Using scrapbooks & portfolios in group work with women who are chemically dependent

This article provides a rationale and strategies for using scrapbooks and portfolios within the context of group work with minority women recovering from chemical dependence. An expanded model of recovery-based group work places the use of scrapbooks and portfolios within the context of a practice model that seeks to increase general and social self-efficacy in these women. Memory scrapbooks, lifecourse scrapbooks, and recovery portfolios are defined; their differential use in group work is described; and ways group members can use the tools to strengthen their sources of self-efficacy are explored.     

Are the Real Time Costs of Children Equally Shared by Mothers and Fathers?

This article attempts to estimate the time cost of children in France for couples who do not forgo any income, on the basis of the INSEE 1998–1999 time use survey. Having a child involves an increase in domestic work and/or the dedication of occupational income to pay for childcare. The reduction in “time for oneself”—leisure and personal care, i.e. 24 h less working hours paid or unpaid—is modelled for a dual-earner couple in full-time employment who do not use childcare services to increase his/her leisure time. Taking a couple in full-time employment avoids income endogeneity bias, since income is reduced by career interruption and part-time employment. These estimates account for this selection by full-time paid work. The article shows that time cost is roughly 1 h 30 min a day for a child aged 3–14, and is 4 h a day for each younger child. As this cost rises, the more fathers sacrifice some of their free time. The father and mother of two young children with a childminder thus each have only 11 hours of free time (including sleep) per day. The time cost of a large family (3 children) is equivalent to a full-time job on the labour market. In France, work-life balance policies and family pension entitlements only cover a small part of this cost.     

Perceived risk,emotions, and stress in response to COVID-19: The interplay of media use and partisanship

Relationships between risk perceptions, emotions, and stress are well-documented, as are interconnections between stress, emotion, and media use. During the early COVID-19 pandemic, the public responded psychologically to the threat posed by the pandemic, and frequently utilized media for information and entertainment. However, we lack a comprehensive picture of how perceived risk, emotion, stress, and media affected each other longitudinally during this time. Further, although response to the pandemic was highly politicized, research has yet to address how partisan affiliation moderated relationships between risk, emotion, stress, and media use over time. This three-wave (N = 1021) panel study assessed the interplay of risk, emotion, stress, and media use for Americans with different political affiliations between March and May of 2020. Findings indicate that perceived risk, emotion, and stress at Time 1 predicted media use at Time 2, with predictors varying by type of media. Use of entertainment media and social/mobile media predicted later stress (Time 3), but news consumption did not. Later risk perceptions (Time 3) were not influenced by media use at Time 2. The predictors and consequences of different types of media use were notably different for Republicans and Democrats. In particular, risk perceptions predicted greater news use among Democrats but greater entertainment media use among Republicans. Moreover, social/mobile media use resulted in perceiving the risks of COVID-19 as less serious for Republicans while increasing stress over time for Democrats.     

A historical account of the governance of midwifery education in Australia and the evolution of the Continuity of Care Experience

Background

Midwifery programs leading to registration as a midwife in Australia have undergone significant change over the last 20 years. During this time accreditation and governance around midwifery education has been reviewed and refined, moving from state to national jurisdiction. A major change has been the mandated inclusion of Continuity of Care Experiences as a clinical practice-based learning component.

To err is human: Forgiveness across childhood and adolescence

This study examined children's and adolescents' narrative accounts and evaluations of an instance when they forgave a peer and an instance when they did not forgive, as well as their definitions of what it means to forgive. The sample included 100 participants in three age groups (7‐, 11‐, and 16‐year olds). Regardless of age, forgiveness and non‐forgiveness accounts differed in interpersonal features, such as how they responded when hurt and whether the peer apologized. The psychological features of the experiences involving their own thoughts and feelings also distinguished between events that were forgiven and those that were not, but did so for 16‐year olds and, sometimes, for 11‐year olds, but never for 7‐year olds. The distinct ways in which younger and older children narrated their experiences also were reflected in their evolving definitions of what it means to forgive, though children's definitions revealed aspects of their thinking not captured in their narratives. Finally, children at all ages judged forgiving favorably but, with age, their evaluations of not forgiving became less negative. These findings challenge the narrow conceptual and methodological lenses through which forgiveness had been examined, and underscore meaningful age differences in the ways children make sense of and evaluate forgiveness and non‐forgiveness.     

Self‐concept as a mechanism through which parental psychological control impairs empathy development from adolescence to emerging adulthood

We examined the relationship among perceived parental psychological control (PPC), self‐concept, and empathy, from adolescence to emerging adulthood. Child Development Project longitudinal data analyses indicate that, when adolescents notice PPC at age 13, they have poor self‐concept (less competence) at age 16, and they show less empathic concern (EC) toward others at age 24. The indirect effects of self‐concept at age 16 are significant for EC, but not for perspective taking (PT). Moreover, perceived PPC at age 13 does not directly predict their EC at age 24, but it does their PT at age 24, and these results were found regardless of the gender of the parents and adolescents. Our results shed light on poor self‐concept in adolescence as a mechanism by which PPC impairs healthy emotional development from adolescence to emerging adulthood.     

Couple interaction and child social competence: The role of parenting and attachment

The current study examined the association between positive couple interaction and child social competence as mediated through positive parenting and parent–child attachment security. Prospective, longitudinal data came from 209 mothers, fathers, and their biological child. Information regarding observed positive couple interaction, observed positive parenting, and parent–child attachment security were assessed when the child was 2–4 years old, and child social competence was assessed at 5 years old. Mothers and fathers were analyzed separately in the model. Results indicated that for both mothers and fathers, positive couple interaction was indirectly associated with child social competence through positive parenting and parent–child attachment. These pathways remained statistically significant even after child social competence at age 2–4 was taken into account. Results suggest that couple interaction spills over into parenting which impacts parent–child attachment, which is associated with positive child developmental outcomes.     

Effects of garden management practices,by different types of gardeners,on human wellbeing and ecological and soil sustainability in Swiss cities

Urban Ecosystems - Gardens have effects on the local ecology as well as on the wellbeing of the gardener, but few studies have attempted to study gardens using both ecological and social outcome...     

Counternarratives of students’ experiences returning to comprehensive schools from an involuntary disciplinary alternative school

Educators’ excessive uses of exclusionary discipline have led to increased placements of students in disciplinary alternative schools, but few studies examine student experiences after their alternative school placements. Using a theoretical framework informed by critical race theory and the role of the discourse of safety in student discipline, we compose the counternarratives of nine middle school students’ experiences with the transition from an involuntary disciplinary placement back to a comprehensive school. We then analyze across cases to identify commonalities in their stories. Findings show that students experience dehumanization and exclusion that reflect second-class citizenship. We discuss how educators can resist perpetuating this under class even as the overtly racist rhetoric of populist nationalism replaces the neoliberal color-blind version of the discourse of safety.     

Foundations and innovation in the nonprofit sector

Using a sample of 17 foundations that are at the forefront of encouraging innovation this study explored foundations' motivations behind funding innovation, their perceived ability to impact the levels of innovation in nonprofit organizations, and strategies that foundations are using or can use to encourage innovation in nonprofit organizations. The results showed that among the major motives behind funding innovation were leveraging the capital, honoring the foundations' core identity (mission and values), and desiring to encourage innovation in nonprofit organizations. Five strategies/mechanisms that foundations are using/can use to encourage innovation in nonprofit organizations were identified: (a) offering innovation awards/grants as catalysts for innovation, (b) providing risk capital and supporting early stage idea development, (c) educating other foundations on the value of innovation and serving in a convener role, (d) serving as thought leaders, and (e) increasing nonprofit organizations' capacity for innovation. Implications for practice are discussed along with recommendations for future research.