Two Faces of Self and Emotion in Symbolic Interactionism: From Process to Structure and Culture—And Back

During the heyday of modernist sociology, two theories emerged within symbolic interaction, each attempting to refine and extend aspects of Mead's framework: Affect Control Theory and Identity Theory. The similarities between these two different theories have led to confusion as well as speculation about their continuance as separate theories. We trace the development of both, contrast their foci and contributions, and outline paradigmatic changes that may reconcile some differences. In addition, we highlight the growing potential for interface with processual symbolic interactionist work, and the possible benefits for all such “faces” of the framework.     

Building Indigenous Australian Social Work

Abstract

An Indigenous social work guided by Indigenous Australians’ participation and experience that has, at its heart, human rights and social justice is in its infancy in Australia. The present paper continues a discussion on Indigenous Australian social work theory and practice developments being generated by those working in this field. Aspects of this “praxis” include recognition of the effects of invasion, colonialism, and paternalistic social policies upon social work practice with Indigenous communities; recognition of the importance of self-determination; contemporary Indigenous and non-Indigenous colleagues working in partnership; the impact of contemporary racist and neocolonialist values; and rethinking contemporary social work values and practices. There is discussion of appropriation and reinterpretation of social work concepts, incorporation of international and local Indigenous theory, and the framing of social work by Indigenous Australians’ views and values.     

A Pedagogical Approach to Engaging Social Work Students in Research

Attitudes of US-based students in graduate-level social work master's in social work (MSW) toward required research courses often appear ambivalent, but developing an effective pedagogical approach to research could have lasting implications on students, educators, and the field. This article uses Bandura's social learning theory (SLT) to provide a framework for successfully engaging MSW students in the content of an introductory research class. This article outlines the thinking behind and the strategies used to engage students in the course content.     

The Use of Social Theory in Reflecting on Anti-Oppressive Practice with Final Year BSc Social Work Students

This article explores the relevance of social theory for social work teaching and learning about anti-oppressive practice. Use of theory in social work practice is discussed. It is argued that social theory is a toolbox from which social workers can draw eclectically in order to enhance their ability to practise anti-oppressively. A course/module which focuses on theory to understand and support anti-oppressive practice is described. The main aspects of social theory addressed in this module are outlined. These areas are firstly, human rights; secondly, traditional, modern and postmodern discourses or ‘ways of knowing’; thirdly, essentialism vis-à-vis the social construction of identity; and fourthly, an analysis of power in personal/professional relationships. The use of case studies or scenarios is discussed in relation to facilitating students' application of theory to practice. Extracts from a student essay demonstrate how one student applied social theory to a comparison of two case studies leading to strategies to empower the individuals in each scenario. The value of using social theory to reflect on and enhance anti-oppressive practice is discussed.     

社会工作视角下的偏差青少年自我概念干预

偏差青少年对自我的清晰认识和定位,能够有效防止其偏差行为的发生。对偏差青少年的研究发现,偏差青少年的自我概念认同呈现家庭自我概念较低,同伴自我概念较高;学生自我概念较低;自我表现自我概念偏低等特征。基于社会联络理论的融和型青少年社会工作服务模式对于提升偏差青少年的自我概念具有积极的作用。     

Applying Complexity and Emergence in Social Work Education

Complexity theory provides social work educators, researchers, and evaluators with a promising approach for examining the concepts of interconnectedness, non‐linearity and emergence. This paper introduces complexity theory, provides an example in which a large international non‐governmental organization developed the capacity to address the issue of human trafficking, and discusses implications for applying this approach to social work education coursework. Social work applications of complexity range from understanding emerging social movements, to encouraging human rights and resiliency in target populations, to understanding the interdependencies of communities.     

The Salvaging of Identities among Homeless Men: Reflections for Social Work

Abstract

This research reveals the social and individual processes that dominate the experiences of homeless men through an exploration of their struggle to achieve ontological worth. Drawing on eight in-depth interviews with homeless men who are experiencing homelessness, this research demonstrates this struggle is because of the situated nature of identities that homeless men continually reconstruct and renegotiate. It proposes that relations to this set of identities are relevant to homeless men, in particular the construction and reconstruction of their identities within homelessness. The central findings of this research reveal that homeless men actively manage their identities to cope with the instability inherent to the experience. The implications of this for social work practice are explored, focusing on the importance of self-conception and the restoration of positive identities.     

Play in Middle Childhood: Everyday Play Behaviour and Associated Emotions

Children's reports about their play in middle childhood and the emotions they associate with play have received limited research attention. Using focus groups, this study asked 38 children in the UK about what, where and with whom they played. They were also asked how play made them feel. Children reported a wide range of play behaviours, with outdoor and traditional games being just as prominently mentioned as play with electronic devices. The emotional importance of play in middle childhood was apparent, with children associating play with strong positive emotions, and not being able to play with negative emotions and anxiety.     

Social Work and the Natural Environment: Embedding Content Across Curricula

Social work is a profession focused on people within their environments. This is reflected in codes of ethics, where our shared mandate is to work towards individual wellbeing and social change. Recently, social work literature has promoted green and eco-social work, drawing on climate change science, notions of expanded and future justice, knowledge of the link between health and the environment, and principles of deep ecology. However, if social workers are to take up their place in a rapidly changing, globalised world, rife with environmental concerns, their education must prepare them to do this. One way of doing this is to embed curriculum on social work in relation to the natural environment in already existing units. This paper describes two examples of how this could be done based on the authors’ experiences from their respective universities.

IMPLICATIONS

• It is incumbent on social work to respond to the mounting evidence related to the environmental crisis.

• Social work is well placed in terms of theory, values, and skills to lead the way in developing an eco-social paradigm of potential relevance across disciplines.

• Social work educators need to educate students about emerging issues, such as environmental degradation. Embedding material in already existing courses, as per examples provided in this paper, provides one way of doing this.

     

The Segregation of Social Interactions in the Red Line L‐Train in Chicago

This study documents how residential segregation is visible in social interactions in the (semi) public space of the red line L‐train in Chicago. While public spaces are often celebrated as spaces of cosmopolitanism, people tend to interact mainly with people who look similar and appear to be living in the same area in Chicago. People of different race and class, represented by the station where they board the train, do not encounter each other much in the L‐train because of the existing residential segregation in the city of Chicago. Blacks ride from the south to downtown while whites ride from the north to downtown. Different time frames are reserved for different people. Furthermore, on the train itself people prefer to be interacting with and sit next to people who appear alike; who seem to be from the same part of the city. Hence, I argue that social interactions on the subway are mainly an expression of geographical and social exclusion in the city. Residential segregation is visible in the “segregation of social interactions” in the red line L‐train. Consequently, while de jure segregation has been abolished in the 1960s in Chicago, segregating practices are still going on de facto in everyday life.     

Recognition of Emotions in Gait Patterns by Means of Artificial Neural Nets

This paper describes an application of emotion recognition in human gait by means of kinetic and kinematic data using artificial neural nets. Two experiments were undertaken, one attempting to identify participants’ emotional states from gait patterns, and the second analyzing effects on gait patterns of listening to music while walking. In the first experiment gait was analyzed as participants attempted to simulate four distinct emotional states (normal, happy, sad, angry). In the second experiment, participants were asked to listen to different types of music (excitatory, calming, no music) before and during gait analysis. Derived data were fed into different types of artificial neural nets. Results showed not only a clear distinction between individuals, but also revealed clear indications of emotion recognition in nets.     

Threshold Theory and Social Work Education

Critical reflection is a concept in social work education that holds a significant place—it provides both foundational theoretical ideas about the practice of social work, and is also a process used in career-long learning. Understanding critical reflection as a threshold theory concept—a higher education learning and teaching concept—providing a framework which assists educators in teaching critical reflection. Threshold theory identifies certain concepts as foundational within a discipline—these are transformative in profoundly altering the way students understand the subject. As with critical reflection, they are also integrative, conceptually difficult or ‘troublesome’ and difficult to forget.

The intrinsic nature of critical reflection makes its use as a conceptual model in practice a complex task: it requires the integration of theoretical knowledge, in a multiple-step methodology. Students must fully engage with the process, in identifying the impact of their lived experience, values and beliefs on their practice, as well as power, social structures and influential discourses. This article argues that threshold theory assists educators in understanding the nature of learning that is required for students to master critical reflection in social work education     

Combining the Social Relations Model and Behavioral Genetics to Explore the Etiology of Familial Interactions

SUMMARY

This review focuses on the Social Relations Model (SRM) and a genetic extension of this model as one approach for identifying the processes by which genetic factors influence familial exchanges (Kenny & La Voie, 1984). The basic SRM and its ability to decompose dyadic measures of family interaction into actor, partner and dyadic relationship effects is described followed by findings from 3 recent studies. Results indicate that much of familial interaction is in fact relationship specific, and not due to individual-level effects. We also discuss why and how the basic SRM is enriched through the incorporation of genetically sensitive designs and present results that suggest the importance of nonshared environmental contributions for both individual and dyadic level effects. Finally, directions for future family research are proposed including the use of genetically informative designs, the collection of round-robin robin data, and the incorporation of more diverse samples.     

Social Justice in the Social Work Classroom: Applying a Professional Value to Social Work Education

Social justice is a primary value of social work and therefore has a place in discussions of social work education pedagogy. This is especially true for conversations pertaining to students who are underprepared, due to educational inequalities, for successful completion of writing assignments at the undergraduate level. If underprepared students are treated as equals to prepared students, then the social inequalities that contributed to or caused a student to be underprepared are perpetuated rather than challenged. The authors explore responses to underprepared students that are consistent with social work's professional value of social justice.     

An affective social tie mechanism: Theory,evidence, and implications

This paper presents substantial evidence of a simple social tie mechanism that endogenizes people’s care about other individuals under the influence of interaction experiences. The mechanism is rooted in scientific studies from various disciplines. For our evidence, we propose and estimate a dynamic model of tie formation using different experimental datasets regarding public goods, test its within-sample and out-of-sample predictive performance, and compare it with other models. In addition to the support obtained for the mechanism, we find that the effects of interaction experiences show substantial persistence over time, and that only a minority looks ahead to strategically influence the behavior of interaction partners. Furthermore, our model appears to track the often volatile behavioral dynamics of the different datasets remarkably well. Additional evidence is presented of a neural substrate of the tie mechanism, based on a recent (fMRI) application of the estimated model, and of the explanatory power of our model regarding other extant experimental findings. Implications for private and public governance and topics for future research are discussed.     

The Impact of Emotions on Practicum Learning

Nine mature aged, experienced practitioners enrolled to gain a BSW qualification in social work were interviewed regarding a course requirement to complete the first placement. At the time of interview no recognition of prior learning for previous experience in the field was made possible for these students. As educators we had experienced considerable hostility from students who believed they should be exempt from completing this course requirement. This paper reports on interviews with the nine students, where we consider how student sentiment about completing the practice learning component might impact upon their learning experience. As anticipated, some students expressed strong negative views about being on placement. However, others were much more positive about the experience. These mixed views prompted us to explore further the relationship between emotion and practice learning. The article begins with a review of the literature concerning mature student engagement with tertiary education, followed by an overview of theory and research related to the ways feelings and emotion influence learning. Using passages from the interviews, expressions of participant anxiety, anger and excitement about the practicum are discussed with the view to extending discourse about practicum learning to include consideration of emotional intelligence and investment.     

The Role of Social Work Education in Advancing Social Development in the English-speaking Caribbean

This article presents a discussion of the role of professional social work education in advancing social development in the countries of the English-speaking Caribbean. It addresses issues around the development of the profession in the region, student enrolment, curriculum expansion and programme delivery by the institutions which offer social work education. The events which contributed to the emergence of social work education in the region during the fourth decade of the twentieth century and social work education's continued contribution to regional development are discussed. The prospective use of the new Global Agenda for Social Work and Social Development to advance the profession in the region in the twenty-first century is noted. The article concludes by highlighting the many challenges that currently impact social work education in the Caribbean and the fact that the development of social work education in the region is inextricably linked to the region's social development needs. Social work education as delivered through the University of the West Indies is used as the case in point for discussion.     

Social Enterprise Among University-Based Centers in US Schools of Social Work

Globally, social enterprise is used increasingly by nonprofit organizations to create new funding streams in the face of dwindling public funds. In light of evidence that institutions of higher education are making similar adaptations, this study explores the extent to which academic centers in US schools of social work are using social enterprise strategies to fund mission efforts. Interviews with the directors of 16 social work research centers in 14 states reveal incentives and barriers that exist at multiple levels and considerably impact the potential viability of social enterprise in the social work academic setting. Implications for institutions of higher education and social work scholars are discussed.     

Conflicted emotions following trust-based interaction

We observed reports of conflicted (concurrent positive and negative) emotions activated after interactions in the Trust game. Our analyses reveal that activation of 20 emotional states following trust-based interaction is better explained by predictions derived from a multi-dimensional Recalibrational perspective than by predictions derived from two-dimensional Valence and Arousal perspectives. The Recalibrational perspective proposes that emotions are activated according to their functional features – for example, emotions help people achieve short or long-sighted goals by up or down-regulating behavioral propensities, whereas Valence and Arousal perspectives consider simpler hedonic dimensions lacking functional specificity. The Recalibrational perspective is also distinguished from the Valence and Arousal perspectives in that it predicts the possibility of conflicted emotions. We discuss the theoretical implications of having conflicted goals and the economic implications of having conflicted emotions.