Childbearing Biographies as a Method to Examine Diversity and Clustering of Childbearing Experiences: A Research Brief

Population Research and Policy Review - Due to increasing heterogeneity in if, when, and under what conditions women have children, the timing, spacing, and other demographic aspects of...     

Drawing out strengths and building capacity in social work with troubled young women

This paper compares the experiences of a group of marginalized young women with two groups that remained socially engaged. Drawing from a qualitative study of young women aged between 13 and 15 years, we identify four areas (understandings and experiences of well‐being, use of space, making wishes, and emotional and household labour) that illuminated the ways in which marginalized young women articulated their experiences differently from those young women who were still engaged in mainstream social life. Drawing on Ungar's work we consider the ways in which marginalized behaviours, which are typically interpreted as socially disruptive and troubled, can also be read as efforts by young women to create a consistent set of social meanings in their lives and to cement reliable relationships around them. Rather than wholly negative, we suggest that these socially disruptive and troubled behaviours should be understood as having health‐enhancing qualities, given the wider contextual challenges the young women faced, and as being the best choices they could make given their circumstances. Social work and support that assists young women on the margins needs to actively engage with these health‐enhancing qualities and to come to a sensitized understanding of the way in which these young women understand their interpersonal worlds.     

“The Guilt Thing”: Balancing Domestic and Professional Roles

Women’s representation in the workforce has increased dramatically over the past 30 years; yet, women “take a greater responsibility for the care of children” ( Equal Opportunities Commission, 2006 ). Research has suggested working mothers may experience guilt resulting from the social constrictions of a traditional model of intensive mothering ( B. Holcomb, 1998 ). Forty‐two audiotaped conversations of female teachers (n = 8) were collected in a British high school. Qualitative analyses of 3 conversations, in which 5 of the teachers discussed their professional and domestic responsibilities, demonstrated that the participants discursively aligned to 3 dominant interactional positions, accessibility, happiness, and separate spheres ( Y. Elvin‐Novak & H. Thomsson, 2001 ). The analyses also revealed the use of supportive conversational strategies such as co‐complaining and matching accounts.     

The Relationship between Change and Satisfaction: Parents' Experiences in a Child and Adolescent Mental Health Service

In the consumer satisfaction literature, there is little exploration of the relationship between change and satisfaction and the two are often conflated. This qualitative study interviewed parents a year after using child and adolescent mental health services. Eliciting an account of their experiences enabled the development of ‘grounded theories’ about what constitutes satisfaction for parents. The outcomes suggest that in addition to the expectable stories of ‘high change and satisfaction’ or ‘no change and low satisfaction’, considerable numbers of people are satisfied with a service despite experiencing little or no change, while others who experience positive change are not satisfied. Understanding these alternative stories helps address critical issues that affect the way therapists respond to people's needs and provide services — these matters are often within the capacity of therapists and services to address, even when working with limited resources.     

Policies,Procedures, and People: Sources of Support for Government?

Objective . Many have written about the public's low opinion of the federal government; however, the theoretical sources and consequences of political trust have been empirically elusive. Drawing on the procedural justice framework, this study investigates the structure and consequences of people's mistrust of the federal government. Methods . Using data from various years of the National Election Study (NES), this research investigates the relationship between policy, procedural, and personal concerns and support of government. Results . Judgments about policy outputs, the process by which these policies develop, and the people involved in this process are shown to be sources of governmental trust, and certain aspects of trust are shown to have important behavioral consequences. Conclusions . These findings help to explain the failure of previous research into the causes and consequences of political trust. The various policy and process judgments that the NES Index combines play important independent roles in explaining political trust itself and its relationship with political behaviors and other attitudes.     

Parent and Child Therapy (PACT) In Action: An Attachment‐Based Intervention for a Six‐Year‐Old With a Dual Diagnosis

This case study explores Parent and Child Therapy (PACT), an attachment‐based intervention for mothers and children experiencing intractable relationship distress originally developed by Heather Chambers (a Child Psychotherapist and Family Therapist working in New Zealand). We describe the use of PACT with a mother—child dyad presenting a history of severe abuse and neglect. The child had been diagnosed with Conduct Disorder and co‐morbid Attention Deficit Hyperactivity Disorder. We consider the themes arising in the therapy, the emotional process experienced by the mother and child, the initial outcome and 10‐month follow up. The case study indicates that PACT can be learned and used by practitioners outside of the team that conceptualised and developed it. The case highlights the links between externalising difficulties and attachment disorganisation and points to PACT as a promising treatment for the chronic sequelae of early interpersonal childhood trauma. The need for research and possible directions of this research are discussed.     

'Managing' disability: early experiences of university students with disabilities

Recent UK legislation, operational from December 2006, places a duty on all public authorities, including higher education institutions, to actively promote equality of opportunity for people with disabilities. The university studied here has a number of initiatives in place to develop good practice in this area, but how do students themselves experience that provision? Research about people with disabilities has sometimes alienated them by failing to reflect their own perspectives. This study, explicitly aimed at incorporating students' voices and using interview and video data, offers some insight into students' experiences of the aids and obstacles to an inclusive learning environment at one university.     

Antisocial and Prosocial Teasing Among Children: Perceptions and Individual Differences

Two studies examined fifth‐ and sixth‐grade students’ perceptions of antisocial and prosocial teasing among peers and potential correlates of individual differences in their tendencies to engage in both forms of teasing. The children were rated as showing a greater tendency to be prosocial teasers than antisocial teasers by both teachers and peers. In addition, the children indicated that they generally experienced and observed prosocial teasing more frequently than antisocial teasing at home and in school. Although boys were perceived to tease in a hostile, antisocial manner to a greater extent than were girls, the evidence for a gender difference in affiliative, prosocial teasing among these children was relatively weak. Additionally, systematic relations were found among ratings of the children's tendencies to engage in antisocial and prosocial teasing with peers, teachers’ ratings of their general level of antisocial and prosocial behavior with peers, ratings of the frequency with which they experienced antisocial and prosocial teasing at home and at school, and their attitudes toward antisocial and prosocial teasing.     

Revisiting Family of Origin in the Training of Family Therapists

Family of Origin exploration has had a controversial history in family therapy training. This article describes a process that aims to integrate family of origin work with skills development Co‐developed by a training group and their trainer, it builds on the existing approach at the Bouverie Centre in Melbourne. Family of origin work is clearly and practically linked with the enhancement of clinical skills, as argued for in the literature. Informed consent trust and safety are taken seriously, and negotiated within the training group. Trainee and trainer stories are included and the authors discuss the learning that resulted from asking trainees to present their family of origin to the group, including the unpredictable personal ramifications that inevitably occur in such processes.