program

ABSTRACT

Youths from marginalized and disenfranchised communities can be empowered to advocate for social justice through civic engagement and sociopolitical action. Examining youth empowerment programs, using critical social theory, builds upon our understanding of sociopolitical systems and oppression and provides a lens to examine mechanisms of change while applying theory to practice. Jennings, Parra-Medina, Messias, and McLoughlin (2006 Jennings, L. B., Parra-Medina, D. M., Messias, D. K. H. and McLoughlin, K. 2006. Toward a critical social theory of youth empowerment. Journal of Community Practice, 14: 31–55. [Taylor & Francis Online] , [Google Scholar]) have identified six dimensions of critical youth empowerment programs, which provide a framework for examining youth empowerment programs. This article presents the Teen Empowerment program, as implemented with high-risk youths in urban communities, and examines it along these six dimensions and provides a model for how to critically examine youth empowerment programs using this framework.     

Community-Based Participatory Research as a Social Work Research and Intervention Approach

Social workers are now often expected to base their practice on solid empirical findings, but research can vary in terms of its usefulness and relevance to practice. Some social workers have criticized traditional research approaches, suggesting that they are not consistent with the profession's mission to serve vulnerable and disadvantaged populations (e.g., Finn, 1994 Finn, J. L. 1994. The promise of participatory research. Journal of Progressive Human Services, 5: 25–42. [Taylor & Francis Online] , [Google Scholar]). Community-based participatory action research may be an appropriate alternative that is participatory, empowering, and committed to social justice (Minkler & Wallerstein, 2008 Minkler, M. and Wallerstein, N. 2008. “Introduction to CBPR: New issues and emphases”. In Community-based participatory research for health, 2nd, Edited by: Minkler, M. and Wallerstein, N. 5–23. San Francisco, CA: Jossey-Bass.  [Google Scholar]). This article explores the connection between social work and CBPR, illustrating how CBPR can contribute significantly to achieving the field's goals.     

Perceptions and Use of Gerotechnology: Implications for Aging in Place

ABSTRACT

Understanding perceptions and use of gerotechnology is crucial to optimize design, application, and education strategies that may reduce caregiver burden, extend healthy aging in place, and minimize demands on the health care system. A pilot project was conducted to explore attitudes, opinions, and preferences of older adults concerning the use of technology to support and extend their ability to “aging in place.” Four major themes emerged as important for older adults to age in place: safety and independence, social interaction, use of technology in the past, and the desire for support. Based on the literature in gerotechnology and the pilot study findings, we present a conceptual model that integrates gerotechnology into the life span theory of control (Heckhausen & Schulz, 1995 Heckhausen, J. and Schulz, R. 1995. A life-span theory of control. Psychological Review, 102(2): 284–304. [Crossref], [PubMed], [Web of Science ®] , [Google Scholar]; Schulz & Heckhausen, 1996 Schulz, R. and Heckhausen, J. 1996. A life span model of successful aging. American Psychologist, 51(7): 702–714. [Crossref], [PubMed], [Web of Science ®] , [Google Scholar]) and the concept of aging in place.     

Institutional processes of organizational culture

Queries into the creation of collective meaning through social processes arise in both organization culture and institutional theory. This paper applies DiMaggio and Powell’s (1983 DiMaggio, P.J. and Powell, W.W. 1983. The iron cage revisited: Institutional isomorphism and collective rationality in organizational fields. American Sociological Review, 48: 147–60. [Crossref], [Web of Science ®] , [Google Scholar]) three isomorphic processes (mimetic, normative and coercive) from institutional theory to re‐think how structural and dynamic aspects of culture become nested, taken‐for‐granted and transmitted. We consider both acquiescence and resistance to isomorphic pressures in an effort to understand cultural persistence and transmission, forms of resistance to culture, change, the role of sub‐cultures and power usage through Oliver’s (1992 Oliver, C. 1992. The antecedents of de‐institutionalization. Organization Studies, 13: 563–88. [Crossref], [Web of Science ®] , [Google Scholar]) de‐institutionalization thesis. Our purpose in applying isomorphic processes to organizational culture is to offer another layer of understanding enhanced by the growing body of research in institutional theory, bridge one division between micro and macro theory and provide some suggestions for future research.     

What do young adult carers learn through supporting family members? Extending the affirmation model

Abstract

Some writers (e.g. O'Dell, Crafter, de Abreu, Cline 2010 O’Dell, Lindsey, Sarah Crafter, Guida de Abreu, and Tony Cline. 2010. Constructing ‘Normal Childhoods’: Young People Talk About Young Carers. Disability & Society, 25 (6): 643–655.[Taylor & Francis Online], [Web of Science ®] , [Google Scholar]) have argued that young carers are just one among many categories of youth who navigate the transition to adulthood while already carrying responsibilities usually associated with adulthood. This article explores that position in relation to a research project, undertaken in North-East England, which generated 13 in-depth biographical accounts with 16–25-year-old carers about their transitions to adulthood. It will be argued that their experiences of supporting disabled people in their families resulted in these young adult carers becoming more other-centred than their peers. Otherwise, their transitions to adulthood were mostly typical of young people in other types of adult role. The article discusses whether an affirmation model of disability (Swain and French 2000 Swain, John and Sally French. 2000. Towards an Affirmation Model of Disability. Disability & Society, 15 (4): 569–582.[Taylor & Francis Online], [Web of Science ®] , [Google Scholar]) can be used to help young adult carers take positive ownership of their identities in the challenging context of post-industrial youth.     

In response to Gans: the culture–structure binary

Gans (2012 Gans, H. 2012. Against culture versus structure. Identities: Global Studies in Culture and Power, 19(2): 125–134. [Taylor & Francis Online], [Web of Science ®] , [Google Scholar]; Against culture versus structure. Identities: Global Studies in Culture and Power, 19 (2), 125–134) makes four assertions in his claim that ‘Contemporary sociology is saddled with a culture–structure binary but the fault for its existence lies mostly with cultural sociology … and the culture–structure binary should be abandoned’. I argue that (1) defining culture, while problematic, is insufficient reason for abandoning the concept. (2) Marx, among others, proffered a dialectical view of culture that is not structural only or interpretive only. (3) Gans ignores the social and political impact of cultural studies, specifically the Birmingham Centre for Contemporary Cultural Studies. And (4) culturally oriented research has been used extensively to shape and analyse the varying approaches by public policy-makers to critical social issues.     

PAGANS ONLINE AND OFFLINE: LOCATING COMMUNITY IN POSTMODERN TIMES

This article examines the ways Australian Pagans use e-mail discussion lists as a means of fostering community among dispersed offline practitioners. Sociologists struggle with ways of characterizing the Pagan movement. It appears to lack the necessary set of uniform beliefs and organizational features that reference community relations in other religions. However, new information and communication technologies (ICTs) accompanying globalization are changing the forms of human association and have stimulated speculation regarding the extent to which they foster community. Existing conceptualizations of community suffer from the historical emergence of the “virtual”/“real” distinction and are inadequate to characterizing sociability in the networked society. Wenger's theory of a “community of practice” (1998 Wenger , Etienne . 1998 . Communities of Practice . Cambridge , UK : Cambridge University Press .[Crossref] , [Google Scholar]) is suggested as a way through this dilemma. The “community of practice” model is used to examine how Pagans integrate online and offline communications. Pagan social practices illustrate the ways in which individuals negotiate personal meanings and a sense of community in postmodern times.     

Teaching Social Register and Code Switching in the Classroom

Children in poverty have been shown to master only the informal registers of the English language (Payne 1996 Payne, R. 1996. A framework for understanding poverty, Highlands, Texas: AHA Publications.  [Google Scholar]). Unable to understand the formal register used in schools and on standardized tests, students in poverty achieve at a lower rate in school (Hodgkinson 1995 Hodgkinson, H. L. 1995. What should we call people?: Race, class and the census of 2000. Phi Delta Kappa, 77(2): 173–79. [Web of Science ®] [Google Scholar]) and choose inappropriate behaviors as a result of misunderstandings that are attributed to the inability to understand the language used in the formal register (Payne 1996 Payne, R. 1996. A framework for understanding poverty, Highlands, Texas: AHA Publications.  [Google Scholar]). A school in Cincinnati, Ohio is teaching the skills necessary for these children to translate, understand, and use other registers and codes of the English language. This article describes this curriculum and suggests that this method assists young children in poverty to learn the language of formal register and consequently experience greater academic and affective success in school.     

Motivational Interviewing Intervention With College Student Tobacco Users: Providers' Beliefs and Behaviors

Abstract

Objective: This study assessed college student health providers' use of Motivational Interviewing (MI) with tobacco users, as well as their beliefs about the use of brief interventions to help college student tobacco users quit. MI is recommended by the United States Public Health Service to increase tobacco users' willingness to quit. Participants: Participants included 83 clinicians from health clinics at 7 different universities in North Carolina. Methods: Paper-and-pencil baseline survey from a cluster randomized trial of college student health clinicians. Results: Twenty-two percent of respondents reported always or usually using MI during the past month for tobacco-using patients not ready to make a quit attempt. Student health providers also reported information with regards to their beliefs about tobacco cessation treatment, barriers to intervening with patients, and confidence in motivating students to consider quitting. Conclusions: Results highlight the need to encourage clinicians' use of motivationally focused interventions with student tobacco users.

Motivational Interviewing Intervention With College Student Tobacco Users: Providers' Beliefs and Behaviors

All authors

Robert S. McNamara PhD, Eunyoung Y. Song PhD, Beth A. Reboussin PhD, John Spangler MD, Jessica R. Pockey MPH, Caroline Kimes BS, Kristie L. Foley PhD & Erin L. Sutfin PhD

https://doi.org/10.1080/07448481.2014.1003376

Published online:

11 May 2015

TABLE 1. Providers' Beliefs About Patient Tobacco Intervention and Cessation (N = 83)

CSVDisplay Table

     

How Does a Cowboy Make Money? Using Student Curiosities to Further Elementary School Inquiries

This article explores examples of student-initiated inquiries (in Grades 1 and 5) and the opportunities and challenges with engaging in them. To explore these student-initiated inquiries, we use the C3 Framework Inquiry Arc (National Council for the Social Studies, 2013 National Council for the Social Studies (NCSS). (2013). The college, career, and civic life (C3) framework for social studies state standards: Guidance for enhancing the rigor of K–12 civics, economics, geography and history. Silver Spring, MD: Author. [Google Scholar]) and Harvey and Daniels's (2009 Harvey, S., &; Daniels, H. (2009). Comprehension &; collaboration: Inquiry circles in action. Portsmouth, NH: Heinemann. [Google Scholar]) Small-Group Inquiry Model to describe the actions and interactions of two elementary school teachers and their students as they take student-initiated inquiries through various stages of the inquiry process. With each classroom example we include the challenges the teachers encountered and we make recommendations for inquiry-based instruction in elementary social studies.     

Religiosity as a Potential Moderator of the Effects of R-rated Movies on Delinquency

Previous research suggests viewing R-rated movies is associated with delinquency (Tanski et al. 2010 Tanski , Susanne E. , Sonya Dal Cin , Mike Stoolmiller , and James D. Sargent . 2010. “Parental R-Rated Movie Restriction and Early-Onset Alcohol Use.” Journal of Studies on Alcohol and Drugs 71(3):452–460.[PubMed], [Web of Science ®] , [Google Scholar]; Titus-Ernstoff et al. 2008 Titus-Ernstoff , L. , M. A. Dalton , A. M. Adachi-Mejia , M. R. Longacre , and M. L. Beach . 2008 . “Longitudinal Study of Viewing Smoking in Movies and Initiation of Smoking by Children.” Pediatrics 121 : 15 – 21 .[Crossref], [PubMed], [Web of Science ®] , [Google Scholar]), while religiosity leads to decreases in substance use (Jang and Johnson 2001 Jang , Sung Joon and Byron R. Johnson . 2001 . “Neighborhood Disorder, Individual Religiosity, and Adolescent Use of Illicit Drugs: A Test of Multilevel Hypotheses.” Criminology 39 ( 1 ): 109 – 144 .[Crossref], [Web of Science ®] , [Google Scholar]; Kovacs, Piko, and Fitzpatrick 2011 Jang , Sung Joon and Byron R. Johnson . 2011 . “The Effects of Childhood Exposure to Drug Users and Religion on Drug Use in Adolescence and Young Adulthood.” Youth and Society 43 : 1220 – 1245 .[Crossref], [Web of Science ®] , [Google Scholar]; Miller 1998 Miller , W. 1998 . “Researching the Spiritual Dimensions of Alcohol and Other Drug Problems.” Addiction 93 : 979 – 990 .[Crossref], [PubMed], [Web of Science ®] , [Google Scholar]; Regnerus 2003 Regnerus , Mark D. 2003 . “Moral Communities and Adolescent Delinquency: Religious Contexts and Community Social Control.” Sociological Quarterly 44 : 523 – 554 .[Crossref], [Web of Science ®] , [Google Scholar]). However, the influences of religiosity and viewing R-rated movies have not been examined in conjunction. This article tests whether religiosity moderates the effects of R-rated movies on delinquency, results suggesting that rather than religiosity moderating the effects of R-rated movies on delinquency, viewing R-rated movies actually tempers the pro-social effects of religiosity. This finding only held true for certain types of substance abuse, and not activity-based forms of delinquency such as fighting. The results are discussed in light of their implications for the current study of the effects of religiosity on delinquency, and suggestions are made for future research on the relationship between viewing R-rated movies and delinquency.     

Involuntary Mental Health Treatment: The Mental Health Consumer as Expert

Involuntary treatment in mental health has existed since society first began trying to tackle the issue of mental illness (Dennis & Monahan, 1996 Dennis, D. L. and Monahan, J. 1996. Coercion and aggressive community treatment: A new frontier in mental health law, New York, NY: Plenum Press. [Crossref] , [Google Scholar]). Despite controversy on both sides of the issue, involuntary treatment continues to be used in current mental health service delivery. Practitioners and policy makers have engaged in lively debates about the merits of involuntary treatment, but few studies have engaged affected consumers in this discussion. This article reports on a small qualitative study in North Carolina that attempted to collect the stories of mental health consumers who had been involuntarily hospitalized due to symptoms of mental illness at some point in their lives. Study participants were also asked to critique the elements of the contemporary involuntary treatment and offer their ideas about improving it.     

Sexual Self-Concept: Testing a Hypothetical Model for Men and Women

One theoretical concept receiving modest attention in contemporary sex research is the sexual self-concept (SSC). However, a lack of cohesion within this research has culminated in a collection of SSC models which overlap one another but which are not exactly the same. Therefore, a unified conceptual model of SSC needs to be established. In addition, little research has examined potential differences between genders in SSC, as most SSC research has focused on women. Using Buzwell and Rosenthal's 1996 Buzwell , S. , & Rosenthal , D. (1996). Constructing a sexual self: Adolescents’ sexual self-perceptions and sexual risk-taking. Journal of Research on Adolescence , 6, 489–513.[Web of Science ®] , [Google Scholar] sexual selves model as a theoretical basis, a six-factor higher-order latent SSC model was tested using confirmatory factor analysis. Lower-order factors for this model included multidimensional sexual self-esteem and sexual self-efficacy factors, as well as unidimensional arousal, anxiety, exploration, and commitment factors. A five-factor latent model (after removing the commitment and the resistance sexual self-efficacy factors) was the best-fitting model. This model was then tested for measurement and structural invariance between genders. Results indicated that while the measurement of SSC was similar between men and women, structural invariance did not hold, as men had a significantly higher latent SSC score compared to women. These findings have important implications for sexual self-concept research, as well as contributing to better understanding of human sexuality.     

The Dangers of the Universal: A Critique of Fonagy and Target's Theory of Sexual Enjoyment

Despite the cultural specificity of aspects of attachment theory (Layton, 2006 Layton , L. ( 2006 ). Racial identities, racial enactments, and normative unconscious processes . Psychoanalytic Quarterly , 75 , 237 – 269 .[Taylor & Francis Online], [Web of Science ®] , [Google Scholar]) it remains influential. Disorganized attachment and the alien self are linked to borderline phenomena and attacks upon the body (Fonagy et al., 2002 Fonagy , P. , Gergely , G. , Jurist , E. , & Target , M. ( 2002 ). Affect Regulation, Mentalization and the Development of the Self . New York , NY : Other Press . [Google Scholar]), including sexual attacks (Straker, 2002 Straker , G. ( 2002 ). Being in two minds: The psychodynamics of paedophilia. In Australian Psychoanalytic Society annual conference, July, Melbourne, Australia . [Google Scholar]). Recently (Fonagy, 2006 Fonagy , P. ( 2006 ). Psychosexuality and psychoanalysis: An overview . In: Identity, Gender and Sexuality 150 Years After Freud , ed. P. Fonagy , R. Krause , & M. Leuzinger-Bohleber . London , UK : International Psychoanalytical Association , pp. 1 – 20 . [Google Scholar], 2008 ——— . ( 2008 ). A genuinely developmental theory of sexual enjoyment and its implications for psychoanalytic technique . Journal of the American Psychoanalytic Association , 56 , 11 – 36 .[Crossref], [PubMed], [Web of Science ®] , [Google Scholar]; Target, 2007 Target , M. ( 2007 ). Is our sexuality our own? A developmental model of sexuality based on early affect mirroring . British Journal of Psychotherapy , 23 , 517 – 530 .[Crossref] , [Google Scholar]) used the concept of the alien self to explain sexuality in general. This article challenges this extension as it again ignores cultural specificity, presents psychoanalysis as the arbiter of “normal” sexuality, and entrenches heteronormativity. It also lends itself to inadvertently condoning sexual harassment, as evidenced in a case study presented by Fonagy (2008 ——— . ( 2008 ). A genuinely developmental theory of sexual enjoyment and its implications for psychoanalytic technique . Journal of the American Psychoanalytic Association , 56 , 11 – 36 .[Crossref], [PubMed], [Web of Science ®] , [Google Scholar]).     

Unreasonable adjustments: the additional unpaid labour of academics with disabilities

Abstract

Two recent contributions to this section have drawn attention to the barriers which academics with disabilities have to navigate in academia where ableism “is endemic” (Brown and Leigh, 2018 Brown, N & Leigh, J (2018) Abelism in academia? Where are the disabled and ill academics. Disability & Society, 33 (6): 985–989.[Taylor & Francis Online], [Web of Science ®] , [Google Scholar]: 4). Hannam-Swain (2018 Hannam-Swain, S (2018) The additional labour of a disabled PhD student. Disability & Society, 33 (1): 138–142.[Taylor & Francis Online], [Web of Science ®] , [Google Scholar]) highlighted the additional intellectual, emotional and physical labour required of her as a disabled PhD student, and Brown and Leigh (2018 Brown, N & Leigh, J (2018) Abelism in academia? Where are the disabled and ill academics. Disability & Society, 33 (6): 985–989.[Taylor & Francis Online], [Web of Science ®] , [Google Scholar]) queried “where are all the disabled and ill academics?” However, Brown and Leigh primarily focus on those with invisible “conditions” and the dilemmas raised by disclosure in a context where such conditions negate academic status and credibility. In contrast, since my “disability” is visible, I do not share the dilemma/“luxury” of secrecy. My presence announces my status before me, and this negates my personhood altogether in academic settings. It also places a burden of additional unpaid labour upon me which has significant mental health and career impacts as well as violating principles of equality.     

Stepfamilies and the Law: Legal Ambiguities and Suggestions for Reform

Cherlin's (1978 Cherlin, A. 1978. Remarriage as an incomplete institution. American Journal of Sociology, 84: 634–650. [Crossref], [Web of Science ®] , [Google Scholar]) argument that stepfamilies are incomplete as far as the legal system is concerned is still valid and relevant today. This review of literature discusses the ambiguous role stepparents have in the legal system, both in intact and divorced stepfamilies. Legal scholars and social science researchers' suggestions to help stepfamilies find their place within the legal system are also included to show the variation of the proposed solutions. Scholars seem uncertain as to how to accomplish the task of changing laws to benefit stepfamilies, but agree that laws need to give more authority and recognition to the stepparent role.     

Clinical Realism Versus the Seductions of Universal Theory: Discussion of Celenza's “The Guilty Pleasure of Erotic Countertransference: Searching for Radial True”

In this discussion of Celenza's (this issue) article, I consider a paradox in our responses to psychoanalytic writing: from the same data, we expect both “clinical realism” and something more universal that expands psychoanalytic theory. So with Celenza's rich clinical material: from it, I argue, we may be able to make some universal claims about psychoanalytic process at the most general level. It is not, however, possible to make universal claims about what transpires in analyses in general based on the particular treatments she describes. Instead, I argue that the content of any given analysis inevitably varies with each individual patient and each analytic dyad. This discussion is greatly informed by the work of Edgar Levenson (1982 Levenson , E. ( 1982 ). Follow the fox: An inquiry into the vicissitudes of psychoanalytic supervision . Contemporary Psychoanalysis , 18 , 1 – 15 .[Taylor & Francis Online], [Web of Science ®] , [Google Scholar]) and Benjamin Wolstein (1981 ———. ( 1981 ). Psychic realism of psychoanalytic inquiry . Contemporary Psychoanalysis , 17 , 399 – 412 .[Taylor & Francis Online], [Web of Science ®] , [Google Scholar]).     

The Experiential Community Assessment Project: Integrating Social Work Practice Skills

Although most social work students are primarily interested in micro practice, the Council on Social Work Education mandates teaching macro practice. The challenge of incorporating meaningful and relevant community assignments within practice courses is noted in the literature (Koerin, Reeves, & Rosenblum, 2000 Koerin, B. B., Reeves, J. and Rosenblum, A. 2000. Macro-learning opportunities: What is really happening out there in field?. Journal of Baccalaureate Social Work, 6(1): 109–121.  [Google Scholar]). This article discusses the Experiential Community Assessment Project (ECAP) that integrates social work practice skills through interviewing a community leader, attending a community meeting, and using publicly available data to assess at risk neighborhoods. Grounded in experiential learning theory, a series of reflection papers are used to help students process what they are learning. A capstone poster presentation is required at the end. Suggestions and recommendations are made for using or adapting this project within other social work curricula.