Teaching Note—No Peace Without Justice: Addressing the United States’ War on Drugs in Social Work Education

The United States’ War on Drugs encompasses a body of legislation characterized by punitive approaches to drug control. These policies have resulted in escalating incarceration rates and have extracted a particularly harsh toll on low-income people of color. This article argues that education on the War on Drugs is essential for effective practice with people affected by addictions and is also an important social justice issue. It is thus the responsibility of educators to incorporate a critical examination of drug policy into course work. Strategies for addressing drug policy in social work education are provided, including the use of guest speakers and multimedia presentations, case study assignments that prompt students to examine the intersection of policy and practice, and international drug policy comparisons.     

Community role salience: the development and testing of a new measure

There is growing recognition that community plays a role in an individual's work-life experience. While measures of work and family role salience have been developed and applied in the work-life literature, no measure of community role salience had been developed. This has served to limit our understanding of community role salience and how it influences work-life experience. The research aimed to address this gap by developing a new measure for community role salience and community role importance, with a view to understanding the role community plays in shaping an individual's work-life experience. Surveys were administered to 59 participants from the construction sector. The new measure of role salience shows considerable promise as a reliable instrument. The structure and nature of work undertaken in the construction industry is different from that in many other industries, therefore the results may not be generalisable to other industries. However, it is considered that the instruments themselves can be applied in different contexts to explore the role community plays in shaping an individual's work-life experience.     

Greater Pupil Size in Response to Emotional Faces as an Early Marker of Social‐Communicative Difficulties in Infants at High Risk for Autism

When scanning faces, individuals with autism spectrum disorder (ASD) have shown reduced visual attention (e.g., less time on eyes) and atypical autonomic responses (e.g., heightened arousal). To understand how these differences might explain subclinical variability in social functioning, 9‐month‐olds, with or without a family history of ASD, viewed emotionally expressive faces, and gaze and pupil diameter (a measure of autonomic activation) were recorded using eye‐tracking. Infants at high risk for ASD with no subsequent clinical diagnosis (HRA‐) and low‐risk controls (LRC) showed similar face scanning and attention to eyes and mouth; attention was overall greater to eyes than mouth, but this varied as a function of the emotion presented. As a group, HRA‐ showed significantly larger pupil size than LRC. Correlations between scanning at 9 months, pupil size at 9 months, and 18‐month social‐communicative behavior, revealed positive associations between pupil size and attention to both face and eyes at 9 months in LRC, and a negative association between 9‐month pupil size and 18‐month social‐communicative behavior in HRA‐.The present findings point to heightened autonomic arousal in HRA‐. Further, with greater arousal relating to worse social‐communicative functioning at 18 months, this work points to a mechanism by which unaffected siblings might develop atypical social behavior.     

Repositioning Risk and Resilience: Improving the Lives of Children and Adults with Mental Health Problems in Eastern Europe and Central Asia

The repositioning of risk and resilience within the social work and mental health agenda is examined in this paper through a consideration of the social exclusion of vulnerable children and adults living in Eastern Europe and Central Asia (EECA). There is a pressing need in this region for the development of better conceptions and cultural adaptations of risk and resilience models. An important task is spelling out the implications for effective prevention and intervention programs, and for practitioners and service users in terms of an inclusive, person-centred, and emancipatory practice. The societies of the EECA region may be understood as comprising a distinctive form of risk society, distinguished from Western counterparts by their adverse risk levels, and by their emancipatory potential. Strategies based on user inclusion and participatory action require to be fashioned, along with the development of the social work profession, to facilitate the empowerment of users in the EECA region.     

Performance Management and the Stifling of Academic Freedom and Knowledge Production

In an era of neoliberal reforms, academics in UK universities have become increasingly enmeshed in audit, particularly of research ‘outputs’. Using the data of performance management and training documents, this paper analyses the role of discourse in redefining the meaning of research, and in colonizing a new kind of entrepreneurial, corporate academic. The new regime in universities is characterized by slippage between the audit and disciplinary functions of performance management. We conclude that academic freedom is unlikely to emerge from a system which demands compliance with a regime of unattainable targets and constant surveillance.     

Socio-demographic Factors and Cancer Screening Among Foreign-Born Chinese,Cambodian and Vietnamese Women

Asian Americans are now the most rapidly growing minority group in the USA. Over 60 % Asian Americans in the USA are immigrants. Cancer has been the leading cause of death among Asian American women since 1980. Understanding the barriers to screening is essential to reduce the unnecessary burden of cancer. Little is known about cancer screening behaviors among foreign-born Asian women and how socio-demographic factors may influence these behaviors. Even less is known about disaggregated Asian subgroups. Using data from the Chicago Asian Community Survey, a local health assessment survey of three Asian subgroups in Chicago, Chinese, Vietnamese and Cambodian, this study found that breast and cervical cancer screening rates were much lower among foreign-born Asian women, 48 and 49 %, respectively, than the national rates for the general population, 72 and 83 %, respectively. Furthermore, we studied disaggregated data to determine cancer screening differences between communities. Findings from this study provide a critical evidence base to inform future research, policy and targeted interventions for Asian ethnic-specific populations.     

Struggle for Transdisciplinary Moments: Building Partnerships for Resettlement

The effects of climate change are both acute and chronic, leaving many communities in a perpetual state of uncertainty. For others, there is no such uncertainty—their communities will soon be uninhabitable. Some levels of government have begun to recognize and slowly respond to communities facing the possibilities of relocation. This paper considers the impact of transdisciplinary thinking and collaborative moments in the planning phase of one of the few community-scale managed retreat attempts in the United States. In January 2016, the US Department of Housing and Urban Development (HUD) awarded the state of Louisiana $48.3 million to plan, design, and implement a structured and scalable resettlement with former and current residents of Isle de Jean Charles. The paper uses data from surveys and interviews with the practitioner team, fieldnotes, review of published reports, and a sample of more than 400 media accounts. Our analysis highlights how developing a transdisciplinary process may render a new understanding to the tasks and meanings of planning resettlements in the future.     

Investigating sexuality discourses in the U.K. secondary English curriculum

This article reports on findings from a small-scale study that investigated sexuality discourses in the U.K. secondary English curriculum. In addition to conducting a critical analysis of English curriculum documents, interviews were also conducted with some English teachers and young lesbian, gay, bisexual, and transgender (LGBT)-identified people who attended, or had recently left, secondary school in Birmingham, U.K. Key findings indicate that issues around sexual diversity are noticeably absent from the curriculum, while other forms of diversity are more visible. This means that teachers are not explicitly encouraged to explore sexual diversity in their teaching, and the effects of this on young LGBT-identified people are overwhelmingly negative.