Future Directions: Social Development in the Context of Social Justice

Many societies and cultures have become increasingly diverse and heterogeneous over the past decade. This diversity has a direct bearing on social justice in children's and adolescents' social development. Increased diversity can have positive consequences, such as the possibility for increased empathy, tolerance, perspective taking, and the celebration of various cultural traditions and values, but it can also result in increased prejudice, bias, and discrimination. In this article, we suggest that incorporating a focus on social justice can transform the field of social development. This can be done by considering the larger societal context of diversity or heterogeneity when investigating children's peer interactions, attitudes, group identity, and social experience. In addition, new findings that incorporate social justice concerns have implications for designing interventions to enhance children's healthy social development. We highlight and discuss recent areas of research that bear on this perspective and discuss avenues for future research and investigation.     

Welfare State Changes and Outcomes – The Cases of Portugal and Denmark from a Comparative Perspective

It is well known that welfare states ensure a certain level of social protection affecting levels of well‐being and the extent of inequalities in society. Changes within crucial domains of social policy, such as education, health, or social protection, have, therefore, a major effect upon individuals' opportunities. In this article I compare the effects of these changes in two countries from the mid‐1980s to the financial crisis of 2008. Portugal that was a latecomer in welfare state development and Denmark was at the forefront of de‐commodification and universalization of social rights. The conclusion of this article is that income inequality has been steadily increasing in Danish society; while in Portugal, despite improvements in many social domains (healthcare, poverty alleviation, unemployment protection), problems of inequality remain deeply embedded in the country's social and institutional structures.     

A prospective study of adolescent mothers’ social competence,children's effortful control and compliance and children's subsequent developmental outcomes

Previous work has established that caregiver and child temperamental characteristics are associated with child compliance. Given the critical role that parents play in this process, and that children of teen mothers are at risk for poorer developmental outcomes, it is important to understand the development of compliance in the context of at‐risk parenting such as adolescent motherhood. The current study examined child compliance (Wave 5; W5) as a mediator of the association between adolescent mothers’ social competence (Wave 4; W4) and children's behavioral and academic outcomes (Wave 6; W6), and whether this mediation varied depending on children's effortful control (W4) in a sample of 204 Mexican‐origin adolescent mothers (M_age at W4 = 19.94, SD = .99) and their children (M_age at W4 = 36.21 months, SD = .45). Adolescent mothers reported on their own social competence and their children's effortful control and externalizing problems; compliance was assessed using observational methods; and academic readiness was assessed using standardized developmental assessments. Findings based on structural equation modeling revealed that adolescent mothers’ social competence was positively related to children's compliance among children with high effortful control, but not among those with low effortful control. Moreover, child compliance mediated the longitudinal association between adolescent mothers’ social competence and child externalizing problems and academic readiness. Discussion focuses on the importance of considering the role of child temperament in understanding how adolescent mothers’ social competence is subsequently associated with children's social and academic adjustment.     

Open spaces,supple bodies? Considering the impact of agile working on social work office practices

There has been a shift towards social workers in many areas of the UK being based in large open plan offices and working more flexibly and remotely in space. This approach is commonly referred to as ‘agile working’. The paper explores the impact of agile working on social workers' practices and experiences in office spaces. It discusses data from an ethnographic study of children's safeguarding social work teams in two locations. One team was based in a large open plan office and was engaged in agile working, the other team was located in a much smaller office and was not using this approach. Data from observations of practice, analysis of material spaces, and interviews with social workers and those responsible for planning office space are examined. The paper concludes that there are qualitative differences between such spaces which are due to agile working arrangements and which are likely to impact significantly on social workers' experiences of practice, interactions with colleagues and development of practice knowledge. The data also suggest a lack of understanding in social work of the spatial requirements of practitioners and the significance that private and open space has for children's social work in the current UK context.     

Temperament,mothers' reactions to children's emotional experiences,and emotion understanding predicting adjustment in preschool children

It is expected that both children and their parents contribute to children's development of emotion knowledge and adjustment. Bidirectional relations between child temperament (fear, frustration, executive control) and mothers' reactions to children's emotional experiences were examined to explore how these variables predict children's emotion understanding, social competence, and problem behaviors. Preschool‐aged children (N = 306) and their mothers were assessed across four‐time points. Children's temperament and mothers' non‐supportive reactions to children's emotional experiences were assessed when children were 36 and 45 months of age. Emotion understanding was assessed when the children were 54 months of age and teachers reported on children's problem behaviors and social competence when the children were 63 months of age. Covariates included family income, child cognitive ability, gender, and child adjustment at 36 months. Results from path analyses demonstrated that bidirectional relations between children's temperament and mothers' non‐supportive reactions were not significant. However, mother's non‐supportive reactions directly predicted fewer problem behaviors, and children's emotion understanding mediated the relation between children's executive control and their later social competence. As such, emotion understanding appears to be one mechanism through which executive control might impact social competence.     

Social Capital in Urban China: Attitudinal and Behavioral Effects on Grassroots Self‐Government*

Objectives. Studies of Western settings, in general, argue that social capital, defined as a set of civic norms and social networks among ordinary citizens, nurtures democratic governance at various levels. Does such a social capital exist in a transitional society such as China? If so, what kind of role does social capital play in affecting individuals' attitudinal and behavioral orientations toward fledging grassroots self‐government in that society? This study is intended to answer these questions, which are crucial for our understanding of China's sociopolitical development as well as for the application of social capital theories in non‐Western societies. Methods. This study is based on the data collected from a representative survey conducted in an urban area in China in 2004. Results. The findings from this study indicate that social capital among urban residents was abundant, and it nurtured the grassroots self‐government system through residents' attitudinal and behavioral orientations toward the system. Conclusions. These findings have strong implications for the future of local democratic governance and applicability of social capital theories in China.     

Parent and Child Cognitive Representations of Social Situations and Children's Social Competence

The current study examines the relations among parent and child social information processing components and their links to children's social competence. Ninety‐seven kindergarten children and their mothers and fathers responded to open‐ended vignettes that involved conflict with a peer. Goals and strategies for both parents and children were assessed. Results show that there is some consistency between parents and children in the types of goals and strategies that are provided. Further, fathers’ and children's goals and strategies were related to children's social competence but only limited support for children's cognitions as a mediator between parental cognitions and peer competence was found. The implications for the role of social information processing in the development of children's social competence are noted.     

The Role of Physical Context,Verbal Skills,Non‐parental Care,Social Support,and Type of Parental Discipline in the Development of ToM Capacity in Five‐Year‐Old Children

The aim of this study was to analyze the influence of family context on the performance of 5‐year‐old children (N = 70) in theory of mind (ToM) tasks. The children's performances were assessed during individual sessions held at school. Children's verbal skills were assessed using the Peabody picture vocabulary test (PPVT). Interviews were also conducted with parents in the family home in order to gather sociodemographic data and to assess diverse variables of the family context. In addition to confirming the important role played by children's verbal skills in ToM, the results also supported a potential influence of family context in ToM development through variables, such as quality of non‐parental care or level of social contact and support. The educational implications of these results are discussed in relation to family intervention.     

Parental Control and Affect as Predictors of Children's Display Rule Use and Social Competence with Peers

Seventy‐six fourth‐grade children and their parents participated in a study of the linkages among parental control and positive affect, children's display rule use, and children's social competence with peers. Using observational measures of parental behavior and children's display rule use, it was found that parental positive affect and control were related to children's display rule use (including both positive and negative responses). Moreover, the links between parental affect and control and children's social competence one year later (as rated by teachers and peers) were found to be mediated by children's display rule use. Finally, fathers’ behavior was found to be particularly important in the prediction of children's display rule use. The importance of fathers in children's social and emotional development and the importance of examining multiple parental behaviors are discussed.     

Changing tides: Mothers’ supportive emotion socialization relates negatively to third‐grade children's social adjustment in school

Parents’ supportive reactions to children's negative emotions are thought to promote children's social adjustment. Research heretofore has implicitly assumed that such reactions are equally supportive of children's adjustment across ages. Recent findings challenge this assumption, suggesting that during middle childhood, socialization practices previously understood as supportive may in fact impede children's social adjustment. We explored this possibility in a sample of 203 third‐grade children and their mothers. Using structural equation modeling, we tested associations between mothers’ supportive (i.e., problem‐ and emotion‐focused) reactions to children's negative emotions and children's social skills and problems as reported by mothers and teachers. Mothers’ supportive reactions predicted greater social adjustment in children as reported by mothers. Inverse associations, however, were found with teachers’ reports of children's social adjustment: mothers’ supportive reactions predicted fewer socioemotional skills and more problem behaviors. These contrasting patterns suggest potential unperceived costs associated with mothers’ supportiveness of children's negative emotions for third‐grade children's social adjustment in school and highlight the importance of considering associations between socialization practices and children's various social contexts. The findings also highlight a need for greater consideration of what supportiveness means across different developmental periods.     

Asset opportunity for the poor: an asset-based policy agenda towards inclusive growth in China

The concept of inclusive growth recently embraced by the Chinese government marks a new way of thinking about social policy and development. The primary goal of inclusive growth is to ensure that all people, especially the poorest, have an equal opportunity to participate in, and benefit from, the country's economic growth. In accordance with the new orientation of development strategies, there has been a paradigm shift in social policy from conventional income maintenance to promotion of the poor's asset accumulation and long-term development. Given China's striking social and economic inequalities, this article argues that an asset-based social policy is a key strategy in the strengthening of inclusive growth. The article highlights several areas of the welfare system where asset-based policies could be developed or expanded.     

Social Psychology from Flat to Round: Intersubjectivity and Space in Peter Sloterdijk's Bubbles

In this paper I describe the relevance of philosopher Peter Sloterdijk's (1998/2011) book Bubbles for social psychology. Bubbles offers the opportunity for the development of what I call a round social psychology. This is in contrast to the flatness characteristic of some of the more influential contemporary varieties of social psychology. Flat social psychology stays close to the ground, and is focused on the coordination of action. Round social psychology describes the atmosphere that surrounds and makes interaction possible in the first place. It requires a theory that links intersubjectivity with spatiality. To describe flat social psychology I analyze the assumptions of three contemporary versions of social psychology: social cognition theory, Goffman's dramaturgy, and Gergen's relational psychology. I then describe in greater detail Sloterdijk's bubble philosophy and the characteristics of round social psychology.     

5.12 Wenchuan Earthquake Recovery Government Policies and Non-Governmental Organizations' Participation

This article studies government policies for the 5.12 Wenchuan earthquake recovery and NGOs' participation in recovery. It is shown that the recovery was characteristic of strong central government control and weak participation by NGOs. This is probably due to China's centralized political system, the central government's control of the majority of national revenue and limited political space for the growth of NGOs in China. We recommend that China's disaster recovery should emphasize the partnership between governments and NGOs. We also suggest China's governments to promote the development of NGOs and social workers to advocate the importance of social recovery after disasters.

An earlier version of this article was presented at 2009 International Conference on Disaster Management and Social Work: Policy, Practice and Research, Taipei, Taiwan, December 1415, 2009.     

Mother–Child Reminiscing About Peer Experiences and Children's Peer‐related Self‐views and Social Competence

This study examined mother–child reminiscing about children's experiences with peers and its relation to children's peer‐related self‐views and social competence. Sixty‐three mothers and their preschool‐aged children discussed at home two specific past events involving the child and his or her peers, one event being positive and one negative. The children's self‐views in peer relationships were assessed at school during individual interviews, and their social competence was rated by mothers. Both maternal and child participation in the reminiscing, in terms of reminiscing style and content, were uniquely associated with children's peer‐related self‐views and social competence. The results suggest the important role of family narrative practices in children's social development.     

Exploring the mechanisms explaining the quality of sibling relationships when children are taken into care: A qualitative study of Norwegian children

Sibling relationships are potentially central in children's and young people's lives. Research has shown that the quality of sibling relationships changes in a variety of ways when a sibling(s) moves into care. There is limited understanding of the mechanisms that cause these changes. This study addresses this gap by reanalysing a dataset of 25 semistructured interviews with young people (16 to 23 years) drawn from a municipality in Southern Norway. The original study explored the changes in sibling relationships when the young person moved into care. This reanalysis of the data set explores specifically, using a template analysis, the mechanisms that children describe when exploring why these changes occur. Findings show the intricacies of the young person's social identification with the biological and/or foster family and how sharing a common identity may be key to the development of the sibling relationship when the young person(s) is taken into care. Our findings also show how key adults, such as foster parents and social workers, influence the relationship. The paper concludes with recommendations for social workers on how they may strengthen sibling relationships in families where children have been taken into care.     

The social cost of the Black Saturday bushfires

The Intergovernmental Panel on Climate Change have predicted with high confidence that the risk of bushfires will increase in the future. As this risk increases, so too does the need for appropriate policy responses. In developing these responses, costs need to be weighed against benefits. To fully appreciate the benefits of bushfire risk mitigation policies and strengthen the development of social policies around such events, it is necessary to include the psychological cost of experiencing these events. In this study, we employ the ‘life satisfaction approach’ to place a monetary estimate on the cost of Australia's Black Saturday bushfires (Australia's worst bushfires on record). Results reveal that the bushfires significantly reduce self‐reported levels of life satisfaction, with an implied willingness‐to‐pay of AUD 2,991 in terms of annual household income, or AUD 1,039 per capita, to reduce by one percent the extent to which an individual's immediate local area was affected by the Black Saturday bushfires. In doing so, we identify an apparent gap between current levels of expenditure on bushfire response and mitigation, and that amount which (with the inclusion of associated social benefits) would be welfare maximising.     

Working with managers to improve services: changes in the role of research in social care

The setting of specific objectives for children's services and the identification of key outcome indicators, together with the development of a core information specification for children's services with its practical application in the implementation of the Integrated Children's System, all mean that substantially more data are now available to child welfare agencies. Not so long ago in the UK it was the role of research teams to collect and analyse such data. Now that so much of it is already available to agencies, are researchers who work in this area of applied social policy research becoming redundant? Using data from the cohorts of looked after children being studied at the Centre for Child and Family Research, Loughborough University, the paper demonstrates how researchers can work in consultation with the managers of child welfare agencies to make better sense of the data at their disposal. It considers three issues: what additional variables need to be explored to help agencies better understand their performance; how groups of children could be identified who follow predictable pathways through social care; and how qualitative information is necessary to gain a true picture of what is happening. All of these examples demonstrate a fundamental role for researchers in working with social services personnel to identify how services can be improved.     

Family–School Connectedness and Children's Early Social Development

This study examined the extent to which teacher ratings of the frequency of parent–teacher contacts and quality of parent–teacher relationships in prekindergarten were associated with teachers' perceptions of the quality of their relationship with children and children's social development. Participants were a diverse sample of 2966 four‐year‐olds who attended publicly funded prekindergarten programs in the USA. Results indicated that after controlling for child and family characteristics, the perceived quality of the parent–teacher relationship during prekindergarten was associated with prekindergarten teachers' ratings of children's social development during prekindergarten and kindergarten teachers' ratings at the beginning of kindergarten. Furthermore, the association between quality of the parent–teacher relationship and reductions in problem behavior was stronger among children who experienced social/economic risks.     

After the Handover in 1997

This paper analyzes the development of social welfare, social work education, and the social work profession against the background of Hong Kong's socio-economic and political development before and after the historic 1997 transfer of sovereignty. The change from a British colonial regime to China's Special Administrative Region has not changed Hong Kong's welfare regime, which provides the context in which the social work profession and education developed. The welfare sector has been increasingly subject to managerialist control by the government. Marketization in higher education in general has resulted in the proliferation of social work education programs. On the other hand, social work education has ventured new directions of development to face up with the challenges of increasing globalization.     

Effectiveness of Social Welfare Programmes in East Asia: A Case Study of Taiwan

Using the 2008 Family Income and Expenditure Survey, this study examined the effectiveness of social welfare programmes in Taiwan. The empirical evidence shows that most types of social welfare spending were limited in 2008. However, the social welfare programmes that were in place substantially reduced income inequality in Taiwan. Using the Organisation for Economic Co‐operation and Development (OECD) poverty threshold, the results reveal that 14 per cent of the sample's families were poor in terms of market income, but this figure decreased to 7 per cent after government intervention. Income inequality in Taiwan was similar to that of other East Asian countries such as Japan and South Korea, but Taiwan spent much less money on social welfare programmes than OECD countries, and therefore Taiwan's reduction of poverty was much lower as well.