When groups in glass houses throw stones: Public expectations of how activist groups respond to identity threats

This experimental study explores how the general public views an activist organization's affective threat appraisal as a function of three factors: the organization's anger level, efficacy level, and consistency of ascribed identity with avowed identity. Results shed light on the affective threat appraisal that activist organizations might use to manage emerging conflict with the general public. A typology of activist organizations is offered to account for levels of anger and likely efficacy when organizations face perceived disconnects between avowed identity and the identity ascribed to the activist group as a result of reported behavior. Empirical evidence suggests that an identity crisis involving identity discrepancies of an activist organization can have a profoundly negative impact on the organization's image, reputation, and even survival.     

Men's Domestic Violence Treatment Groups

A survey of all 13 men's domestic violence treatment groups in North Carolina found that such programs were similar in program philosophy and goals but highly divergent in group struc- ture. All programs utilized a feminist orientation which viewed domestic violence as resulting from socio-cultural and social learn- ing factors. Groups generally focused on the development of anger control, problem solving, and communication skills. Groups dif- fered widely in their agency affiliation, relationship with the court as referral source, degree of structure, leadership patterns, number of members, number of sessions, degree of co-ordination between men's and women's programs; follow-up procedures; and sophisti- cation of program evaluation. The diversity of men's domestic violence group treatment models is a result of grassroots laissez faire program development. This diversity offers opportunities to test the effectiveness of various group approaches. Considerations for men's domestic violence treatment programs are outlined. In addition, the need for systematic program evaluation and a statewide co-ordinating mechanism is dis- cussed.     

Institutions as dispositions: Searle,Smith and the metaphysics of blind chess

This paper addresses the question what the fundamental nature and mode of being of institutional reality is. Besides the recent debate with Tony Lawson, Barry Smith is also one of the relatively few authors to have explicitly challenged John Searle's social ontology on this metaphysical question, with Smith's realism requirement for institutions conflicting with Searle's requirement of a one‐world naturalism. This paper proposes that an account of institutions as powers or dispositions is not only congenial to Searle's general account, but can also satisfy both the realism and the one world requirements. Searle's worry that such a dispositional account is unable to account for the deontic nature of institutions is countered by an appeal to higher‐order powers as well as Searle's notion of the gap and desire‐independent reasons for action.     

Women's participation in self‐help groups as a pathway to women's empowerment: A case of Nepal

Non‐governmental organizations (NGOs) and the government of Nepal have made some effort to reduce poverty in Nepal by creating women's affiliation groups, some of which are micro‐credit organizations. Using capabilities as defined by Amartya Sen (Development as freedom, Oxford University Press, New Delhi, 2000), which includes employment opportunities, women's ownership in productive resources such as land and/or homes, educational opportunities, and women's participation in decision‐making in the family, this study evaluated the extent to which women's ethnic group or caste affiliation affected a woman's likelihood of being empowered by participation in these groups. We analyzed a sample of 8,973 women which was taken from the 2011 Nepal Demographic and Health Survey. Previous research has demonstrated that participation in gender‐based groups is correlated with higher economic status. This study adds to the literature on women's affiliation groups by investigating the impact of structural factors, such as caste and ethnicity, on women's self‐help group participation (women's groups and credit groups).     

Characteristics of female perpetrators of domestic violence in group therapy

This report is based on a set of clinical observations that identified unique characteristics of 12 female perpetrators of domestic violence in court ordered 52‐week group treatment. The observations are primarily based on the experiences of two therapists who treated a group of 12 female participants, concurrent with two male groups, each of which consisted of 10 participants. A number of comparative clinical observations are made in relation to the treatment of these male and female perpetrators. The group leaders identified three characteristics specific to female perpetrators of domestic violence: compulsive and premature disclosure by more than half the participants in the woman's group, versus minimal or deferred disclosure in the men's groups; perception of self as perpetrator and ambivalent perception of self as victim in the women's group, versus perception of self as either victim or perpetrator in the men's groups; and devaluation of self in the women's group, versus devaluation of the partner in the men's groups. The group leaders also observed that the perceptions and attitudes of the younger, poorer, less well‐educated participants often conflicted with those of their more affluent counterparts.

Therapists who treat mandated perpetrators of domestic violence in groups must contend with direct expressions of hostility. They must also help clients recognize and understand reasons for their dysfunctional partnerships and begin to think about how they can develop healthier relationships. The clinical observations from this group strongly suggest that psychological and socio‐economic factors interact to significantly influence treatment process and outcomes.     

Non‐Resident Fathers' Engagement with their Children: The Salience of Leisure

This paper reports on selected aspects of a recent study of non‐resident fathers' leisure with their children. The settings and context for non‐resident fathers' contact with their children are described and the methodology comprising interviews with eighteen non‐resident fathers is briefly explained. The fathers who participated were a diverse group. Leisure is a vital aspect of most non‐resident fathers' engagement with their children. Nevertheless, for non‐resident fathers to be fully‐integrated in their children's lives they need to participate in a range of everyday activities that allow them to function as parents rather than as regular visitors. Policy and legislation must better recognise the qualitative aspects of parent's engagement with their children.     

Young people act as consultants in child‐directed research: an action research study in Iceland

This paper evaluates an action research study, conducted in Iceland, which involved young service users as consultants to the research. We used participatory group work methods to activate the young people's knowledge and guide social workers in developing their practice. The young people's advice influenced the data generation and analysis, guided the action intervention and contributed to the evaluation. Their emphasis on the quality of relationships and attention to children's concerns was crucial in developing the concept of child‐directed practice.     

GUIDELINES FOR THE GROUP WORKER'S USE OF MODELING

Social group work, as a method of interpersonal helping, is often chosen because the group makes available a variety of models to help client-members learn new ways of coping with problematic situations. The group worker's use of program activities (including, but not limited to discussion and role playing) creates a number of real-life situations in which the modeling process can occur, with concomitant benefits for both the observer and client-members who may serve as models. This paper presents research-based guidelines for the group worker's use of modeling, and offers some examples of the guidelines in relation to practice situations.     

Aggressive and Prosocial Peer Group Functioning: Effects on Children's Social,School, and Psychological Adjustment

This study examined the effects of aggressive and prosocial contexts of peer groups on children's socioemotional and school adjustment. Data on informal peer groups, social functioning, and different aspects of adjustment were collected from multiple sources in a sample of elementary school children (149 boys, 181 girls; M age = 10 years). Multilevel analyses indicated that group aggressive and prosocial orientations made direct contributions to children's social, school, and psychological functioning. Group contexts also moderated the individual‐level relations between social behavior and self‐perceptions; prosocial behavior was associated with social or scholastic self‐perceptions more evidently in low prosocial and high aggressive groups. The results suggest that the peer group is an important context for children's performance and adjustment in various domains.     

Preschoolers prefer in‐group to out‐group members,but equally condemn their immoral acts

Previous research has shown that young children robustly display in‐group favoritism; that is, they favor in‐group over out‐group members. Moreover, preschoolers also consider information on morality in their evaluations of others. In the present study, we integrated both aspects: In particular, fifty‐six 4‐ to 6‐year‐old preschoolers were assigned to minimal groups and observed either prosocial or antisocial acts conducted by either an in‐group or an out‐group member. After observing these behaviors, children's liking and sharing were significantly higher for moral compared to immoral actors. In addition, children's liking and sharing were substantially higher for in‐group compared to out‐group actors. However, when children were directly asked to morally evaluate the actor's conduct, no in‐group favoritism emerged: In particular, children evaluated immoral acts conducted by an in‐group or an out‐group agent as equally bad/wrong and similarly claimed that these acts deserve punishment. These findings demonstrate that preschoolers differentially weigh information on group membership and moral valence depending on the type of evaluation, namely sharing and liking versus explicit moral evaluations of others’ conduct.     

Effects of Group Norms on Children's Intentions to Bully

A minimal group study examined the effect of peer group norms on children's direct and indirect bullying intentions. Prior to an inter‐group drawing competition, children (N = 85) aged seven and nine years were assigned to a group that had a norm of out‐group dislike or out‐group liking. Results indicated that, regardless of group norms, the children's attitudes were more positive towards the in‐group vs. the out‐group. Children's bullying intentions were greater when the in‐group had a norm of out‐group dislike vs. out‐group liking, the children were younger rather than older, and the bullying was indirect vs. direct. A three‐way interaction showed that the in‐group norms had a larger effect on the younger children's direct rather than indirect bullying intentions, but a larger effect on the older children's indirect rather than direct bullying intentions. Implications for understanding school bullying intentions and behaviour are discussed.     

Understanding My Culture Means Understanding Myself: The Function of Cultural Identity Clarity for Personal Identity Clarity and Personal Psychological Well‐Being

Culture is acknowledged to be a critical element in the construction of an individual's identity; however, in today's increasingly multicultural environments, the influence of culture is no longer straightforward. It is now important to explore cultural identity clarity—the extent to which beliefs about identity that arise from one's cultural group membership(s) are clearly and confidently understood. We describe a novel theoretical model to explain why having a clear and confident understanding of one's cultural identity is important for psychological well‐being, as it clarifies one's understanding of personal identity. We propose that a clear cultural identity clarifies one's personal existence, by providing a clear normative template, reducing personal uncertainty, providing an individual with a sense of continuity, and buffering an individual against the fear of death. We discuss the implications of this model within our complex cultural worlds.     

The Impact of Clique Membership on Children's Social Behavior and Status Nominations

The impact of children's clique membership on their peer nominations for social behaviors and status was examined in a sample of 455 third‐ through fifth‐grade children. Social identity theory (SIT) and children's peer group affiliation and context served as primary conceptual frameworks for this investigation. As suggested by SIT, results indicated that children displayed favorable views toward their own cliquemates, nominating cliquemates more often for positive characteristics (e.g., prosocial, cool) and high status indicators (like‐most, most‐popular) than for negative characteristics (e.g., aggression) and low status indicators (like‐least, least‐popular). At the same time, children's views toward their cliquemates were commensurate with the clique's normative reputations as determined by the broader peer group (i.e., grade). This suggests that children's perceptions toward their cliquemates, albeit favorable, are also regulated by the overall clique context. Meaningful gender and grade effects on children's cliquemate nomination patterns were found. Findings also were discussed regarding the impact of clique size on a peer‐based assessment of social reputations and status.     

The Relations between Infant Negative Reactivity,Non‐maternal Childcare,and Children's Interactions with Familiar and Unfamiliar Peers

The present study examined the influence of children's experiences during non‐maternal childcare on their behavior toward unfamiliar peers. Participants included children classified as negatively reactive at four months of age (N = 52) and children not negatively reactive (N = 61), who were further divided into those who experienced non‐maternal care and those who did not. Children were observed during childcare at 24 months of age and in the laboratory with an unfamiliar peer at 24 and 36 months of age, where their wariness, dysregulation, and social engagement were assessed. Within the negatively reactive childcare group, children's positive interactions with peers during childcare at 24 months predicted lower levels of wariness toward an unfamiliar peer at 36 months. This relation was not significant for children not classified as negatively reactive. The findings suggest that the influence of non‐maternal childcare is dependent on a child's temperament and on the nature of peer interactions during care.     

Part II: Death in Literature. Poetry as Epitaph

Anyone tolerably versed in American literature will realize that we could have devoted our entire collection to attitudes toward death in American literature. Such a collection could be tightly organized and valuable, but it might also be redundant for an audience which consists primarily of loosened-up literary folk to begin with. So we offer, instead of standard selections, a group of essays which, though they are about death in literature, use literature as a vehicle for discussing either theoretical or practical interpretations of death in American society and letters. Karen Campbell's essay, “Poetry as Epitaph,” uses Emily Dickinson's poetry to illustrate and embody current international theories about death and language. We place this contribution first in this section because it serves as a transition between Gravestones and Epitaphs and Death in Literature: Dickinson was writing at the same historical moment discussed by Kenneth Ames in “Ideologies in Stone,” a fact the reader may wish to remember while reading “Poetry as Epitaph;” and Karen Campbell treats Dickinson's poetry as epitaphic in style and genre. Sonia Gernes' “Life After Life: Katherine Anne Porter's Version” uses Porter's “Pale Horse, Pale Rider” to illustrate and make provocative suggestions about Raymond Moody's theses in Life After Life. Leslier Fiedler's contribution is an extract from a speech given under the auspices of an organization studying the humanist's response to child abuse, and is part of a series of lectures on that subject. He discusses infanticide through literature and then through popular culture. Marvin Kohl takes issue with some of Professor Fiedler's conclusions.     

Strategies for the Study of Individual Development within Naturally-Existing Peer Groups*

The investigation of peer influences on children's development in natural settings rests squarely on appropriate methods to identify those individuals who are influential for a given child. Traditional methods of sociometric ratings or assessments of friendship choices are not intended to identify reciprocal influences in children's peer groups of social interrelationships. In the study of networks within sociology, researchers have focused on the structural properties of children's networks, instead of the psychologically meaningful characteristics of the children who comprise a target child's network. To complement these strategies, a method is presented that can reliably identify those individuals who constitute children's natural peer groups in a setting. This information is used to form composite maps that represent the psychological peer context of a given child. Strategies are outlined for analyzing processes of group selection and socialization among developing individuals and their changing peer contexts.     

Family Support and Empowerment: Post Autism Diagnosis Support Group for Parents

Receiving a diagnosis of an autism spectrum disorder often elicits strong emotional reactions from parents of the diagnosed child. Follow-up services and continued support for these families is a necessary component to help families adapt and meet their and their children's needs. This pilot study measured the effects of a six-session, co-facilitated, support group on the advocacy skills and self-efficacy of parents coping with a child's diagnosis. Statistically significant increases in the average mean scores for the three subscales of the Family Empowerment Scale were found. Implications for practice and research are discussed.