Perceived emotional intelligence and social competence in neglected adolescents

This research work analyses the emotional intelligence (EI) and the social cognitive attitudes and strategies in adolescents between 12 and 17 years of age in residential care. The aim of the work is to identify those aspects that hinder their socio-emotional competence, requiring a more urgent intervention. We explore the presence of significant differences between the variables under study according to gender and age range (12–14 and 15–17) and we analyse the relationship between the dimensions of their EI and their social competence. The results show a lack of EI in these adolescents, with all three dimensions being affected: emotional attention, clarity of feelings and emotional repair. As for social competence, it can be seen that the adolescents are characterised by a lack of confidence and firmness in their interactions. Worthy of note is the impulsive cognitive style, as are the rigidity of thought and the tendency towards social mistrust and suspicion. There are many difficulties concerning the strategies for resolving social problems. This research highlights the need to design training programmes for the residential care centres that will favour their socio-emotional development.     

Attitudes toward poverty among exit students of undergraduate social work programs in eight Latin American countries

What is the attitude of Latin American undergraduate social work students toward poverty? An earlier study from Europe and other countries worldwide found that most graduating social work students who participated in the research were clear about the socio-structural causes of social problems such as poverty. Still, no data on this topic is available for Latin American countries. The aims of this study were: (1) to describe and to compare eight Latin American graduating undergraduate social work student groups regarding their attitudes toward poverty, as measured by two scales: Causes of poverty scale and Ways of dealing with poverty; and (2) to discuss some of the implications of the study for social work education and practice. Using a quantitative transnational-comparative design, a total sample of 525 nonrandomly selected, graduating undergraduate social work students from eight Latin American countries responded to a self-administered questionnaire. An individualistic attitude to understanding and to dealing with poverty emerged in the majority of the student groups. Multivariate procedures and inferential analyses demonstrated variations across the student groups. Implications for social work education and practice are discussed.     

Rating the revolution: Silicon Valley in normative perspective

Silicon Valley, California – home of Apple, Facebook, Twitter, Google, and so on – is widely regarded as the epicentre of the information revolution. However, it is not just a technical or economic phenomenon; it has also made a social revolution. The article evaluates Silicon Valley from a normative perspective, seeking to identify its real societal impact, negative as well as positive. A select review of significant literature is followed by exposition of primary data, based on in situ face-to-face interviews with Valley occupants; these range from the chief technology officer of a global brand to a homeless, unemployed Vietnam War veteran. The article organises its findings under three headings: the nature of information revolution; iCapitalism as a new technoeconomic synthesis; and the normative crisis of the information society. It concludes with a warning about ongoing attempts to clone Silicon Valley around the world.     

Young adults’ hopes for the long-term future: from re-enchantment with technology to faith in humanity

Recent scholarly research has claimed that young people are predominantly concerned with their immediate ‘horizon of planning’, resulting in an outlook upon the future that is dominated by present-day concerns. By distinguishing between choices and plans, on the one hand, and hope and faith, on the other, this article analyses how young people relate to the future through their attitudes about responsibility and technology in order to complicate this narrative. The data are drawn from an interview project in which 28 young adults (aged 18–34) discuss both their own future and a general idea of the future of society. Two key findings are discussed. Firstly, respondents are found to place faith in the potential of technology to mitigate future predicaments, and secondly, respondents are found to ascribe mystical or magical qualities to technology. Drawing on these findings, this article suggests that the oft-cited attitude that technology will develop in time to meet the needs of the future does not simply signify a deferral of responsibility onto future generations. Instead, by drawing on scholarship on re-enchantment it is argued that for young adults technological development can represent a refuge of faith and hope for the future.     

Children's participation in foster care placements

This article presents results from a study of the birth children of foster carers and their experiences of growing up with foster siblings. Data were gathered from focus groups (17 participants), discussion groups (16 participants), a questionnaire (684 responses) and eight individual interviews. The children's participation in the fostering placements is in focus. Accounts from the children show that several of them participate in care-giving activities in everyday life. Their participation in the official assignment is however limited and can lead to children taking on responsibility with no support from adults. The tension between children's agency and position in society is addressed. The study shows how power relations between children and adults come into play, how both children and adults (re)-produce positions where children's rights to have a say in questions that concern them are not reflected within fostering processes.     

Apps-olutely Perfect! Apps to Support Common Core in the History/Social Studies Classroom

The inclusion of technology in the classroom is an increasingly important feature of effective instruction. The implementation of Common Core Standards in many states also requires teachers to consider new pedagogical strategies to support meaningful learning. This article explores the intersection between technology demands and curricular change by examining apps that can be used to support Common Core State Standards instruction in history/social studies. Specifically, the authors highlight several apps that they presented at a professional development workshop for six to twelve history/social studies teachers and discuss the teachers' feedback regarding the strengths and limitations of apps to support their instruction. Conclusions are drawn and recommendations for history/social studies teachers using apps in the classroom are provided.     

Building relational capital: The contribution of episodic and relational community engagement

In this study, we provide evidence of the theorized connection between community engagement and the development of social capital, and the perceived value or worth of relationships among organizations and stakeholders. Using thematic analysis to understand the policy and practice frameworks of community engagement in Australian local government organizations, our analyses reveal two different types of community engagement—relational and episodic—each of which has the potential to contribute to relational dimension of social capital. The study introduces and develops new thinking around the ideas of episodic and relational engagement within the context of community engagement, and their respective contributions to the development of relational capital. Recognizing and identifying episodic and relational community engagement as separate phenomena allows researchers and practitioners to understand the theoretical dimensions of community engagement as a framework for practice.     

Transcultural tension and the politics of sewage management in (post) colonial Lagos

ABSTRACT

The culture of sewage management in Lagos dates back to pit latrines (Shalanga) in precolonial Lagos; this culture gave way to bucket latrines in the wake of British colonial administration in Lagos and then to mobile toilets in postcolonial Lagos. The introduction of bucket latrines created a new job category known as Agbepo (night-soil men) and a new material practice in the management of faecal waste among ethnicities and races inhabiting the urban space of Lagos. This material practice, I argue, created ethnic tensions and reveals the extent to which varying perceptions of sewage management determine how people perceive and relate with one another in Lagos. To validate my argument, my paper proceeds from the vantage point of the phenomenology of disgust, drawing on Chinua Achebe’s No Longer at Ease, archival materials, and selected live interviews to examine how varying perceptions of sewage management play out in the construction of relationships in Lagos.     

Social Network Challenges to Reducing Consumption: The Problem of Gift Giving

Social networks are typically associated with recruitment tactics. In this article, I offer an additional perspective on social networks as a constraint to social change and an under‐recognized challenge to reducing consumption. I draw on 45 interviews with: voluntary simplifiers, religious environmentalists, and green home owners. Informants, failing to withdraw from gift‐giving networks, instead (1) negotiate a reduction in gift giving, (2) green gift giving, and (3) attempt to transform gift giving into a tactic for lifestyle change. Rather than viewing social networks as channels for cultural cohesion, I argue that we need to better conceptualize the way culture and networks are co‐constituted by tactics of influence within areas of contention.     

Professional quality of life of adult protective service workers

Adult Protective Services (APS) workers are exposed to substantial occupational hazards and job stress, but these stressors are underdocumented. Therefore, we sought to describe APS workers’ work environments and responses to occupational hazards and stressors, including compassion fatigue, burnout, and secondary traumatic stress. Survey data were gathered with closed-ended questionnaires administered to APS workers in an urban setting. Virtually all workers (97%) reported exposure to one or more environmental hazards in their work, and 80% reported hazard exposure in the past month. Workers also reported mixed responses to their work environment and to experiences with supervision. A sizable minority (22.7%) was at high risk for burnout, 24.6% were at risk for secondary traumatic stress, and 19.9% reported low compassion satisfaction. The results document multiple stressors in APS work. The APS partner is committed to ongoing efforts to better support its staff, and these findings can inform future efforts to enhance supervisor support and worker self-care, to minimize burnout and secondary traumatic stress.