Public Sociology on Twitter: a Space for Public Pedagogy?

Research has examined various elements of Twitter; however, no scholarship has explored how sociologists currently use the platform. This empirically driven paper explores how individuals that self-identify as sociologists on Twitter use the popular micro-blogging social media site. A total of 152,977 tweets from Twitter profiles of 130 sociologists were collected and examined using qualitative media analysis. The potential use of Twitter allows the sociologist to become both the generator and interlocutor of dialogue with publics. We frame our data analysis and discussion around the core theme of expertise - namely, the role that expertise plays in the use of Twitter by sociologists. Our findings indicate that when sociologists used Twitter as sociologists (i.e., drawing upon their stated research expertise) little direct engagement with publics occurred. Thus, while sociologists appear to be using Twitter as a space for public sociology, the use of this interactive platform is mostly limited to the generation of content, a finding consistent with Burawoy’s traditional form of public sociology. Suggestions for future research are noted.     

“Falling into a Place”: Reading for Renewal as Queer Pedagogy

This essay explores reading for renewal as queer pedagogy. Within the context of lesbian and gay literature courses, professors can teach students and themselves how to pull stories—beautiful, celebratory stories—out of the bits and pieces of stones of self-hatred and of suffering. If readers of gay and lesbian texts are to resist homophobic discourse, then they must not only train themselves to recognize signs of queerness within even the most oppressive of narratives, but also seek out those texts whose discussions of narrative theory and identity politics promote queer visibility. Reading for renewal—that is, locating a place of transformative possibility either within the text or within the experience of reading the text within the classroom—is, the author argues, integral to practicing a queer pedagogy.     

Placement Educators’ Experiences and Perspectives of Supervising International Social Work Students in Australia

International social work students in Australia have reported difficulties in finding quality placement opportunities and dealing with issues such as language and cultural barriers. While placement issues have been mostly investigated from a student perspective, this study explores the experiences and perspectives of placement educators towards supervising international social work students. It draws on an online survey of 83 placement educators working for an Australian university. The majority of placement educators reported that they supervised international students differently to domestic students. These differences were negatively framed as challenges involving students’ language competence, their understanding of cultural norms, and knowledge of Australian welfare systems. This framing implies that cultural and linguistic differences between international students and placement educators are viewed in terms of student deficiency rather than as a positive opportunity for mutual learning and professional development.     

Pilot of a Computer-Based Brief Multiple–Health Behavior Intervention for College Students

Abstract

Objective: Given the documented multiple health risks college students engage in, and the dearth of effective programs addressing them, the authors developed a computer-based brief multiple–health behavior intervention. This study reports immediate outcomes and feasibility of a pilot of this program. Participants: Two hundred students attending a midsized university participated. Methods: Participants were randomly assigned to the intervention or control program, both delivered via computer. Immediate feedback was collected with the computer program. Results: Results indicate that the intervention had an early positive impact on alcohol and cigarette use intentions, as well as related constructs underlying the Behavior-Image Model specific to each of the 3 substances measured. Based on the implementation process, the program proved to be feasible to use and acceptable to the population. Conclusion: Results support the potential efficacy of the intervention to positively impact behavioral intentions and linkages between health promoting and damaging behaviors among college students.     

Do Rural Students Really Perform Worse than Urban Students Do? Empirical Evidence from a University Entrance Program in Taiwan

Despite a major expansion in the number of students in higher education, students from rural areas continue to be underrepresented at selective universities. To reduce the urban‐rural imbalance of entry to selective universities, institutions in many countries of the world have implemented admission policies favoring rural students. Previous evidence has shown that rural students have lower academic performance than their urban peers, which leads to concern that rural students will reduce the academic excellence of selective universities. Using the introduction of a university admission policy favoring rural students in Taiwan and a unique administrative data set of students' academic records, we compare the academic performance of students from rural areas with that of their urban counterparts during their college years. The results show that rural students have consistently outperformed urban students in semester grade point averages and class rank percentile across time; however, the differences in academic performance are mainly attributed to the rural students' initial outperformance in the first semester of the freshman year.     

Is there a need for a theory of urban ecology?

Although urban ecosystems are governed by the same ecological laws as rural ecosystems, the relative importance of certain ecological patterns and processes differs between the two types of ecosystems. For instance, as compared to rural areas, urban habitats are usually more islandlike, more often represent early successional stages, and more easily invaded by alien species. All these features are results of the intense human influence on urban landscapes. The question then arises whether a distinct theory of urban ecology is needed for understanding ecological patterns and processes in the urban setting. The answer is no, because urban ecosystems can be successfully studied using existing ecological theories, such as the metapopulation theory. However, due to the intense human presence approaches that include the human aspect are useful in studying urban systems. For instance, the human ecosystem model, which emphasizes human impact by identifying social components with connections to ecology, is a useful approach in urban studies. This model, combined with the urban–rural gradient approach, forms an effective tool for studying key ecological features of urban ecosystems. Better understanding of these features would increase our ability to predict changes that land use causes in urban ecosystems, and would help to integrate ecology better into urban planning.     

How Does a Campus Recovery House Impact Its Students and Its Host Institution?

This is a literature review about a growing trend in meeting the needs of students in recovery who wish to attend an institution of higher education. The trend is campus-based recovery community programs and, more specifically, campus-based recovery houses. The need for, development mechanisms for, and models of different recovery houses are discussed. Trends, disagreements, and gaps in the literature are addressed, as are recommendations for future research. To better understand the context of this type of intervention for recovering college students, long-standing formal and informal recovery tools are defined and addressed. Social support, a significant element of recovery, is given special attention as key to the success of campus recovery programs and houses.     

Attitudes of Social Work Students About Substance Abuse: Can a Brief Educational Program Make a Difference?

ABSTRACT

This study examined whether a brief educational program could modify attitudes of master's level social work students about substance abuse. Study methodology involved a two-group pre-test and post-test quasi-experimental design. The Substance Abuse Attitude Survey, a standardized assessment instrument, was used to measure attitudes based on five distinct factors. No significant changes in student attitudes were found after participating in the educational session. Recommendations are offered for how social work schools may enhance their efforts to prepare students to effectively work with substance abusing clients and their families.     

Preparation for Practice: Can Philosophy Have a Place in Helping Students Incorporate the Social Model of Disability Within Their Praxis?

This short paper emerges from an engagement with the paper by Morgan in this special edition which argues that the social model of disability can be viewed as a threshold concept which students struggle to ‘get’. I suggest that introducing social work students to philosophical concepts such as recognition at an early stage of their learning about skills, values and anti-oppressive practice, could facilitate the transition over this disability studies threshold, reducing the potential for ritualised performance instead of true understanding. It will be argued that Honneth's account of recognition in particular can be helpful in reducing the risk of psycho-emotional disablism within professional relationships between social work students and disabled service users. However, I also suggest that encouraging students to engage with philosophical questions about personhood and humanity are crucial to maintaining true anti-oppressive practice at a time of financial cutbacks in social work services.     

Is There a Place for Biopsychosocial Formulation in a Systemic Practice?

There is a long history of literature concerning integrative practice and how a systemic practice can fit with other models of therapy Much of this literature has focused on establishing a space for systemic therapy within the dominant medical paradigm, and exploring how the medical model can be enhanced by systemic ideas. The outcome has been better practice, especially in child and adolescent mental health. Interestingly, however, there has been less discussion of the converse: the family therapy literature has rarely considered whether or not systemic practice itself can be enhanced by ideas from the dominant medical model. This article proposes that a biopsychosocial formulation can enhance systemic practice by: (I) holding clinicians accountable for their thinking; (2) facilitating a rigour and attention to detail that may prove useful when therapy falters; (3) opening up other possibilities for intervention; and (4) providing a way to engage with the dominant medical paradigm and support clients in negotiating their way through this system. Potential problems nevertheless arise when integrating a biopsychosocial formulation into a systemic framework. This article identifies these problems and presents ideas for how they can be managed in practice.     

Is Affluence a Risk for Adolescents in Norway?

Studies suggest that affluence poses a risk for adolescents, but this has rarely been studied outside the United States. We examined the unique and additive roles of family and school affluence for adolescent outcomes among 10th‐grade students (n = 7,203) in Oslo, Norway. Multilevel models were estimated separately by gender. For both boys and girls, school affluence was a risk for alcohol abuse and family affluence was a risk for conduct problems, although for conduct the risk was only at the very highest end of income distribution and adolescents in very poor families were also at risk. There was also a complex pattern of risk for early sexual debut; family affluence posed risk, but school affluence appeared protective.     

Genograms: Is it Time for a Change?

This article began as a letter to the Editors, expressing Anne Macvean's concern about the genogram convention that the ANZJFT follows. How does a journal decide whether or not it is time to change? This seemed to be an issue deserving of a wider debate. Here is the beginning of the debate, with comments on Anne's letter from two local users of genograms, Jenny Brown and Jan Evans, and from Monica McGoldrick, internationally known genogram expert, author of You Can Go Home Again [1995], co‐author of Genograms: Assessment and Intervention (1999).     

Human-machine cooperation: a solution for life-critical Systems?

Decision-making plays an important role in life-critical systems. It entails cognitive functions such as monitoring, as well as fault prevention and recovery. Three kinds of objectives are typically considered: safety, efficiency and comfort. People involved in the control and management of such systems provide two kinds of contributions: positive with their unique involvement and capacity to deal with the unexpected; and negative with their ability to make errors. In the negative view, people are the problem and need to be supervised by regulatory systems in the form of operational constraints or by design. In the positive view, people are the solution and lead the game; they are decision-makers. The former view also deals with error resistance, and the latter with error tolerance, which, for example, enables cooperation between people and decision support systems (DSS). In the real life, both views should be considered with respect to appropriate situational factors, such as time constraints and very dangerous environments. This is known as function allocation between people and systems. This paper presents a possibility to reconcile both approaches into a joint human-machine organization, where the main dimensioning factors are safety and complexity. A framework for cooperative and fault tolerant systems is proposed, and illustrated by an example in Air Traffic Control.     

Is DNA cut out for a long life?

Much attention has been focused on the DNA repair hypothesis of aging. Studies in mammals that seek to test the validity of this model are complicated by both the functional redundancy and the essential nature of genes involved in the repair process. Compared to mammals, the study of DNA repair and aging in yeast has considerably fewer complicating factors. In this Perspective, I discuss results presented in this month's issue of Aging Cell that address whether the types of DNA damage repaired by the base excision repair pathway cause aging in yeast.     

Teaching a Module on HIV and AIDS for Social Work Students—Strategies,Content and Outcome

This paper outlines the author's experience of teaching a module on HIV and AIDS to social work students over several years at Brunel University. She argues that the relevance of the subject matter for social work students has not changed since the module was first introduced 18 years ago. Similar to their previous counterparts, current students still experience a range of emotions, feelings, fears and uncertainties about their competence and skills in responding to the issues presented by individuals infected and affected by HIV and AIDS. The paper describes the aims, curriculum, teaching strategies, assignment and evaluation of the module. Additionally, the paper discusses the learning environment in which the module is taught, and the strategies used to enable students to confront fears, prejudices, improve their knowledge base and gain skills for working with service users infected and affected by HIV and AIDS. In concluding, the paper emphasises the continued implications and observed benefits of this subject for social work students.     

Watch and Learn? Infants Privilege Efficiency Over Pedagogy During Imitative Learning

This experiment tested how 18‐month‐old infants’ prior experience with an object affects their imitation. Specifically, we asked whether infants would imitate an adult who used her head to illuminate a light‐box if they had earlier discovered that the light could be illuminated with their hands. In the Self‐Discovery condition, infants had the opportunity to freely explore the light‐box; all infants used their hands to activate the light‐box at least once during this period. The experimenter then entered the room and, while providing explicit pedagogical cues, demonstrated illuminating the light‐box using her forehead. In the Demonstration Only condition, infants just viewed the experimenter’s demonstration. During a subsequent testing phase, infants in the Demonstration Only condition were more likely to use their foreheads to activate the light‐box. Conversely, infants in the Self‐Discovery condition were more likely to use their hands, suggesting that efficiency can “trump” pedagogy in some observational learning contexts.