Race and psychological distress: the South african stress and health study

We analyze data from the South African Stress and Health Study, a nationally representative in-person psychiatric epidemiologic survey of 4,351 adults conducted as part of the World Mental Health Survey Initiative between January 2002 and June 2004. All blacks (Africans, Coloreds, and Indians) initially report higher levels of non-specific distress and anger/hostility than whites. Access to socioeconomic resources helps explain differences in non-specific distress between Coloreds and whites and Indians and whites. However, only when social stressors are considered do we find few differences in psychological distress (i.e., non-specific distress and anger/hostility) between Africans and whites. In addition, self-esteem and mastery have independent effects on non-specific distress and anger/hostility, but differences between Coloreds and whites in feelings of anger/hostility are not completely explained by self-esteem and mastery. The findings contribute to the international body of work on social stress theory, challenge underlying assumptions of the minority status perspective, and raise a series of questions regarding mental health disparities among South Africans.     

Education and health in late-life among high school graduates: Cognitive versus psychological aspects of human capital

Just as postsecondary schooling serves as a dividing line between the advantaged and disadvantaged on outcomes like income and marital status, it also serves as a dividing line between the healthy and unhealthy. Why are the better educated healthier? Human capital theory posits that education makes one healthier via cognitive (skill improvements) and noncognitive psychological resources (traits such as conscientiousness and a sense of mastery). I employ the Wisconsin Longitudinal Study (1957-2005) to test the relative strength of measures of cognitive human capital versus noncognitive psychological human capital in explaining the relationship between education and health outcomes among high school graduates. I find little evidence that noncognitive psychological human capital is a significant mediator, but find a relatively significant role for cognitive human capital, as measured by high school academic performance. It is not just higher educational attainment; academic performance is strongly linked to health in later life.     

Infants’ Response to Pictures of Impossible Objects

Previous work has shown that 4‐month‐olds can discriminate between two‐dimensional (2D) depictions of structurally possible and impossible objects [S. M. Shuwairi (2009), Journal of Experimental Child Psychology, 104, 115; S. M. Shuwairi, M. K. Albert, & S. P. Johnson (2007), Psychological Science, 18, 303]. Here, we asked whether evidence of discrimination of possible and impossible pictures would also be revealed in infants’ patterns of reaching and manual exploration. Nine‐month‐old infants were presented with realistic photograph displays of structurally possible and impossible cubes along with a series of perceptual controls, and engaged in more frequent manual exploration of pictures of impossible objects. In addition, the impossible cube display elicited significantly more social referencing and vocalizations than the possible cube and perceptual control displays. The increased manual gestures associated with the incoherent figure suggest that perceptual and manual action mechanisms are interrelated in early development. The infant’s visual system extracts structural information contained in 2D images in analyzing the projected 3D configuration, and this information serves to control both the oculomotor and manual action systems.     

Channel Coordination for a Supply Chain with a Risk‐Neutral Manufacturer and a Loss‐Averse Retailer*

This articles considers a decentralized supply chain in which a single manufacturer is selling a perishable product to a single retailer facing uncertain demand. It differs from traditional supply chain contract models in two ways. First, while traditional supply chain models are based on risk neutrality, this article takes the viewpoint of behavioral principal–agency theory and assumes the manufacturer is risk neutral and the retailer is loss averse. Second, while gain/loss (GL) sharing is common in practice, there is a lack of analysis of GL‐sharing contracts in the supply chain contract literature. This article investigates the role of a GL‐sharing provision for mitigating the loss‐aversion effect, which drives down the retailer order quantity and total supply chain profit. We analyze contracts that include GL‐sharing‐and‐buyback (GLB) credit provisions as well as the special cases of GL contracts and buyback contracts. Our analytical and numerical results lend insight into how a manufacturer can design a contract to improve total supply chain, manufacturer, and retailer performance. In particular, we show that there exists a special class of distribution‐free GLB contracts that can coordinate the supply chain and arbitrarily allocate the expected supply chain profit between the manufacturer and retailer; in contrast with other contracts, the parameter values for contracts in this class do not depend on the probability distribution of market demand. This feature is meaningful in practice because (i) the probability distribution of demand faced by a retailer is typically unknown by the manufacturer and (ii) a manufacturer can offer the same contract to multiple noncompeting retailers that differ by demand distribution and still coordinate the supply chains.     

Concise or comprehensive? Predictors of impact assessment choices for electric transmission line projects

Environmental impact assessment (EIA) procedures required in the United States and many other countries are often highlighted as a major hindrance to timely and efficient deployment of critical infrastructure projects. Under the U.S. National Environmental Policy Act, a more extensive environmental impact statement (EIS) review can take several more years and cost much more than a succinct environmental assessment (EA). This not only affects the project in question, but also likely informs how—or whether—additional projects are pursued. Thus, understanding key predictors of the EA versus EIS choice sheds light on supply-side considerations affecting infrastructure deficits. Using the case of NEPA reviews conducted for 244 transmission line projects between 2005 and 2018 by two U.S. federal agencies in the western United States, the Bureau of Land Management (BLM) and Department of Energy (DOE), this addresses the following question: What project features most predict whether EA or an EIS is used to assess a transmission line project? Drawing upon NEPA assessment guidance and agency NEPA records, we use a regression classification tree to analyze how protocols and project attributes relate to assessment choice. The result is essentially a null finding: transmission line length is by far the most important predictor of whether a project receives an extensive EIS or a shorter EA, with little predictive value provided by other attributes. While absolute project size undoubtedly influences impacts, the lack of further differentiation in what predicts use of EISs versus EAs suggests assessment does not simply respond to project details but also shapes proposal and design choices beforehand.     

Confidence deficits and reducibility: Toward a coherent conceptualization of uncertainty level

Outside of the field of risk analysis, an important theoretical conversation on the slippery concept of uncertainty has unfolded over the last 40 years within the adjacent field of environmental risk. This literature has become increasingly standardized behind the tripartite distinction between uncertainty location, the nature of uncertainty, and uncertainty level, popularized by the “W&H framework.” This article introduces risk theorists and practitioners to the conceptual literature on uncertainty with the goal of catalyzing further development and clarification of the uncertainty concept within the field of risk analysis. It presents two critiques of the W&H framework's dimension of uncertainty level—the dimension that attempts to define the characteristics separating greater uncertainties from lesser uncertainties. First, I argue the framework's conceptualization of uncertainty level lacks a clear and consistent epistemological position and fails to acknowledge or reconcile the tensions between Bayesian and frequentist perspectives present within the framework. This article reinterprets the dimension of uncertainty level from a Bayesian perspective, which understands uncertainty as a mental phenomenon arising from “confidence deficits” as opposed to the ill-defined notion of “knowledge deficits” present in the framework. And second, I elaborate the undertheorized concept of uncertainty “reducibility.” These critiques inform a clarified conceptualization of uncertainty level that can be integrated with risk analysis concepts and usefully applied by modelers and decisionmakers engaged in model-based decision support.     

Automated decision-making: Toward a people-centred approach

Recently, automated decision-making (ADM) has been increasingly introduced in for example, the public sector potentially ensuring efficiency and more just decision-making. The increasing use of ADM has been reflected by a growing interest by scholarly research. While initially mainly researchers within law and computer sciences engaged with ADM, there has also been a growing engagement by social science and humanities-oriented researchers. This article traces the emergence and evolution of ADM research beyond computer sciences and engineering with a specific focus on social sciences and humanities by identifying central concerns and methods while outlining a stable baseline for future research. Based on a systematic mapping of publications, we outline the contours of ADM as an area of research engaging with an emerging empirical phenomenon. Drawing on findings from the mapping, we discuss ways ahead for ADM research as part of the subfield of digital sociology and suggest that sociological media and communication studies have a crucial role to play in developing future research avenues. Drawing on advances made in audience research, we suggest a radically contextualized and people-centered approach to ADM. Such an approach would help to develop ADM and ground it alongside people's divergent capabilities and contextual arrangements.     

Changes in couple,parenting, and individual functioning following Family Expectations program participation

The current study investigated changes in couple, parenting, and individual functioning following participation in Family Expectations, a relationship and parenting education program for new or expectant parents. The sample comprised 339 couples who participated in most sessions of the Family Expectations program and completed assessments at three different time points over a 12-month period. Study analyses examined: (a) change shortly following completion of the program, (b) associations between short-term change and subsequent change in outcomes at 12-month follow-up, and (c) differences in short-term change between married and unmarried couples. Significant improvements were observed in all three domains at short-term follow-up. Short-term changes, particularly for psychological distress, were predictive of long-term change in multiple domains. Few moderation effects by marital status were evident; those that appeared suggested stronger effects for married participants compared to unmarried. Study findings inform ongoing discussions into the utility of federally-funded relationship and parenting programming.     

Parents’ and friends’ responses to discrete negative emotions: Associations with adolescent emotional experiences

Emotion socialization (ES) impacts a range of youth socioemotional outcomes. However, research often examines parent socialization of negative emotions more broadly. Research examining multiple socializers demonstrates that variety in ES messages may promote flexibility in youth socio-emotional adjustment. The current study examined how parents’ and friends’ supportive socialization of discrete negative emotions (anger, sadness, worry) related to adolescents’ emotional experiences. Eighty-seven adolescents (50 girls; 13–15 years old, M age = 14.23 years) reported on parent and friend supportive ES in 8^th grade. Sixty-four of these adolescents reported their own emotional experiences in 9^th and/or 10^th grade. Parents’ supportive ES was higher than friends’ for sadness and worry. Divergence between parent and friend ES of sadness related to lower increases in anger over time. There were effects of convergence in ES of anger, as matches between parent and friend ES were related to less experience of all three negative emotions. There were unique effects of parent and friend ES of worry. Parent ES of worry related to adolescents’ balance of anger and sadness, whereas friend ES of worry related to decreased sadness over time. These findings suggest that ES and its relations with adolescent emotional experience varied by discrete emotions, as each carries a different meaning and function. Future research should examine processes connecting discrete emotional experiences within interactions and across time.     

Social Work in Rural New South Wales School Settings: Addressing Inequalities Beyond the School Gate

Children and young people in rural Australia experience disadvantage compared with metropolitan counterparts, with low educational attainment and disengagement from schooling being linked to poorer health outcomes. Schools are an existing contact point between individuals and health services. However, these health services are often overburdened and have limited scope to address broader social issues and teaching staff are focused on achieving curriculum outcomes. Embedding social workers within schools may provide an avenue for supporting students, yet social workers are rarely present in New South Wales public schools. This paper describes a study to determine teachers’ understanding of the socioeconomic issues faced by school students, and the role of the social work profession in addressing such issues as part of the early stages of establishing a Social Work in Schools (SWiS) project. Eighteen semistructured interviews were undertaken with teachers across four rural Australian schools. Participants identified their awareness of potential risk factors that could lead to educational disengagement, reflected on their own limitations in dealing with these broader health presentations given their teaching focus, and provided insights into their understanding of the potential role of social workers.