Exploring Women's Retirement: Continuity,Context and Career Transition

This paper reports on an exploratory study examining women's views about and experiences of retirement. It has long been recognized that women's careers often follow a different path than men's due to the differential impact of family and domestic responsibilities and their relative underrepresentation at higher levels of organizations. However, many studies of retirement have implicitly assumed a conventional male career as the norm, where retirement is seen as marking a neat ending to continuous employment. This paper aims to present a richer understanding of women's retirement, utilizing contextual national data and qualitative analysis. The paper begins with a brief summary of literature looking at women's career development. We then explore the concept of retirement and consider current literature with regard to women's retirement. Following a brief discussion of our research approach, we provide some national context using quantitative data. We then discuss the qualitative findings, examining the areas of continuity and change that women experienced in retirement and exploring the factors that they felt enabled and constrained them.     

‘Moving In’: Difficulties and Support in the Transition to Higher Education for In-service Social Care Students

This paper reports on the difficulties and supports experienced by social care practitioners within the educational institution during their transition to higher education. A life transition such as entering higher education causes stress for individuals and social support is essential in successfully dealing with this stress (Anderson et al., 2012). Fifteen social care practitioners were interviewed twice during and once at the end of their first academic year in college. Findings indicate that participants were reluctant to approach staff for help despite anxiety about classes and assignments. Discussion and debate in class helped learning and contributed to feelings of being valued. ‘Moving in’ was a slow process with a physical and emotional impact for which they were unprepared. Student peers were a source of emotional and cognitive support but developing relationships took time. By the end of the transition phase participants noted changes and gains in themselves and their work practices. Recommendations are made to aid the transition to higher education for in-service social care practitioners.     

Social work and genetic testing: Ethical issues encountered in predictive testing for Huntington disease

Abstract

Recent advances in genetic technology, including the availability of presymptomatic genetic (ie. predictive) testing for untreatable late-onset conditions, have created a number of practice challenges for social workers. This article outlines the social worker's role in the internationally accepted protocol for provision of predictive testing for Huntington Disease (HD) and highlights some of the complex ethical, emotional and practical issues arising from predictive testing for HD and other similar disorders. For social workers in this field, attempts to deal with ethical dilemmas must rely both on the social work code of ethics and on reference to major principles of bioethics such as respect for autonomy, beneficence, non-maleficence and justice. It is acknowledged that in some situations involving a conflict of ethical principles there may be no ideal resolution.     

Reducing Overconfidence in the Interval Judgments of Experts

Elicitation of expert opinion is important for risk analysis when only limited data are available. Expert opinion is often elicited in the form of subjective confidence intervals; however, these are prone to substantial overconfidence. We investigated the influence of elicitation question format, in particular the number of steps in the elicitation procedure. In a 3‐point elicitation procedure, an expert is asked for a lower limit, upper limit, and best guess, the two limits creating an interval of some assigned confidence level (e.g., 80%). In our 4‐step interval elicitation procedure, experts were also asked for a realistic lower limit, upper limit, and best guess, but no confidence level was assigned; the fourth step was to rate their anticipated confidence in the interval produced. In our three studies, experts made interval predictions of rates of infectious diseases (Study 1, n = 21 and Study 2, n = 24: epidemiologists and public health experts), or marine invertebrate populations (Study 3, n = 34: ecologists and biologists). We combined the results from our studies using meta‐analysis, which found average overconfidence of 11.9%, 95% CI [3.5, 20.3] (a hit rate of 68.1% for 80% intervals)—a substantial decrease in overconfidence compared with previous studies. Studies 2 and 3 suggest that the 4‐step procedure is more likely to reduce overconfidence than the 3‐point procedure (Cohen's d = 0.61, [0.04, 1.18]).     

The Components of Young Children's Emotion Knowledge: Which Are Enhanced by Adult Emotion Talk?

This research adopted observational and experimental paradigms to investigate the relationships between components of emotion knowledge in three‐ to four‐year‐old children. In Study 1, 88 children were assessed on the Emotion Matching Task (Morgan, Izard, & King), and two tasks requiring the generation of emotion labels and causes. Most tasks were significantly associated with age and language ability, and similar tasks were significantly but moderately correlated. In Study 2, 58 of these children were allocated to one of three conditions: emotion cause talk, in which they received four sessions of training focusing on emotion labels and causes; non‐emotion cause talk, focusing on causal relationships in general; or were allocated to a no‐training control. Children in the emotion causes condition showed improvement in their use of emotion labels but not other components of emotion knowledge. The findings suggest that, in three‐ to four‐year‐old children, emotion knowledge is constituted by related but separable components and that training in emotion language targets separate rather than all aspects of emotion knowledge.     

Easing the Transition for Queer Student Teachers From Program to Field: Implications for Teacher Education

Tensions exist between what some queer student teachers experience in the university setting, their lives in schools during field placements, and upon graduation. We describe a series of workshops designed for queer student teachers and their allies that were conducted prior to field placement. Participants revealed high degrees of satisfaction with the program and increased feelings of personal and professional self-efficacy. Participants reported high levels of experienced homophobia in their academic programs; as such, the workshops were a valuable “safe space.” These workshops appear to fill a significant gap for queer students and their allies in teacher preparation programs.     

Using Electronic Contact to Reduce Homonegative Attitudes,Emotions, and Behavioral Intentions Among Heterosexual Women and Men: A Contemporary Extension of the Contact Hypothesis

The current study experimentally examined the potential for a contemporary extension of the contact hypothesis, known as electronic contact, or E-contact, to reduce sexual prejudice, intergroup anxiety, and avoidant behavioral intentions among heterosexuals. It also extended the sexual minority contact literature by examining the role of participant and interaction partner sex as a possible boundary condition of this contact–prejudice relationship. To test our hypotheses, 140 heterosexual female and male university students were randomly allocated to interact with a homosexual or heterosexual, female or male E-contact partner, in a collaborative and text-only online interaction before completing the outcome measures. Overall, the results demonstrated that interacting online with a female, as opposed to a male, homosexual E-contact partner reduced heterosexual men’s feelings of intergroup anxiety, which in turn was associated with lower sexual prejudice and outgroup avoidance. For heterosexual women, however, E-contact did not influence the outcome variables. In the context of sexual prejudice, these results suggest that E-contact may be particularly useful as a prejudice-reduction strategy among individuals who typically require it most: heterosexual men.     

Sexual Orientation Moderates the Effect of Gender on Body Satisfaction: Results From a National Probability Sample

Body image concerns typically affect women more so than men, but there is reason to believe that this pattern may depend on sexual orientation. The present study examined differences in levels of body satisfaction among men and women who identified as heterosexual, plurisexual (bisexual and pansexual), gay, and lesbian, using data from a large-scale national probability sample from New Zealand (N = 17,005). As expected, heterosexual men reported higher body satisfaction than heterosexual women. Gay and plurisexual men reported lower body satisfaction than heterosexual men. Gay men also reported lower body satisfaction than lesbian women, and did not differ significantly from heterosexual and plurisexual women. Ratings of heterosexual, plurisexual, and lesbian women’s body satisfaction did not differ significantly. Results held when adjusting for a range of demographic covariates (including age and BMI), and highlight the importance of examining the psychological and health outcomes associated with poor body image among gay men. These findings emphasize the relevance of sexual orientation in understanding men’s body image-related issues.