Media exposure,threat processing,and mitigation behaviors in Gulf Coast residents facing the co-occurring threats of COVID-19 and hurricanes

The 2020 hurricane season threatened millions of Americans concurrently grappling with COVID-19. Processes guiding individual-level mitigation for these conceptually distinct threats, one novel and chronic (COVID-19), the other familiar and episodic (hurricanes), are unknown. Theories of health protective behaviors suggest that inputs from external stimuli (e.g., traditional and social media) lead to threat processing, including perceived efficacy (self- and response) and perceived threat (susceptibility and severity), guiding mitigation behavior. We surveyed a representative sample of Florida and Texas residents (N = 1846) between April 14, 2020 and April 27, 2020; many had previous hurricane exposure; all were previously assessed between September 8, 2017 and September 11, 2017. Using preregistered analyses, two generalized structural equation models tested direct and indirect effects of media exposure (traditional media, social media) on self-reported (1) COVID-19 mitigation (handwashing, mask-wearing, social distancing) and (2) hurricane mitigation (preparation behaviors), as mediated through perceived efficacy (self- and response) and perceived threat (susceptibility and severity). Self-efficacy and response efficacy were associated with social distancing (p = .002), handwashing, mask-wearing, and hurricane preparation (ps < 0.001). Perceived susceptibility was positively associated with social distancing (p = 0.017) and hurricane preparation (p < 0.001). Perceived severity was positively associated with social distancing (p < 0.001). Traditional media exhibited indirect effects on COVID-19 mitigation through increased response efficacy (ps < 0.05), and to a lesser extent self-efficacy (p < 0.05), and on hurricane preparation through increased self-efficacy and response efficacy and perceived susceptibility (ps < 0.05). Social media did not exhibit indirect effects on COVID-19 or hurricane mitigation. Communications targeting efficacy and susceptibility may encourage mitigation behavior; research should explore how social media campaigns can more effectively target threat processing, guiding protective actions.     

Children's Covid-19 writing and drawings and the existential imperative to educate for uncertainty

The Covid-19 pandemic provokes a pedagogic crisis: education is ill-adapted to accommodate multiple uncertainties in students' lives. We examine how pandemic uncertainty is registered in a global collection of writing and drawing from 4 to 17-years-old, during the 2020 lockdowns. The study engages with Biesta's (2021) philosophical work on 'world-centred education', offering empirical examples from the collection that goes beyond the immediacy of everyday lives. We identify educational implications: acknowledging students' present experiences of the world; a slowing of pedagogical tempo; supporting students to navigate desires and fears; a language for expressing uncertainty; and engaging students in ethical and existential difficulty.     

Moving from ‘what we know works’ to ‘what we do in practice’: An evidence overview of implementation and diffusion of innovation in transition to adulthood for care experienced young people

Global research has shown that most young people who are care experienced are not prepared to transition to independent living at 18 years of age and require support into early adulthood. We used rigorous systematic methods to identify English-based peer reviewed and grey literature describing innovations relevant to care experienced young people as they transition into adulthood, with a focus upon lessons for their implementation and diffusion. We synthesised the evidence narratively and organise data linked to seven key areas important to the transition to adulthood: (1) Health and well-being; (2) relationships; (3) education and training; (4) employment; (5) participation in society; (6) accommodation; (7) other. Twenty-five papers met our inclusion criteria. This review has found that, whilst there are a broad spectrum of innovations taking place within the social care environment for care experienced young people to support their transition into adulthood, there exists limited insight into how best to support implementation and diffusion of evidence-based innovation. We drew upon the ‘Consolidated Framework for Implementation Research’, developed in the setting of clinical service delivery, to highlight challenges in implementing and diffusing evidence-based innovation for care experienced young people transitioning into adulthood.     

The COVID-19 pandemic,mask-wearing,and emotion recognition during late-childhood

Face masks are an effective and important tool to prevent the spread of COVID-19, including among children. However, occluding parts of the face can impact emotion recognition, which is fundamental to effective social interactions. Social distancing, stress, and changes to routines because of the pandemic have also altered the social landscape of children, with implications for social development. To better understand how social input and context impact emotion recognition, the current study investigated emotion recognition in children (7–12 years old, N = 131) using images of both masked and unmasked emotional faces. We also assessed a subsample of participants (“pre-pandemic subsample,” n = 35) who had completed the same emotion recognition task with unmasked faces before and during the pandemic. Masking of faces was related to worse emotion recognition, with more pronounced effects for happy, sad, and fearful faces than angry and neutral faces. Masking was more strongly related to emotion recognition among children whose families reported greater social disruption in response to the pandemic. Finally, in the pre-pandemic subsample, emotion recognition of sad faces was lower during versus before the pandemic relative to other emotions. Together, findings show that occluding face parts and the broader social context (i.e., global pandemic) both impact emotion-relevant judgments in school-aged children.     

The Scylla State. A gendered understanding of the experiences of marginalised women in the United Kingdom

Since the formation of the 2012 Coalition government, the UK has been subject to 12 years of neoliberal policy enacted with ferocity and vigour. This has comprised austerity measures including the retrenchment of welfare via the reshaping of the welfare state and public services according to business practices, ideals of individual responsibilisation and overwhelmingly, the notion of reducing the state's ideological and fiscal responsibility for equity and social welfare. The neoliberal state has been conceptualised by Loic Wacquant as a Centaur, boasting a liberal head, yet one atop an authoritarian body whose focus is the designated ‘underclasses’, the socially and economically non-compliant. The Centaur takes away with one hand while ruling punitively with the other, specifically via ‘prisonfare’ and ‘workfare’ to compel submission to precarious and sub-par employment. Although compelling, the Centaur State is justifiably critiqued for its blindness to gender and focus upon the manifestation of neoliberalism in the States. By exploring the stories of 23 women in the UK with histories of survival sex working and problematic drug use, a distinct gendered alternative reality emerges of the operation and machinations of the neoliberal state. Rather than a Centaur, marginalised women experience the Scylla State, a covert, hydra-headed beast motivated by neo-Victorian ideals of ‘womanfare’. The operations of the Scylla State are unpredictable, replicate traumatising interpersonal experiences and variously involve surveillance, coercion, conditionality and the responsibilisation of victimhood to justify increasingly punitive responses to women's survival strategies in the face of increasing trauma and deprivation.