Toward an Organizational Perspective on Identifying and Managing Formal Gatekeepers

In this article, we present an institutionalist organizational perspective on formal gatekeeping, arguing along two fronts: First, identifying gatekeepers provides useful analytic devices for learning about the vocabularies of structure in an organization. Second, successfully managing gatekeepers requires that one understands the vocabularies of structure in use in an organization. We ground our perspective in field experiences gleaned from eleven public sector organizations who participated in our health promotion and research program, the Arizona 5 a Day Project. Field data and insights from institutional organizational and decision-making theory frame a matrix of organizational types and formal gatekeeping. We conclude by linking our perspective with analytic perspectives on organizational charters and organizational change.     

Selectivity in Infant Social Referencing

In laboratory studies of social referencing, infants as young as 12 months have been reported to prefer looking at the experimenter over the caregiver for clarifying information. From an expertise perspective, such behavior could be interpreted as if the infant seeks information from others and can discriminate between persons who have or do not have relevant information to provide in the laboratory. If this is the case, higher order cognitive capacities might be involved in infant selectivity in looking in social referencing situations. However, it has also been proposed that associative learning processes might account for infant preferences in such studies. To examine whether an expertise perspective or if more basic learning processes best explain infant selectivity in looking, 40 12‐month‐old infants were assigned to 1 of 2 comparable conditions. The experimenter versus the caregiver presented an ambiguous toy and delivered positive information about the toy. The infants preferred to look at the experimenter and they regulated their behavior more in accordance with information coming from the experimenter. Thus, an associative learning account cannot explain infant preferences in looking. The results are discussed in terms of an expertise perspective.     

Universitäre Umgangsweisen mit den Herausforderungen von Flucht und Migration. Eine FallanalyseResponding to the challenges arising from flight and migration: The case of an higher education institution

This paper presents an analytic framework for the organisational dynamics in educational institutions focusing on categories such as the historic and social context, potentials and resources as well as the scope of action. Adopting the perspective of higher education research and development, the framework introduces three levels of analysis: the macro-level of the higher education institution, the meso-level of the faculty with its study programmes, and the micro-level of the learning environment.     

The psychological measurement of childhood sexual development in Western societies: methodological challenges

Children can display sexual behavior or have sexual experiences. Different psychological research methods are available for studying these kinds of behaviors and feelings, such as interviewing or observing children (direct methods), asking adolescents or adults to retrospectively report their childhood memories or using intermediaries to observe children (indirect methods). Each of these methods has its own advantages and limitations. Based on a review of the literature, this work answers three questions: (a) What research methods are generally used to study childhood sexual development? (b) What insight do these methods give into the sexual behaviors or feelings of children? and (c) What are the advantages and limitations of each of these research methods in this research domain? Almost all studies on childhood sexual behavior and feelings use either observational or retrospective methods. In both types of studies, only behavior that is considered to be sexual from an adult perspective is reported. To gain insight into the child's perspective, one has to rely on methods other than observations or retrospective research, such as interviews with children that match their developmental limitations and competencies.     

Using discourse analysis to study the experiences of women with learning disabilities

There has been a steady rise in interest in qualitative research methods in the area of learning disability over recent years. Discourse analysis has found relatively little use though, particularly in studying the experiences of people with learning disabilities directly, rather than the accounts of non-disabled informants. The present study used a discourse analytic approach in examining the accounts of women with learning disabilities, in order to arrive at an understanding how they position themselves in relation to gender and disability. The results indicate that, while the learning disability literature and services are largely ‘gender blind’, for women with learning disabilities gender and disability cannot be separated. Instead, they may be faced with marked contradictions and dilemmas when they position themselves within dominant discourses of gender, while also subject to powerful discourses of disability.     

Supporting the scholar role in intensive care nursing

This study investigates how future informatics applications can support and challenge intensive care nurses (ICU nurses) to grow and learn continuously. To this end a research-and-design tool is introduced which is based on a model of the nursing process that starts from the idea that a nurse fulfills three different roles: the role of practitioner (using information immediately to base actions upon), the role of scholar (using information later on to learn from) and the role of human (coping with stress and dealing with emotions). In this paper the focus is on the scholar role. Twenty-eight intensive care staff members from six different hospitals were asked to recount an imposing experience from the perspective of each role. Regarding the scholar role, the participants mentioned 77 learning strategies they adopt for individual as well as organizational learning. Individual learning concerned reflection on former patient cases, reflection on current patient cases to anticipate a change in the patient's condition and reflection on personal behavior and decisions. Organizational learning concerned reflection on former patient cases. Examples of specific strategies were formal team evaluations focused on procedure and understanding the perspective of team members, being present at autopsies, and giving feedback on the nursing skills of colleagues. Based on these strategies design implications are defined for future nursing informatics applications, which will be presented.     

Bubbles, inertia, and experience in experimental asset markets

We find that irrational bubbles continue to form in an experimental assets market even though experience lessens specious market pricing. However, this irrationality may remain hidden from the customary observational perspective. Both price expectations and bubbles appear rational, passing both traditional and cointegration tests. Conventional statistical testing has difficulty distinguishing “irrational” inertia from “rational” market behavior. Yet, inertia provides a much better explanation of observed, experimental market prices than do the “fundamentals” Keywords: Inertia, Rational Bubbles, Experimental Markets, Econometric Testing.     

Views of a Structured Assessment Tool for Observing Practice

Assessment of learning in practice through observation is a key part of social work training in the UK. There is no evidence of systematic dissemination or evaluation of observation tools in social work training. The Assessment of Learning in Practice Settings (ALPS-CETL) programme developed observation tools intended to provide comprehensive assessment through the collection of analytic student reflection, alongside commentary from practice assessor, professional colleague and service user. These ALPS tools were further developed to include specific social work assessment criteria. The purpose of this study was to establish student and practice assessor views about how the tools had been used and to understand their effectiveness, or otherwise, in practice. Through analysis of student focus groups, practice assessor interviews and completed ALPS tools, this paper evaluates the use of the social work adapted ALPS tools on an undergraduate social work programme in an English university. The findings of this study support the view that the ALPS tools can be used to promote reflective writing and support students in obtaining formative and summative evidence of their progress. In addition the tools appear to promote a student-led process of observational assessment thereby potentially helping to address the issue of power in the student/assessor relationship.     

In the Spirit of Selden Bacon: The Sociology Of Drinking and Drug Problems

In 1943, the sociologist Selden Bacon proposed studying drinking behavior from a “sociologic” perspective. Since then, a problem-oriented approach – a sociology of problem drinking and problem drug use, not a sociology of drinking and drug use behavior – has dominated the literature on alcohol and other drugs. However, a review of the literature reveals a sociology of drinking and drug problems in the spirit of the research that Bacon proposed. This article suggests that the sociology of drinking and drug problems can be regarded as a multidisciplinary field of study and usefully divided among three primary perspectives: (1) a sociocultural perspective that considers social change, modern society, and cultural influence; (2) a socio-environmental perspective that explores social learning, social setting, and alienation; and (3) an ideological perspective that examines cultural, institutional, and professional ideologies. The sociology of drinking and drug problems exposes the considerable influence of “sociologic” factors on problem drinking and problem drug use across scientific disciplines and, in particular, that problem drinking and problem drug use, from a multidisciplinary standpoint, are not caused exclusively by biologic traits. However, the sociology of drinking and drug problems is limited by the problem-oriented approach. More research needs to analyze the normal use of alcohol and other drugs to better understand the connection between substance use and social life.     

Classroom learning environments and the mental health of first grade children

Sociological research focuses on how poverty, family, and neighborhood dynamics shape children's problems, but knowledge about how school is related to children's mental health is underdeveloped, despite its central presence in children's lives. Using a social structure and personality-stress contagion perspective, the authors use a nationally representative sample of first graders (N = 10,700) to assess how the classroom learning environment affects children's emotional and behavior problems. Children in more negative environments-such as classrooms with fewer material resources and whose teachers receive less respect from colleagues-have more learning, externalizing, interpersonal, and internalizing problems. Moreover, children in classrooms with low academic standards, excessive administrative paperwork, rowdy behavior, and low skill level of peers have more problems across one or more outcomes. Some school effects vary across race and ethnicity.     

The Potential Contributions of Quantitative Research to Symbolic Interactionism

Symbolic interactionism is often mischaracterized as a perspective that rejects quantitative research. We argue that the rich conceptual tradition of symbolic interactionism allows for the use of quantitative data and statistical analysis within a pragmatist epistemology and that this is desirable, especially in conjunction with qualitative data. We discuss types of quantitative data and their appropriate uses and then describe types of contemporary multivariate statistical methods and what they offer. To illustrate these data and analytic techniques, we draw from examples in our area of specialization, criminology, and from our own quantitative work. Researchers can use quantitative data and methods in the service of six core symbolic interactionist concerns—meaning, variation, comparisons, situations, contexts, and probability—and we contend that quantification and statistics pose no threat to the interactionist perspective. In fact, the principled, critical use of quantitative research can enhance it.     

Sociological perspectives on artificial intelligence: A typological reading

Interest in applying sociological tools to analysing the social nature, antecedents and consequences of artificial intelligence (AI) has been rekindled in recent years. However, for researchers new to this field of enquiry, navigating the expansive literature can be challenging. This paper presents a practical way to help these researchers to think about, search and read the literature more effectively. It divides the literature into three categories. Research in each category is informed by one analytic perspective and analyses one “type” of AI. Research informed by the “scientific AI” perspective analyses “AI” as a science or scientific research field. Research underlain by the “technical AI” perspective studies “AI” as a meta-technology and analyses its various applications and subtechnologies. Research informed by the “cultural AI” perspective views AI development as a social phenomenon and examines its interactions with the wider social, cultural, economic and political conditions in which it develops and by which it is shaped. These analytic perspectives reflect the evolution of “AI” from chiefly a scientific research subject during the twentieth century to a widely commercialised innovation in recent decades and increasingly to a distinctive socio-cultural phenomenon today.     

Learning in economic theory: a taxonomy with an application to expectations formation

A crucial aspect of the psychology of economic agents is learning. In economic theory learning behavior of human beings occurs, in general, in a rather primitive fashion. Insofar as agents' learning behavior is introduced in formal economic models, it shows up in the form of the adaptation of the values of parameters or variables. The structure of the model employed is considered to be given. In this article a taxonomy of learning is presented, in which the adaptation of parameter and variable values is just one of the manifestations of actual learning behavior of human beings in an economic world. The argument is illustrated with the help of economic theories of expectations formation.     

Patterns of Field Learning Activities and Their Relation to Learning Outcome

Field practicum is an active learning process. This study explores the different learning stages or processes students experience during their field practicum. First-year master's of social work students in field practica were asked how much they had engaged in educational learning activities such as observation, working independently, process recordings, and conceptual linkage activities for their practice. Forty-eight students completed a questionnaire three times over the first-year field practicum. The results showed that observation and process recording decreased over the time points. However, most of the participatory activities and conceptual linkage activities increased. Conceptual linkage activities were more strongly related to learning outcomes than observational or participatory activities. The discussion includes suggestions for enhancing student learning over the course of the field practicum.     

DEREIFICATION IN ZEN BUDDHISM

In this article, the concept of dereification in religion is developed, both theoretically and empirically, by analyzing Zen Buddhism. The central thesis is that Zen Buddhism, by virtue of the Mahayana concept of "emptiness" ( sunyata ), constitutes a dereifying persepctive. In addition, using the phenomenology of Alfred Schutz, the experience of dereifying perception, which is acquired through Zen meditation, is described as a state of focused durée . Furthermore, several of the interactional methods through which Zen practitioners demonstrate their dereifying perspective are analyzed from an ethnomethodological and conversation analytic perspective, and the role of these methods in koan training is explained.     

Empirical Applications of Skinner’s Analysis of Verbal Behavior with Humans

In Verbal Behavior, Skinner (1957) provided a conceptual framework and taxonomy for the controlling variables of language that defined independent verbal operants by their functional relations to antecedents and consequences (rather than by topography or meaning). Although professional interest in this area has recently increased within the behavior analytic community, Skinner''s conceptual framework may not yet have fully impacted the experimental literature. This quantitative review of the literature examined the studies on verbal behavior that were empirical in nature, concerned with human verbal behavior, and addressed at least one verbal operant (e.g., mand, tact, echoic, autoclitic, and/or intraverbal behavior) within the experiment. The results of this review suggest that a growing body of research exists to support many of the tenets of Skinner''s conceptualization and taxonomy but many areas of verbal behavior research have yet to be addressed. Continued research in this area is crucial for the development and implementation of effective verbal behavior interventions for people with disabilities.     

Practising Observation in Shadowing: Curriculum Innovation and Learning Outcomes in the BA Social Work

One of the requirements of the curriculum of the new BA Social Work is that students shadow the work of practitioners before they undertake supervised practice. Shadowing provides an opportunity to observe social workers in different agencies and to learn from the experience of being in the observer role. This article focuses on the observational learning which is part of the shadowing experience. It discusses an observation curriculum designed for a new student group at an early stage in the programme. Using feedback from student assessments on the Sussex/Brighton BA, the course structure and learning outcomes are described and analysed. From initial evaluations it is argued that observation in shadowing provides an important introduction to key aspects of professional learning such as anti‐oppressive practice and communication skills.     

Reality-play--experiential learning in social work training

A unique teaching model, called reality-play, arose as the result of the author's two concerns about how to teach students to integrate a theoretical model as a working tool in social work and how to prevent them from categorising people. In this teaching approach students have to go through a whole social work process by using their own real life challenges as learning material. The purpose is to learn social work from the perspective of a social worker, a user and an observer at the same time. The paper is divided into two parts. The first paper introduced the teaching model, showed how it built on an overall theoretical perspective of social constructionism, and on learning theories of adult, experiential and confluent learning to meet the concerns mentioned above. This second part presents a student evaluation of the teaching model in relation to three interwoven topics: involvement, integration of theory and practice, and awareness.     

Experience of undertaking infant observation as part of the Post-Qualifying Award in Child Care

Enquiries into child deaths have pointed to the difficulty that social workers seem to have of 'holding the child in mind'. Undertaking 'child observation' can be a powerful way of understanding what these difficulties are about and how to work in a way that is child focused, whilst being attentive to adult considerations crucial to children's positive development. This is an account of an experience of undertaking a 10-week child observational study as part of the Post Qualifying Award in Child Care from a student's perspective. It suggests that developing observational skills and an understanding of psychotherapeutic ideas enhanced the practitioner's ability to work with uncertainty and make accurate assessments.     

Material as actor in the enactment of social norms: Engaging with a sociomaterial perspective in childhood studies to avoid the ‘traps of closure’

This article employs a sociomaterial perspective and explores how material artefacts take part in the enactment of social norms by analysing empirical examples from two different childhood studies projects in Norway. Drawing on interview data with tweens, (children aged 8–12), and observational data from an early education and care institution (ECEC), we argue that material, in this case toys and makeup, make a difference in the enactment of social norms in children's everyday lives. Our aim is to demonstrate the malleability of a sociomaterial perspective and show how this can lead to new insights and open childhood studies as a field.