The Poetry of Social Distress

>This paper discusses the varied ways Christian fundamentalists think about Jews and Israel in their theology and in their daily lives. Topics include the continuing significance for fundamentalists of Jewish responsibilities for the death of Jesus, the place of the Holocaust imagery and especially the importance of the creation of the state of Israel in 1948, and the instrumental role fundamentalists believe Jews play in the end-time story leading up to the return of Jesus to Mount of Olives and the making of a new Jerusalem and the beginning of the millennium. The paper suggests that in these ambivalent images lies much social distress in the form of anti-semitism, distortion of our Middle East policy, and the erosion of efforts to create a human ecumenism.     

Social Psychopathy,Social Distress,Family Breakdown,and Custody Disputes in the 1990s: Implications for Mental Health Professionals

The decade of the 1990s will probably contain more challenges to the role of the mental health practitioner in child custody cases than ever before in history. Because of increasing social stress and family disintegration, custody disputes are destined to become more frequent, bitter, and traumatic for all parties. Mental health professionals, in particular, need to develop a coherent structure regarding their own participation in this process. Issues of moral changes among our leadership and our citizenry are examined and guidelines for the behavior of the mental health practitioner in the courtroom are formulated and illustrated as they pertain to custody decisions. Parlicular attention is paid to custody decisions as an a11 rather than a science, the role of empirical research, the need to anticipate certain unintended circumstances, the need for the application of mental health principles on an individual case-by-case basis, the nature of the mental health professional’s expertise, and the problems with the concepts of “parental unfitness” and the use of psychiatric diagnosis as a way of defining such alleged unfitness.     

Social Distress and the Police

Police work is generally assumed to be inherently stressful. However, research suggests that much of the stress associated with police work may be related to the organizational and administrative setting in which the work is conducted.

This is consistent with the concept of social distress which proposes that stress is generated by the social system in which the individual functions. The implication of understanding police stress within this framework for the implementation of police stress management programs is discussed.     

Social Distress and Theorizations of Child Victimization

This paper presents an in-depth analysis of theoretical accounts of the epidemiology, process, and causalities of child victimization as the manifestation of social distress. Through a comprehensive search of the literature, 46 theories (also models and perspectives) were compiled and categorized into nine paradigms that were further characterized in terms of three bipolar continua. In this paper, the major representative concepts of each paradigm are presented and evaluated to highlight the commonalities, strengths, and weaknesses of its member theories. It is concluded that the history of child victimization theorizations has passed through three progression stages - the ‘speculations’ of the 1960s, the ‘introspective explorations’ of the 1970s, and the ‘diversity’ of the 1980s. It now has reached the ‘multidisciplinary integration’ of the 1990s. In short, an ideal theory is required for each type of social distress phenomenon (such as the child victimization presented in this paper). It must integrate all existing theories such that various controversial and inconclusive theoretical and practical issues can be organized under a common framework for the design, improvement, and implementation of effective service programs.     

Terrorism,Organized Crime,and Social Distress

Abstract

It is safer to believe evil ofeveryone until people are found out to be good, but that requires a great deal ofinvestigation nowadays.     

Civil Society,Economic Distress,and Social Tolerance

The idea that civil society is declining has been much discussed recently, for example, by Fukuyama (Trust: The Social Virtues and the Creation of Prosperity. New York: Free Press, 1995) and Putnam (The American Prospect 13 (Spring):35–42, 19937semi; Nobel Symposium, Uppsala, Sweden, August 27–30, 1994; PS: Political Science and Politics, December: 664–683:. At the same time, another stream of research suggests that racial tolerance is increasing through time (Quillian, American Journal of Sociology 101 (3):816–860, 1996; Firebaugh and Davis, American Journal of Sociology 94 (2):251–272. This paper combines ideas from several intellectual traditions to suggest that economic conditions may affect civil society, which in turn may influence social tolerance. These ideas are explored, using multivariate analysis of pooled General Social Survey data from 1972 to 1994. The results suggest that the fabric of civil society and economic conditions may contribute somewhat to espoused tolerance. Greater economic security, together with the attitudes fostered by a vibrant civil society including greater trust and less anomia, appear to increase espoused social tolerance. Period effects and the effects of other demographic factors remain strongly related to expressions of tolerance. While alternative interpretations may be offered depending on whether the interaction terms, Year × Education or Cohort × Education, are included in the analysis, the high correlation between the two suggests that these interpretations cannot be seen as oppositional. Finally and most important, the analysis reveals many parallels between espoused racial and homosexual tolerance, suggesting a more generalizable model of social tolerance.     

Early Achievement Gains and Poverty-Linked Social Distress: The Case of Post-Head Start Transition

Public policymakers in West Virginia have an intense interest in early and continuing educational intervention for the poor. In this view, interventions such as Head Start are a good idea, but they start too late and end too soon. Properly executed, early and continuing intervention is expected to provide a basis for later achievement-driven improvements in occupational and income attainments. Rural poverty and its correlates, which manifest and cause social distress in a variety of forms, is then diminished. We report on an evaluation of the West Virginia site of a federally-funded program intended to maintain early achievement gains viewed as crucial in alleviating poverty-linked social distress. Results of the evaluation of Post-Head Start Transition show no achievement gains. This undercuts the rationale for the program. Furthermore, it provides no support for a general policy of early and continuing educational intervention to foster achievement-driven diminution of poverty. It seems reasonable to consider the possibility that achievement rises and falls in response to the prevalence and intensity of social distress. Context determines educational outcomes, not the other way around. Reasons are suggested for this.     

Early Achievement Gains and Poverty-Linked Social Distress: The Case of Post-Head Start Transition

Public policymakers in West Virginia have an intense interest in early and continuing educational intervention for the poor. In this view, interventions such as Head Start are a good idea, but they start too late and end too soon. Properly executed, early and continuing intervention is expected to provide a basis for later achievement-driven improvements in occupational and income attainments. Rural poverty and its correlates, which manifest and cause social distress in a variety of forms, is then diminished. We report on an evaluation of the West Virginia site of a federally-funded program intended to maintain early achievement gains viewed as crucial in alleviating poverty-linked social distress. Results of the evaluation of Post-Head Start Transition show no achievement gains. This undercuts the rationale for the program. Furthermore, it provides no support for a general policy of early and continuing educational intervention to foster achievement-driven diminution of poverty. It seems reasonable to consider the possibility that achievement rises and falls in response to the prevalence and intensity of social distress. Context determines educational outcomes, not the other way around. Reasons are suggested for this.     

Coping and Psychological Distress Among Genderqueer Individuals: The Moderating Effect of Social Support

This study examined the relationships between social support, coping, depression, and anxiety in a sample of genderqueer individuals (n = 64). Genderqueer is a label used within the broader transgender community and is defined as a gender identity that is outside the binary construct of male and female. Findings indicate that 53% (n = 34) of participants reported clinical levels of depression and 39% (n = 25) reported clinical levels of anxiety. There was a direct relationship between social support and depression and anxiety, indicating that more social support is associated with less depression and anxiety when statistically excluding coping factors. In addition, more facilitative coping (e.g., seeking help) was related to less anxiety, whereas more avoidant coping (e.g., avoiding emotions) was related to more anxiety and depression. There was a significant interaction between social support and coping factors when predicting anxiety, such that individuals who reported higher social support used more facilitative coping which was associated with less anxiety and those who reported less social support used more avoidant coping which was associated with more anxiety. Clinical implications for working with genderqueer-identified clients are discussed.     

The Social Construction of Asperger Syndrome: The pathologising of difference?

This article poses the question 'Is Asperger Syndrome (AS) a disorder or a neurological difference that has been socially constructed as a disorder?' AS is currently defined within the medical paradigm as a developmental disorder. Alternative conceptualisations of Asperger Syndrome have largely been absent within the academic discourse on AS. Drawing on the emerging field of disability studies we examine how the diagnostic category of AS has been socially constructed. Our contention is that Asperger Syndrome has been readily adopted as a category because of its value as a category of special education. In other words, the school is a pivotal institution in the dissemination of AS as a category. Within the framework of special needs AS is viewed as a social disability and the aim of professional interventions is to help to rehabilitate or 'normalise' the child. In attempting to re-frame this conceptualisation of AS it is important to shift the emphasis from issues of diagnosis and evaluation to examining the social implications of representing children as having AS.     

Social Distress Theory and Teaching About Homelessness: A Retrospective Analysis

This paper provides a retrospective analysis of our course:“Hamelessness in the United States: An Interdisciplinary Approach.” It analyzes how such a course reveals social distress on two distinct levels: course content and course process. We deploy the concepts, tenets and insights of social distress theory to provide a retrospective analytical framework for the course. In addition, we extend the theory by presenting two corollaries to it and show how the literature on homelessness provides alternative connections among the major elements ofsocial distress theory. Thus, we raise new questions for the theory to consider. We also make recommendations for potential teachers of courses on homelessness.     

Panic and the Breakdown of Social Order: Popular Myth,Social Theory,Empirical Evidence

Abstract

The academic public that I encounter at my lectures always show surprise when I speak intimately and deeply about the classroom. That public seemed particularly surprised when I said that I was working on a collection of essays about teaching. This surprise is a sad reminder of the way teaching is seen as a duller, less valuable aspect of the academic professions. This perspective on teaching is a common one.     

Social Strain, Structural Breakdown, Political Opportunity, and Collective Action

Sociology traditionally identified social strain and structural breakdown as causes of collective action. Such explanations were widely interpreted as endorsing social order and viewing its breakdown and the resulting collective action in a negative light. In the 1970s, advocates of the resource mobilization perspective criticized strain and breakdown explanations and this negative connotation of collective action. Rather than strain or breakdown, these theorists explained collective action in terms of solidarity, interests, and resources. Despite these criticisms, strain and breakdown explanations persisted at the margins of mainstream social movement theory. Moreover, the resource mobilization approach invoked 'opportunity' to explain collective action. There is a strong resemblance between 'strain and breakdown' and 'opportunity'. Both explain collective action in terms of external, facilitating conditions, but opportunity explanations connote a more favorable evaluation of the resulting collective action. Such resemblances suggest the viability of a synthesis between older and newer explanations of collective action.