Precursors of Running Away During Adolescence: Do Peers Matter?

Although peer influence is a salient predictor of delinquency, how it operates in the etiology of runaway behavior is not fully understood. Using data from the National Longitudinal Study of Adolescent Health, this study demonstrates the importance of taking peers into account in understanding the etiology of running away. The findings suggest that peer deviance is strongly associated with adolescents’ decision to run away, independent of social network characteristics and their own deviant and conventional behavior, parental attachment, and school bonding. However, the causal process that links peer characteristics and running away remains unclear. More studies are needed to disentangle the underlying reciprocal and interactional relationships among peers, individual behavior, and social contexts such as family and school.     

Challenges that Educators Meet When Teaching Children with Hearing Impairment at Resource Units in Harare, Zimbabwe

Studying on challenges that educators meet when teaching children with hearing impairment at resource units was aimed at developing further the understanding of practices that either promoted or caused barriers to the learning of the pupils with hearing impairment and indicate achievements and failures of the programme. The study was conducted through focusing on the main educational activities and features that characterise pupils learning at resource units. These features were related to organisation of the pupils' learning, meeting pupils' academic and developmental needs, communication, co-operation among educators and educators and parents, and satisfying the educator knowledge needs. Educators cited a variety of challenges on the above named themes which adversely affected progress in the teaching/learning process. They also reported that the main achievement of educating children with hearing impairment at resource units was of developing the child socially and raising awareness in the society on the nature of hearing impairment.     

‘The boys and girls not calling me names and the teachers to believe me’. Name calling and the experiences of Travellers in school

This paper is about name calling and bullying of Gypsy and Show Travellers in school and the response of schools. The data discussed were gathered as part of a small‐scale study of the experiences of Gypsy and Show Travellers in school in Scotland and of the views of school and Traveller support staff. The overall focus of the study was on exclusion and perceptions of deviance. There was a difference in the teachers' views of the two groups of Travellers, with Gypsy Traveller pupils perceived as having, and presenting, more difficulties in school. However both Gypsy and Show Traveller children experienced frequent racist bullying and name calling, often not acknowledged by their school. The paper focuses particularly on this latter aspect of our research, raising issues about the ability of schools to support diversity and suggesting that approaches to bullying often fail to address both broader issues of social relationships in school and also the historical and cultural context of prejudice against Travellers. Copyright © 2001 John Wiley & Sons, Ltd.     

Reducing HIV/AIDS high-risk behavior among injection drug users: peers vs. education

This study examines the effects of peer groups and education on risk behavior for HIV among injection drug users (IDUs). The sample consisted of 682 participants in the Eastern Connecticut Health Outreach project, which compares traditional and peer-driven outreach interventions for IDUs. Participants are educated about safer injecting, subsequently administered a risk-reduction knowledge test, and given an extensive interview. Logistic regression shows that education alone is not a significant factor in reducing risky behavior in IDUs among the behaviors studied. A significant interaction was found between peer support for safer use and personal saliency of peer attitudes for both syringe and water sharing. Neither peer attitudes nor education affected cooker sharing. These results suggest that while education may be an important component in any intervention, it is not alone sufficient to reduce risky behavior. Our findings suggest that peer-directed interventions may be useful in reducing some forms of risk behavior among IDUs.     

Emotional Health and Well‐being in Schools: Involving Young People

Prevalence studies of emotional health and well‐being (EHWB) of young people indicate that that there is cause for concern. Very few studies have examined EHWB from the perspective of young people. This study examined the views of young people about their EHWB in the context of secondary education in the UK. Eight focus groups were conducted in five secondary schools with pupils in year 10 (aged 13–14). The findings suggested that whilst pupils thought some aspects of EHWB are well provided for in the school curriculum, there were problems with coherence of EHWB policy. Mental health topics were thought to be neglected in the EHWB curriculum especially in relation to self‐harm. Three problems regarding talking about EHWB were identified. Firstly, the quality of EHWB lessons depended on the enthusiasm and creativity of the teacher taking the lesson. Secondly, pupils were concerned about confidentiality. Thirdly, many pupils preferred to talk to friends about EHWB issues. The findings of the study suggest a need for greater involvement of young people in the planning, implementation and evaluation of the EHWB curriculum.     

Longitudinal links of parental solicitation,knowledge, and peer approval with deviance during early adolescence

The current study examined growth-to-growth associations of parental solicitation, knowledge, and peer approval with deviance during early adolescence, using a 4-wave, 18-month self-reported longitudinal data set from 570 Czech early adolescents (58.4% female; M_age = 12.43 years, SD = 0.66 at baseline). Unconditional growth model tests provided evidence of significant changes in the three parenting behaviors and in deviance over time. Multivariate growth model tests showed that declines in maternal knowledge were associated with increases in deviance, while greater increases in parental peer approval were associated with slower increases in deviance. Findings provide evidence of dynamic changes in parental solicitation, knowledge, and peer approval over time, as well as in deviance; additionally, they importantly show how parental knowledge and peer approval covary developmentally with deviance.     

How young people perceive factors that support or prevent understanding between worldviews: perspectives of Finnish lower secondary school pupils

This paper investigated Finnish youth’s perceptions on what supports or prevents understanding between people holding different worldviews, especially religious and non-religious ones. A survey using projective, open-ended questions was conducted examining factors that enhance or damage inter-worldview dialogue among Finnish lower secondary school students (N = 563). The data was analysed using qualitative content analysis. Abu-Nimer’s developmental model of interreligious sensitivity was used as a theoretical framework, but data-driven categories were also created. First, pupils thought of reasons why somebody would wish that religions did not exist. Four categories were created: atheism, confusion about religious expressions, problems related to one’s own worldview, or problems in social interaction. Second, pupils reflected on why somebody would be reluctant to share things about his/her faith. The most important feature addressed here was social deviance, either fear of it or its consequences or actual experiences. Third, pupils suggested ways to create a culture of peaceful dialogue. Most responses referred to changes in attitudes or different kinds of social interaction.     

‘You Could Damage Somebody's Life’: Student and Lecturer Perspectives on Commitment

Retention problems in the social work profession have been well documented. There is evidence that social workers experience a shorter working life compared to many other professional groups. Despite existing links between commitment to the job role and important work outcomes such as retention, few studies have investigated commitment in social work students. This study utilised qualitative data to examine this issue from the perspective of seven social work students and three lecturers. Aspects of commitment, as well as associated concepts such as perceptions of support and perspectives on the social work profession were explored. Commitment was primarily seen by students and lecturers as synonymous with dedication to the profession and its values. The extent and nature of support from a range of sources was seen as varying in quality, although peer support was generally seen in positive terms. It is suggested that interventions to enhance peer support have the potential to enhance student commitment and, consequently, retention.     

Gauging the interests of birth mother and child: a qualitative study of Swedish social workers’ experiences of transnational gestational surrogacy

There are few studies on how social workers deal with cases regarding transnational surrogacy. Our study intends to contribute to filling this gap. In Sweden, surrogacy as an assisted reproductive technology method is not permitted. As a result, many prospective parents have turned abroad, mainly to India, for surrogacy. There are no laws regulating surrogacy in Sweden, and difficulties have arisen in establishing legal parenthood when the parents return with the child. This qualitative interview study with social workers found that legal uncertainty and ethical issues surrounded their handling. With no guidelines, the constructions of parenthood will continue to depend on individual social workers’ conflicting views on how to best meet the surrogate mother’s interest and the best interest of the child. Regulation is thus needed to better protect those involved and minimize the contingent aspects of legal handling by individual officials.     

Peers' influence and African-American youth in public housing

Drawing from problem behavior theory (PBT), this study investigates whether the relationship between exposure to delinquent peers and delinquent behavior is moderated by peer influences as well as by generalized self-efficacy and an adolescent's attitudes toward deviance. We also explore how gender may influence these relationships. A sample of 401 African-American adolescents living in public housing developments in two large US cities was recruited for this investigation. The preliminary analyses included t-test and bivariate correlations, while our primary analysis included hierarchical regression analysis. The regression analysis included two-way and three-way interaction terms to assess the moderating effects of peer influences, generalized self-efficacy, and attitudes toward deviance as well as gender, respectively. Results indicate that the effects of exposure to delinquent peers depend on peers' influence over adolescents and other factors. Findings provide partial support for PBT and suggest that the relationship between exposure to delinquent peers and delinquent behavior, with regard to minority youth living in urban public housing, merits further investigation. Results have the potential to guide preventative interventions targeting African-American youth living in urban public housing and also inform future inquiries into the lives of such youth.     

Alcohol Use and Popularity: Social Payoffs From Conforming to Peers' Behavior

Although many economic analyses of adolescents have examined the costs of risky behaviors, few have investigated the gains that young people derive from such actions, particularly in terms of social payoffs for complying with peer behavior. This paper studies the relationship between adolescents' use of alcohol (relative to that of their peers) and popularity at school. We use data from the National Longitudinal Study of Adolescent Health, a rich and nationally representative survey with detailed information on social networks. Our findings suggest that adolescents are socially rewarded for conforming to their peers' alcohol use and penalized (to a lesser degree) for increasing their consumption above that of their peers. Male adolescents are rewarded for keeping up with their peers' drinking and for getting drunk. Female adolescents are rewarded for drinking per se, but not necessarily for keeping up with their peers. The results offer new information on peer influence and have implications for substance abuse interventions at school and in the community.     

Drug abuse and eating disorders: prevention implications.

This article explores the relationship between drug and alcohol abuse and eating disorders in a sample of adolescent females using a self-report methodology. An Eating Disorders Risk (EDR) Scale is adopted and correlated with drug and alcohol use, other forms of deviance, family and peer relationships, and depression. The findings support the concept of a generalized theory of addictions based on psychosocial, family, and peer factors. Family and peer prevention applications and a need for further research on the correlates of depression are discussed.     

Social signals as design interventions for enhancing citizen science contributions*

Despite the scientific potential and increasing popularity of web-based citizen science, low contribution from volunteers is often a major hurdle. Studies have shown that individual behavior could be altered through targeted design interventions, but little is known about the specific factors that modulate volunteers’ contributions. A particularly elusive question entails the role of social feedback, in the form of targeted notifications about the contribution of other volunteers. Based on social comparison theory, we hypothesized that (1) volunteers increase contribution when presented with information about a high-performing peer or group, and (2) volunteers conform more strongly to a group rather than to a single peer. To test whether volunteers’ contributions change due to the exposure to the contribution of a peer or group norm, we systematically varied the information presented to participants in an environmental monitoring citizen science project. Volunteers increased their contributions when they were presented with the contribution of a high-performing peer and norm, but they were not influenced by a low-performing peer or norm. Further, we found that volunteers were more likely to match the contributions of a group than that of a peer. However, when volunteers were simultaneously exposed to information about a peer and a group, the effect depended on the respective performance of the peer and group. A theoretical model was developed to explain volunteers’ response and dissect the specific role of social comparison. Our findings offer the possibility of increasing volunteers’ contributions through design interventions.     

Developing effectiveness: Frontline perspectives

The pursuit of 'effectiveness' is a predominant theme in contemporary probation and, increasingly, in all forms of social work. Even if it were accepted that empirical research studies have identified some principles of effective programmes, there would still be room for differing organisational and educational approaches to fostering effectiveness. This article explores the contributions and limitations of different forms of managerialism to this purpose, as well as the potential contribution that a renewed professionalism might offer. In addition, the author reports some of the findings of an in-depth qualitative research study which explored frontline workers' perspectives on the definition and delivery as well as the development of effective probation. Focussing mainly on findings concerning workers' views about factors which might have been expected to influence the development of their effectiveness, the author notes that workers had mixed views about the contributions of education, training and supervision, and stressed the significance of local peer influences. They also reported a disjunction between education and research on the one hand, and practice on the other. It is argued that, although this disjunction is consistent with managerialism in some senses, it will undermine efforts to develop effectiveness. Therefore in the concluding discussion, the author explores the roles that academics as researchers and educators might usefully play in fostering effectiveness.     

Saints and Sinners: Elite Tattoo Collectors and Tattooists as Positive and Negative Deviants

Arguing that the deviance literature has presented an overly negative image of norm breaking, some researchers in the 1980s and 1990s began to argue for a category of positive deviance that included studies of individuals who exceed social norms (Ben-Yehuda 1990; Dodge 1985; Heckert 1989, 1997, 1998). The positive deviance perspective inspired several strong theoretical statements suggesting that deviance can only be conceptualized as a negative response to norm breaking (Best and Luckenbill 1982; Goode 1991; Sagarin 1985). The result is a schism between researchers studying positive deviants and those investigating negative deviants. This article looks at two groups within the most elite realm of tattooing, tattoo collectors and tattooists, and identifies how they use both positive and negative deviant attributes to maintain a privileged status on the fringe of society. By exploring an example of individuals who exceed and fall below social norms, I offer two new categories of positive deviance: high culture icon and popular celebrity. In addition, I examine how individuals who occupy both positive and negative deviant statuses challenge assumptions within normative and social response perspectives of deviants and point to larger processes of social change and social stability.     

A Theoretical Model of Intergenerational Tutoring

ABSTRACT

This paper presents a psychological model of intergenerational tutoring, which applies to both helpers and those who are helped. It shows how fully formed intergenerational tutoring can operate, and can thus identify gaps. These gaps can be addressed and some filled by learning partners, perhaps with help from professionals or more experienced partners. Sixteen elements are identified, the first two in sequence, then five with equal weight, then nine in sequence. The model is a template for monitoring intergenerational interactions as they are happening. It also forms a tool for self-assessment/peer assessment. Additionally, it may help in designing intergenerational tutoring.     

Beyond Neighborhoods and Crime: Expanding the Scope of Social Disorganization to Explain Occupational Deviance

This article proposes a structural explanation for the occupational deviance dimension of white collar crime. The systemic model of social disorganization theory is used as a framework for understanding organizational conditions that produce high rates of occupational deviance. The model of workplace disorganization proposed here posits parallel mechanisms can be found in communities as well as organizations. Marginalized workplaces, employee turnover, and employee heterogeneity are antecedent factors that discourage employee network formation and collective action against deviance. By refocusing on organizational factors, we offer a broader understanding of occupational deviance, one that can predict and explain the workplace conditions under which counterproductive behaviors occur.     

The impact of the 2nd intifada on Israeli Arab and Jewish social workers

This paper presents an analysis of interviews with Israeli social workers conducted as part of a study investigating the impact of the 2nd Intifada on the work, clients, views and feelings of Israeli Arab and Jewish social workers. The data were generated from 58 interviews with social workers who volunteered to do so. Coming from a sociological perspective, the study focused on how a violent political conflict impacts on two groups of social workers who live and work in the same society, but are likely to have different views about it. Their actions, views, well-being, and values were researched in a context likely to test universal social work values. The findings document a high level of tension and anxiety generated for both groups, very negative impact on clients’ life and views, largely negative effect on welfare services, co-existing with continuous professional development. Social workers’ views of their own national group and the other national group within the Intifada context highlight primarily the empathy with one's own group while lacking in empathy towards the other group, coupled with suspicion and some hostility. The struggle to maintain professional values is expressed only by a minority. The discussion and conclusions look at what social work can learn from the findings in understanding such complex contexts and the response to the challenge they pose to social work.