Thinking from experience in psychosocial practice: reclaiming and teaching ‘use of self’

A course based on psychosocial theory and students' experiences in practice has been taught in the UK, Norway and Quebec. It departs from the classical social work concept ‘use of self’ and aims to help novices in health and social work to understand how the social world is internalised and re-produced and the value of thinking from experience. International developments such as, competency-based education, New Public Management and evidence-based practice reduce opportunities for experiential learning. This trend has been exacerbated by a focus on anti-oppressive practice without a corresponding understanding of how oppressive relations are internalized and enacted by defended and conflicted subjects. Attempts to rectify a relational deficit through traditions of reflective practice and critical reflection are important developments, but could be further strengthened by psychosocial and psychodynamic perspectives. The course combines critical, contextual and relational thinking for students in caring professions.     

Political battlefield: aggressive metaphors,gender, and power in news coverage of Canadian party leadership contests

Our study analyzed aggressive figures of speech used by the Globe and Mail to describe the personas, performances, and prospects of women and men leadership candidates for the (Progressive) Conservative Party of Canada in 1976, 1993, and 2004. We codified four distinct forms of power communicated by the aggressive metaphors—power over, power to, power with, and power as—to investigate what these battleground metaphors communicate about gender and political power. Our content analysis and discourse analysis of the phrases applied to each of the candidates revealed gendered assumptions about political leadership. All three women candidates in our study—Flora MacDonald (1976), Kim Campbell (1993), and Belinda Stronach (2004)—were discussed as formidable foes, capable of using considerable force in their efforts to win. Indeed, Campbell became Canada’s first and only woman prime minister. Yet, much of the aggressive mediation confirms the gendered mediation thesis that aggressive metaphors exclude women and reconstitute politics as masculine. Many of the combative phrases cast doubt on a woman candidate’s ability to successfully compete on the political battlefield.     

Community College Participation in the Pacific Sociological Association

Sociologists have many organizations to choose from when making decisions about attending professional conferences. The Pacific Sociological Association provides an opportunity to attend a more personal venue that fits the needs of full-time and adjunct community college professors.     

Looking for work: youth,masculine disadvantage and precarious employment in post-millennium England

ABSTRACT

The changing nature of youth (under)employment in England since the start of the new millennium is explored through a comparative analysis of three cohorts of young working class men searching for work in English towns between 2001 and 2017. Labour market changes, including the rise of precarious work and forms of self-employment, as well as increasing inequality and cuts in youth services since the financial crisis in 2008, are having a serious impact on the least qualified young men. However, changes in the nature of employment at the bottom end of the service suggest the re-evaluation of earlier claims about the relative disadvantage of (some) young men.     

Event-related clinical distress in college students: Responses to the 2016 U.S. Presidential election

Abstract

Objectives: College students have cited the 2016?U.S. presidential election as a significant source of stress. The current study examined the prevalence and demographic correlates of clinically significant election-related avoidance and intrusion symptoms among college students 2–3?months after the election. Participants: College students attending a large public university (N?=?769; M_age?=?19.19; 48.2% female; 58.4% White) were surveyed in January and February 2017. Methods: Participants completed a validated measure of clinically significant event-related distress symptoms (eg, intrusive thoughts, avoidance) and demographic questions. Results: One out of four students met criteria for clinically significant symptoms related to the election. Regression analyses suggested that sex, political party, religion, and perceived impact of the election on relationships were more useful predictors of stress symptoms than race or social class. Conclusions: The high level of event-related distress is concerning because elevated symptoms of event-related stress are predictive of future distress and subsequent PTSD diagnoses.     

Social skills of adopted Chinese girls at home and in school: Parent and teacher ratings

This study examines adopted Chinese girls' social skills at home and in school as well as the effect of pre-adoption adversity on these skills. Parent ratings of 869 girls and teacher ratings of 611 of the 869 girls were obtained using the Social Skills Rating System for parent (SSRS-P) and teacher (SSRS-T) respectively. The girls were adopted on average at 15.6 months (SD = 13.9) and were in three age groups, including preschool, elementary school, and secondary school. Data on five indicators of pre-adoption adversity (i.e., signs/symptoms, delays at adoption, initial refusal/avoidance of adoptive mothers, crying/clinging behaviors, and age at adoption) were obtained from the same adoptive parents 2 years prior. Findings suggest that both parents and teachers rated the girls as either similar to or better than US norms on the SSRS. Parent–teacher agreement on SSRS subscales was significant but modest (rs = 0.12–0.25). Two indicators of pre-adoption adversity (i.e., delays at adoption and initial refusal/avoidance of adoptive mothers) predicted poorer social skills at home; two other indicators of pre-adoption adversity (i.e., signs/symptoms and age at adoption) predicted poorer social skills in school.     

Understanding Observational Learning: An Interbehavioral Approach

Observational learning is an important area in the field of psychology and behavior science more generally. Given this, it is essential that behavior analysts articulate a sound theory of how behavior change occurs through observation. This paper begins with an overview of seminal research in the area of observational learning, followed by a consideration of common behavior analytic conceptualizations of these findings. The interbehavioral perspective is then outlined, shedding light on some difficulties with the existing behavior analytic approaches. The implications of embracing the interbehavioral perspective for understanding the most complex sorts of behavior, including those involved in observational learning are considered.