Physical exercise and improvements in mental health

1. Walking groups provide activity and support for their members. 2. Exercise competes with anxiety and depression and may diminish these negative affects. 3. Most YMCAs provide financial aid by reducing fees for people with disabilities.     

Colored Property: State Policy and White Racial Politics in Suburban America

Norman Cohn, Europe's Inner Demons (1975), xiv+302 (Chatto‐Heinemann for Sussex University Press, £4.50).

Eugene Kamenka and R. S. Neale (eds), Feudalism, Capitalism and Beyond (1975), viii+147 (Edward Arnold, £3.95, paperback £1.95).

David G. Hey, An English Rural Community: Myddle under the Tudors and Stuarts (1974), 260 (Leicester University Press, £5.80).

Enid Gauldie, Cruel Habitations: A History of Working‐Class Housing 1780–1918 (1974), 363 (Allen &; Unwin, £5.75, paperback £3.00).

Lee Holcombe, Victorian Ladies at Work; Middle‐Class Working Women in England and Wales, 1850 to 1914 (1974), x+253 (David and Charles, Newton Abbot, £4.95).

Bo Öhngren, Folk i rörelse. Samhällsutveckling, flyttningsmönster och folkrörelser i Eskilstuna 1870–1900 (1974), 414+26 pp. English summary (Acta Universitatis Upsaliensis. Studia Historica Upsaliensia No. 55, Uppsala). (People on the Move. Social development, migration patterns and popular movements in Eskilstuna 1870–1900)

Michelle Perrot, Les Ouvriers en Grève: France 1871–1890 ( 1974), 2 volumes, 900 (Mouton: Paris and The Hague, Dfl 149). (Workers on Strike: France 1871–1890)

J. E. Knodel, The Decline of Fertility in Germany, 1871–1939 (1974), xix+306 (Princeton University Press, Princeton, N.J., £7.60).

Kenneth D. Brown (ed.), Essays in Anti‐Labour History: responses to the rise of Labour in Britain (1974), viii+409 (Macmillan, £10.00).

Bob Jessop, Traditionalism, Conservatism and British Political Culture (1974), 287 (George Allen and Unwin, £4.65).     

Differences in Life Satisfaction and School Satisfaction Among Adolescents From Three Nations: The Role of Perceived Autonomy Support

Past research shows that higher well‐being is reported by adolescents who live in individualistic rather than collectivistic nations. Such cross‐national differences may be due to the amount of autonomy support adolescents receive from authority figures. To examine this hypothesis, in the current study, 322 adolescents from Denmark, South Korea, and the United States completed self‐report surveys that assessed adolescents' school and life satisfaction and their experience of autonomy support from parents and teachers. Results showed that Danish adolescents reported highest school satisfaction, life satisfaction, and perceived autonomy support, followed by American and Korean adolescents, respectively. Furthermore, cross‐national differences in school and life satisfaction were partially mediated by adolescents' perceptions of autonomy support from authority figures. These findings support self‐determination theory ( Deci & Ryan, 1985 ) and the ecological model of child development ( Bronfenbrenner, 1986 ).     

Adolescents' Emotional Experiences of Mother–Adolescent Conflict Predict Internalizing and Externalizing Symptoms

Research on adolescent emotion has generally focused on expressions of emotion; however, there are reasons to believe that adolescents' experiences of emotion may be related to adolescent development in unique and important ways. This study examined the relation of adolescents' emotional experiences of conflict with their mothers to their internalizing and externalizing symptoms at three time points, each a year apart. After participating in videotaped conflict negotiation tasks with their mothers, adolescents (N=80) watched the videotape of their interactions and used a joystick to make continuous ratings of how negative, positive, or neutral they felt during the discussions. Hierarchical Linear Modeling was used to assess relations among their continuous emotion ratings and their internalizing and externalizing symptoms 1 year before the interaction task, at the time of the interaction task, and 1 year later. Adolescents' externalizing symptoms at the time of the conflict task were associated with negative emotion that decreased across the conflict discussion. Relations between emotional experience and internalizing symptoms a year later were moderated by adolescent gender, revealing that a tolerance for increasing negative emotion predicts fewer future internalizing symptoms for girls. The importance of adolescents' ability to tolerate negative emotion during normal developmental conflicts is discussed.     

The Significance of Shift Work: Current Status and Future Directions

This paper provides a review and synthesis of research literature on the effects of shift work on workers’ physical health, mental health/well-being, and family life. The focus is on current knowledge, unanswered questions, and new directions for future research. The selection of research literature is guided by a general conceptual framework that identifies predictor variables, moderating variables, and outcome variables. The paper concludes with a discussion of the variables that should be incorporated into an agenda for future research.     

Critical understandings of child development: the development of a module for a post-qualifying certificate course in child protection studies

This paper explores the dilemmas involved in selecting appropriate theoretical and research material to help social workers in practice. Concentrating on the needs of those working in child care and protection, the paper uses the example of the area of child development knowledge to illustrate a process of presenting theory for practice. Specifically, the focus is on the redevelopment of a child development module for a post-qualifying certificate course in child care and protection that aims to encourage students to make critical use of current research and theory. The paper explains the reasoning behind the choice of attachment theory as the underpinning theoretical framework. It also addresses possible pitfalls in an uncritical use of such theory. The paper finally sets out how the module addresses the need social workers have for a framework to guide intervention in individual cases. The dimensions described are those of individual vulnerability or resilience and factors in the environment that are adverse or protective.     

Factors Associated With Substance Use Disorders Among Traumatized Homeless Youth

This study aimed to identify homeless youths’ lifestyle and trauma-related risk factors as well as protective factors associated with alcohol use disorder or no disorder and drug use disorder or no disorder. Youth receiving homeless services in Denver (n = 201), Austin (n = 200), and Los Angeles (n = 200; N = 601) completed quantitative interviews assessing demographic information, alcohol and drug use, homeless lifestyle risk factors, trauma-related risk factors, and protective factors. Findings showed differences in trauma-related risk factors between alcohol and drug use disorders, but not homeless lifestyle risks. Protective factors predicted substance use disorders beyond risk factors. Understanding trauma-related risk and protective factors associated with substance use disorders could improve interventions.     

Speed Mentoring in Teaching and Learning: Young people with experience of the care system mentor social work students

The value of listening and talking to young people with experience of the care system has been recognised as a vital and positive contribution to social work students' learning. A model of co-production was used to develop a series of speed mentoring events whereby social work students placed in local authority children and family settings were mentored by young people with experience of the care system. This tentative review of this small-scale project shares the authors' critical reflections on the value and reliability of this model, for evaluating the outcomes of co-productive mentoring relationships between young people and social work students. The reversal of the power dynamic between student and service user contributed to the unsettling of assumptions about each other and empathy for each other's role. The student authors reflect on learning about the child's experience that has influenced their practice. The mentor authors welcomed the opportunity to participate in the development of ‘young people friendly’ social workers. Suggestions are made as to how this model could be developed to contribute to a more systematic approach to the role of service users in mentoring, advising and contributing to the supervision process of students and social workers.