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81.
Francisco Gutiérrez Sanín Diana Buitrago Andrea González 《Social indicators research》2013,110(1):305-326
Political indicators are widely used in academic writing and decision making, but remain controversial. This paper discusses the problems related to the aggregation functions they use. Almost always, political indicators are aggregated by weighted averages or summations. The use of such functions is based on untenable assumptions (existence of homogeneous substitution rates, total compensation, and strict monotonicity). We show through concrete examples how these hidden assumptions are likely to produce results that are basically an artifact of ad hoc decisions, which additionally contradict very fundamental notions common to all credible political theories. We suggest, also through example, that some—necessarily partial—solutions are possible. 相似文献
82.
Andrea Braithwaite 《Feminist Media Studies》2013,13(4):417-432
This article examines the representations of men and masculinities in contemporary crime narratives featuring a female protagonist. These “chick dick” stories (which adapt elements from the hardboiled detective novel, film noir, chick lit, and chick flicks) repeatedly engage with the gendered power dynamics made visible and problematic through the intersection of “chick” and crime genres, most particularly the sexualization of violence. In these narratives, popular masculinities operate as deployable concepts to dramatize contemporary gender relations. By tapping into the popular sentiment of a “crisis in masculinity,” chick dick texts also mobilize a rhetoric of unrepresentable male victimization and individual male pathologies. This strategy highlights the spaces and places in which masculinities are made vulnerable at the same time as it offers simplistic and individualized explanations for the systemic sexualized violence that dominate these narratives. 相似文献
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Children living in out-of-home care are at greater risk of poor educational outcomes compared to other children. To address their educational needs, several programs have been developed. Within a qualitative paradigm, this study explored the experiences of students about their involvement in TEACHaR (Transforming Educational Achievement for Children at Risk), a specialized education programme. Eight students (aged 13 to 18 years) from the programme participated in individual, semi-structured interviews. Responses were analysed using Interpretive Phenomenological Analysis. Participants indicated that the programme provided individualized and flexible academic support, reduced their shame and embarrassment and provided them with more than academic support. They highlighted the importance of the student–educator relationship, and the need for encouragement and motivation to pursue their educational goals. Finally, findings report on how COVID-19 impacts on student experiences of the programme. Recommendations for the development and improvement of education programs for students in out-of-home care conclude this paper. 相似文献
87.
Phillip Tchernegovski Andrea E. Reupert Darryl J. Maybery 《Child & Family Social Work》2018,23(3):381-389
Adult mental health clinicians face a range of challenges that hinder their use of family‐focused practices when working with consumers who are parents. The purpose of this study was (a) to examine clinicians' experiences when working with parents and (b) identify strategies they found to be effective when working with parents. Eleven Australian mental health clinicians were recruited who regularly worked with consumers who are parents. Semistructured interviews were conducted within a qualitative paradigm and analysed using interpretative phenomenological analysis. Themes were identified which related to (a) managing sensitive parenting conversations, (b) making decisions about child safety in unclear or unpredictable situations, and (c) working with child protection services. Participants had developed strategies for managing the challenges of the first two practice issues and suggested organizational changes that could facilitate collaboration with child protection services. The findings highlight that the challenges of working with parents with mental health issues cannot be addressed with a one‐size‐fits‐all approach. Initiatives to facilitate the effective support of parents and their children need to be informed by contextual factors, including clinical practice. 相似文献
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Parents Beyond Borders, a curriculum first implemented in 2008 as part of The Center for Family Life's ParentShip Program, encourages group members to create a shared narrative about their traumatic immigration experiences. The result is twofold. First, immigrant parents gain a more assertive and poignant voice to communicate with family and others in their lives when sharing their family's acculturation experience. Second, because social group work promotes recognition of collective trauma due to the community's experience of marginalization, it improves members' group self-concept and empowers them to take action and advocate for themselves. 相似文献
90.
Despite known risks associated with aberrant social skill development, there has been a relative dearth of literature on typical developmental changes in social skills over time. In this study, we examine systematic changes in social skills from kindergarten (typical age of 5–6 years) to third grade (typical age of 8–9 years), and focus on systematic heterogeneity across these developmental trajectories. Data came from the National Head Start—Public School Early Childhood Transition Demonstration Project (N = 6964). Mixture models provide evidence for multiple classes of individuals representing heterogeneity in the development of social skills. Classes were defined as a majority class (whose trajectories remained relatively stable over time), an increasing class (whose trajectories increased at a faster rate than the majority class), and a decreasing class (whose trajectories decreased at a faster rate than the majority class). Developmental trends accounted for a substantial proportion of the variance in social skill components. Implications and limitations of the study are discussed. 相似文献