Latinos and the Skin Color Paradox

For African Americans and Latinos, skin color is a significant predictor of many social and economic stratification variables including income, education, housing, occupational status, spousal status, poverty rates, criminal justice sentencing, and rates of depression. Given these patterns, some scholars have surprisingly found that skin color is not a significant predictor of many political attitudes for African Americans, and called this phenomenon the “skin color paradox.” This article investigates the role of skin color, race, and national origin in predicting political marginality and political commonality among Latinos. The models suggest that skin color is not a significant predictor of political attitudes, consistent with the skin color paradox theory but that national origin does predict some political attitudes.     

Partners in the Spiritual Dance: Learning Clients’ Steps While Minding All Our Toes

We present four case illustrations highlighting the complex interplay of therapists’ and clients’ spirituality in therapy. Complexity, in these cases, results from (a) degrees of similarity and difference, both real and perceived, between clients’ and therapists’ spiritual beliefs and practices; (b) degrees of spiritual disclosure; (c) characteristics of the therapeutic relationship; and (d) geographic and cultural influences. Practicing therapists and therapist training programs can benefit from addressing how therapist and client spirituality intersect and influence therapy, how both similarity and difference present obstacles and opportunities, and how ambiguity and assumptions can contribute to misunderstandings. We believe that both the therapist’s and the client’s spiritualities are key influences in therapy that can contribute to the frustration, and the growth, of clients and therapists alike.     

In search of innovation: A national qualitative analysis of child welfare recruitment and retention efforts

This national qualitative study explores recruitment and retention strategies within state child welfare agencies and the perceived effectiveness of these strategies. The study includes a national review of 50 state child welfare websites, and qualitative interviews with 18 individuals in 13 states. The findings highlight agencies' identification and investment of similar types of recruitment and retention efforts; yet agencies still grapple with elevated turnover rates despite continued efforts. This article comprehensively explored national utilized and underutilized strategies that have been employed to help alleviate child welfare recruitment and retention challenges. Further, mechanisms for overcoming and promoting innovation to understand the effectiveness of child welfare recruitment and retention strategies are addressed.     

Measuring Multidimensional Aspiration Gaps: A Means to Understanding Cultural Aspects of Poverty

This article links primary research into the way subjective well‐being among poor people can be defined and measured to the growing literature on poverty as a failure of capacity to aspire. Data from Bangladesh, Thailand and Peru are used to illustrate a measurement strategy based on defining well‐being as a function of the gap between individuals’ diverse and multiple aspirations, and their satisfaction with achieving them. Such analysis has the potential to illuminate variation in individual and local capacity to respond to different development opportunities. It also warns against the limitations of treating aspirations as a single rather than a multidimensional concept.     

Co‐Present Conversation as “Socialized Trance”: Talk,Involvement Obligations,and Smart‐Phone Disruption

In an era where digital and co‐present involvements become entangled, the role of face‐to‐face conversation now vies with mediated communication. Applying insights provided by Erving Goffman, we explore conversational interaction and consider how engrossing face‐to‐face conversation can be understood as a form of socialized trance. We explore how this interaction represents one type of “involvement obligation” that can become disrupted and, increasingly, uniquely impacted by mediated involvements that are enabled through mobile and “smart” devices. The crux of the argument is considered in the context of a burgeoning digital era where conversation is found to become meshed together in uneven ways with mediated interaction. We highlight the efficacy of Goffman's approach with regards to the current information environment, providing insights into how engrossing conversation and its involvement obligations are impacted by mediated interactions and how breaches of conduct are experienced. A video abstract is available at https://youtu.be/ulL8mMN4oig .     

Long‐term Outcomes for Children with Early Language Problems: Beating the Odds

Using the 1970 British Cohort Study, this study examines factors promoting positive language development and subsequent successful education and employment transitions among children showing early receptive language problems (age 5). We find that 61 per cent of children with early receptive language problems develop into competent readers by age 10. Factors promoting positive language development include parental support and more importantly a good school environment, characterised by only few children receiving remedial help. Post‐16 education and employment experiences indicated competent reading to be associated with a less challenging journey into adulthood. Findings are discussed in terms of their policy implications.     

A Friend In Deed? Can Adolescent Girls Be Taught to Understand Relational Bullying?

Relational aggression is common among girls. It can be distressing for the victim and may not always be recognised as a form of bullying. This paper evaluates a school–based intervention designed to help girls understand relational bullying. Girls from a single‐sex school completed a two‐stage evaluation of the intervention. Students showed greater awareness of relational bullying after the intervention and indicated that it would influence them to change their behaviour. At follow‐up, retention of knowledge was good. Students reported greater self‐monitoring of behaviour and less exclusivity. While this is encouraging, we cannot conclude that all negative behaviours ceased. Implications and limitations of this study are discussed. Copyright © 2010 John Wiley & Sons, Ltd.