Sociometric methods and difference: a force for good – or yet more harm

This paper offers a critique of sociometrics as a ubiquitous method of measuring social relationships among children in social groups such as school classes. This is important in relation to disability politics and research as the apparently scientific measures are frequently used in the process of labelling children or predisposing the children involved, or others involved with them, to view disabled and other children in particular ways. We open a debate about judgements concerning whether the use of sociometric techniques needs to be better informed by questions about the underpinning normalising frameworks on which they depend, about the connotations of blame associated with particular sociometric statuses, and about the way that research constructs difficulties and reflects an adult agenda, marginalising the voices of (disabled) children. We argue for the value of the transactional turn in understanding the implications of this approach and for highlighting alternative perspectives.     

The importance of context specificity in work stress research: A test of the Demand-Control-Support model in academics

The Demand-Control (D-C) (Karasek, 1979) and the Demand-Control-Support (D-C-S) (Johnson & Hall, 1988; Johnson, Hall, & Theorell, 1989; Karasek & Theorell, 1990) models of work stress suggest that jobs with high demands and low control (and low support) are stressful. In line with the support in the literature for context-specificity in occupational stress research (Sparks & Cooper, 1999) and the limited and even contradictory support for interaction effects, the main aim of the present study was to examine how the D-C-S model applied in a well-defined occupational group. Using hierarchical regression analyses, and controlling for negative affect, the D-C-S model accounted for 26%, 6%, and 8% of the variance in job satisfaction, psychological distress and burnout, respectively, among 166 academics in a UK university. No two-way or three-way interactive effects were evident, but additive effects of job demands and control on psychological well-being and of job demands and support on both burnout and job satisfaction were shown, corroborating research showing that high job strain is linked to ill health and job dissatisfaction in this homogenous occupational sample. It is recommended that, in future, research includes more variables that are specific to a particular occupation.     

Assessment of Intimate Partner Violence by Child Welfare Services

The purpose of this study was to describe policy and practice with respect to the assessment of intimate partner violence in a sample of child welfare agencies located throughout the United States and to examine the relationship of contextual characteristics and assessment practices. Telephone interviews were conducted with key informants from child welfare agencies. A snowball interviewing strategy was used to identify the best informant in each agency. Almost all of the participating agencies conducted some assessment of intimate partner violence, with most reporting that the majority of screening or assessment occurred during investigation of referrals. However, only 43.1% reported that all of the families referred to the child welfare system were assessed for intimate partner violence, and 52.8% indicated they had a written policy pertaining to screening and assessment of the problem. There was little relationship between county or agency characteristics and assessment practices. Additional research is needed to determine factors that influence assessment practices and to identify strategies to support and extend efforts to identify intimate partner violence and provide appropriate services for families in the child welfare system.     

Sektion Politische Soziologie

Ohne Zusammenfassung     

A Collaborative Approach to Infant Research: Promoting Reproducibility,Best Practices,and Theory‐Building

The ideal of scientific progress is that we accumulate measurements and integrate these into theory, but recent discussion of replicability issues has cast doubt on whether psychological research conforms to this model. Developmental research—especially with infant participants—also has discipline‐specific replicability challenges, including small samples and limited measurement methods. Inspired by collaborative replication efforts in cognitive and social psychology, we describe a proposal for assessing and promoting replicability in infancy research: large‐scale, multi‐laboratory replication efforts aiming for a more precise understanding of key developmental phenomena. The ManyBabies project, our instantiation of this proposal, will not only help us estimate how robust and replicable these phenomena are, but also gain new theoretical insights into how they vary across ages, linguistic communities, and measurement methods. This project has the potential for a variety of positive outcomes, including less‐biased estimates of theoretically important effects, estimates of variability that can be used for later study planning, and a series of best‐practices blueprints for future infancy research.     

Adaptation and Evaluation of a Group Curriculum for Latino Clients in a Driving Under the Influence Program

The purpose of this study was to describe the process of culturally adapting group curriculum modules for Spanish speaking clients in a Driving Under the Influence Program as well as to test the acceptability of these modules. Using the Group Topics Evaluation Scale (English and Spanish version), 90 clients rated six modules that were presented in 30 different group sessions. Spanish speaking clients were significantly more likely to rate all six modules much higher than their English speaking counterparts, indicating acceptability. This is important as driving-under-the-influence programs may provide access to Latino clients not seen elsewhere. Possible further research is discussed.     

Future Directions: Social Development in the Context of Social Justice

Many societies and cultures have become increasingly diverse and heterogeneous over the past decade. This diversity has a direct bearing on social justice in children's and adolescents' social development. Increased diversity can have positive consequences, such as the possibility for increased empathy, tolerance, perspective taking, and the celebration of various cultural traditions and values, but it can also result in increased prejudice, bias, and discrimination. In this article, we suggest that incorporating a focus on social justice can transform the field of social development. This can be done by considering the larger societal context of diversity or heterogeneity when investigating children's peer interactions, attitudes, group identity, and social experience. In addition, new findings that incorporate social justice concerns have implications for designing interventions to enhance children's healthy social development. We highlight and discuss recent areas of research that bear on this perspective and discuss avenues for future research and investigation.