Giving voice to experiences: parental maltreatment of black children in the context of societal racism

ABSTRACT This paper seeks to explore the ways in which black children who have been maltreated within their families come to voice to tell their stories. A discussion of black children's recovery from maltreatment necessitates understanding how they interpret and name their experiences as abusive. Research indicates that while many factors mediate the effects of abuse on children's development, telling your story about childhood trauma is critical in the healing process for promoting psychological well‐being. However, what does the naming and speaking of trauma entail for black children when the broader context of their lived realities is embedded in racism that confers on them a stigmatized status? Where black children's lived experiences encompass the complexity of societal racism as a mutually reinforcing and contradictory reality in their lives, their capacity to name the maltreatment they experience will be particularly problematic. Essentially, parents’ issues silence children and can encourage them to block out painful emotions, ultimately putting their emotional and psychological well‐being at risk. Taking race and gender as benchmarks for analysis, the complexities involved in giving voice to childhood maltreatment are discussed to consider how these dynamics contribute to black children's resilience and adaptive behaviours in the aftermath of abuse.     

Newcomb's problem: Recalculations for the one-boxer

Theory and Decision -     

Disaster and Development Paradigms: Too Close for Comfort?

The familiar distinctions between the disaster and development paradigms have become increasingly blurred. Yet, conceptual and policy dilemmas continue to pose challenges for the integration of the two paradigms into a single framework. Drawing on the literature and Ethiopia's Institutional Support Project, this article argues that the increased convergence of the two constructs may be too close for comfort, thus rendering the assertion that disaster‐risk reduction can help achieve sustainable development and vice versa mere rhetoric. Unless there is a shift from focusing on the hazard event to also recognising that disasters are not politically neutral, there is a danger of being locked into the hazard paradigm, despite the different labels, titles or metaphors that may be assigned to it.     

Kurt Lewin's Field Theory: A Review and Re‐evaluation

Field theory was central to Kurt Lewin's work yet, after his death, interest in it declined significantly until the 1990s when a variant, force field analysis, became widely used. This paper examines the origins, purpose and continuing relevance of field theory. It especially looks at the influences of gestalt psychology, topology and Ernst Cassirer's philosophy of science on its development. It argues that Lewin's attempt to replace conventional topology with his own Lewinian mathematics‐based topology in pursuit of scientific rigour resulted in the undermining of its relevance. The paper also compares force field analysis with Lewin's original conception of field theory and shows that it has significant weaknesses in terms of rigour. It concludes that a return to Lewin's original conception of field theory, based on gestalt psychology and conventional topology, can provide academics and practitioners with a valuable and much‐needed approach to managing change.     

HOW THE LEGACY OF FRENCH COLONIZATION HAS SHAPED DIVERGENT LEVELS OF ECONOMIC DEVELOPMENT IN EAST ASIA: A Time‐Series Cross‐National Analysis

Although many countries in East Asia have achieved high growth rates since the middle of the 20th century, former French colonies in the region have struggled to attain comparable levels of economic development. This article is an attempt to explain this variation in development through a cross‐national analysis of economic growth in East Asia for the period from 1970 to 2007. Results suggest that the underperformance of former French colonies is attributable to their inheritance of colonial institutions that have been unfavorable for domestic investment, international trade, and educational attainment. Overall, conclusions lend support for the idea that long‐term economic development should be understood in terms of path dependence, and that sustained economic growth requires a concerted effort to restructure growth‐adverse institutional arrangements.     

Moments of the function of non-normal random vector with applications to econometric estimators and test statistics 1

In this paper we have provided a general result on the moments of a function of nonnormal random vector. The results for the normal case follow as a special case of this result. It is also indicated that the moments of a large class of econometric estimators and test statistics can be obtained by using our general result. This includes least squares estimator in the dynamic model, unit root tests, and the two step semiparametric estimators, among others.     

Teaching Causation in History

Social studies teachers have an obligation to help students grapple with and thoughtfully examine controversial issues, often in a contemporary context. One such issue is the U.S. use of unmanned aerial vehicles, generally known as drones. Whether for surveillance purposes or military missions, the use of drones by the U.S. government has preceded the development of clearly articulated policy guidelines. This article examines the use of drones in U.S. policy, the argument for and against their deployment, and the manner in which social studies educators may effectively teach their students about such a complex, challenging topic. Toward that end, the article also advocates for the use of an ethical and analytical framework, the “just war” doctrine, which can assist students in critiquing how drones are used, under what conditions, and the social impact that may entail.     

Field Practica in Social Work Administration: Tasks,Auspice, Selection Criteria and Outcomes

Abstract

This evaluative study of the field practicum in one MSW program in social work administration is based on data collected over a period of ten years on tasks performed by students, auspice of field placement agency and student prior experience in relation to outcomes of student performance and satisfaction. The findings revealed that better outcomes are associated with tasks performed on upper organizational levels, working with line staff, performing interactional tasks, interorganizational functions, in agencies under voluntary auspices. Data on age and prior experience of students indicate no support for using these criteria for selection of students for this type of education. The policy implications for social work education are discussed.