A Luta Kontinua (The Struggle Continues)

This article examines how East Timorese women's contributions to the resistance against the twenty-four-year Indonesian occupation (“the Resistance”) have been marginalized within the veteran's valorization scheme (veterans' scheme) established in the post-conflict period. Drawing on interviews with politicians, veterans and members of women's organizations, we show that although women played significant roles within the Armed, Clandestine and Diplomatic fronts, for the most part they have not been recognized as veterans within the veterans' scheme. Instead, the scheme has reinforced perceptions of women's roles as wives, mothers, homemakers and widows, rather than as political actors, suggesting that the return to “peace” in Timor-Leste has been accompanied by the strengthening of patriarchal traditions and the expectation that women return to “traditional” roles. We argue that the failure to recognize women as veterans is problematic both for East Timorese women and society as a whole. It represents a lost opportunity to recognize women's agency and potentially to improve their social status in society. It also narrows the way in which the independence struggle is remembered and represented and further promotes a culture of “militarized masculinity” that elevates and rewards men who show the capacity to use violence.     

Sex differences in the encoding and decoding of negative facial emotions

To study the effects of gender on ability to recognize facial expressions of emotion, two separate samples of male and female undergraduates (727 in Study 1, 399 in Study 2) judged 120 color photographs of people posing one of four negative emotions: anger, disgust, fear, and sadness. Overall, females exceeded males in their ability to recognize emotions whether expressed by males or by females. As an exception, males were superior to females in recognizing male anger. The findings are discussed in terms of social sex-roles.Portions of this paper were presented at the Annual Convention of the American Psychological Association, New York: August, 1987.     

Missing discourses: concepts of joy and happiness in disability

This paper analyses a series of representations of disability and rehabilitation taken from research and policy settings in Australia. The purpose of the analysis is to (a) identify the presence or absence of discourses of happiness and joy in the contexts analysed and (b) to analyse the various treatments and interpretations of happiness and joy that are present. Through this analysis we show that while official professional and public discourses on disability and rehabilitation exhibit predominantly negative discursive patterns and features (i.e. aspirations to achieve ‘normality’ and a negative lexicon, such as disability, coping, rehabilitation, burden, abnormality, etc.) there are many other potentially positive and empowering discursive and narrative patterns and features that remain hidden beneath negatively oriented ways of seeing, being, acting and describing in academic, policy and practice settings. We argue that policy‐makers and academics alike need to be sensitive to the dynamics of discourse when constructing research and developing policy.     

Social work with children in Israel

Israel is a child-centered culture. Social work with children predates the existence of the State of Israel. There is a rich array of services for children. In the last 10 years, the emphasis has changed from using child placement as a panacea for children's problems, to treating the child as part of the family system. Placement of children in agricultural collectives, boarding schools, and youth villages has historically been on option for all children, and social workers used this plan as well. Implications of the change to family treatment is discussed as are various areas in which social workers offer direct treatment to children.     

Sexual standards and activity: Adolescents' perceptions

This paper reports on findings from in-depth interviews with a small sample of white and black teenage mothers from diverse socio-economic backgrounds about their sexual standards and their feelings about their sexual initiation and subsequent sexual activity. The comparisons across race and across class suggest that there are significant differences across classes among black teens in standards about and personal evaluation of their sexual activity while no class difference among white teens are evident.This research was partially supported by a National Research Service Award from the National Institute of Mental Health, Department of Health and Human Services, grant no. 1-F31-MH09368-O1A1 from July 1986 to July 1987.     

Positively Impacting Maternal Stress and Parental Adjustment through Community-Based Relationship Education (RE)

Relationship education (RE) is a brief, strength-based psychoeducational intervention for couples that demonstrates strong outcomes to decrease individual and couple stress. The current study examined changes in relationship and family adjustment for expectant mothers following RE intervention. Participants included 91 pregnant women (64.8% racial or ethnic minorities) who participated in a community-based RE program. In examination of pre and post-intervention relationship assessment scale and parental stress and coping inventory results, RE intervention contributed to increased relationship satisfaction, and reduced parental distress, as well as to improved social support and family-based support scores among participants. In addition, relationship stress is a major contributor to stress during pregnancy that adds vulnerability for the health of low-income and ethnic minority expectant mothers and their children. Findings indicate the effectiveness of RE to significantly reduce stress for expectant mothers. Therefore, the use of RE as a low-cost and accessible intervention to combat stress provides positive implications for this vulnerable population.     

The declining place of music education in schools in England

This article addresses the provision of music education in schools in England, arguing that access to music education is the right of every child and therefore that a high‐quality and sustained curriculum offer must be provided in all state‐funded schools. Music education in England is widely recognised as being marginalised in state schools, despite it being a statutory requirement as part of the National Curriculum. This policy review examines several threats to music education, such as accountability measures, funding cuts, curriculum narrowing and erosion of the teaching workforce, identifying some of the key evidence in each case.