Multicultural perspectives on counseling survivors of rape

The dominant Euro-American culture is a rape-prone culture, as defined by Sanday. Within that culture, rape is both a tool and a consequence of interlocking systems of oppression based on race, ethnicity, class, and sexual orientation. The impact of rape on an individual survivor can only be fully understood in the context of the survivor's own culture, religious beliefs, and experience as an immigrant or refugee. Issues of race, culture, class, and sexual orientation influence every step in the counseling of a rape survivor. Knowledge about the client's culture is essential if accurate assessment and culturally appropriate service are to be provided. Specific examples of the impact of these issues are presented. Ways in which the cultural values implicit in the crisis counseling model may conflict with the client's values and needs are examined.     

First Housing Moves in Spain: An Analysis of Leaving Home and First Housing Acquisition

This paper examines young people's firsthousing acquisition in Spain. The majority ofyoung Spanish people leave home to buy aproperty and to live with a partner and/orchild. We examine the extent to which thistransition dominates first housing moves duringthe 1980s and consider the ways in which widerfamily networks facilitate leaving home to buya property. We then examine characteristicsassociated with deviation from this normativeroute. We find alternative transitions,particularly moving into rented accommodation,are more common among young people from moreadvantaged backgrounds, and those living innorthern Spain.     

Real Men,Real Women,Real Lives? Gender issues in learning disabilities and challenging behaviour

This article seeks to define gender issues and explores the significance of these issues for challenging behaviour in the field of learning disability. It is argued that lack of awareness about these issues contributes to the development of challenging behaviour and to difficulties in identifying the needs expressed through these behaviours, whatever their origin. Specific areas examined include models of residential provision for adults, prioritisation of service activities, attribution processes (needs identification), and the sexuality of people with learning disabilities. In each area issues are raised and the implications for service practice defined.     

The impact of early life-course transitions on equality at work and home

This paper investigates two aspects of the paid employment relationship between female and male partners aged 23. It is argued that in order to understand women's position in the home and the labour market it is necessary to consider employment relationships in the context of the household. The impact of children on women's labour force participation is already well known and in this paper we show that marriage also has an independent effect on hours worked. The second aspect of the paper concerns the relative financial contribution of each partner to the family income from their labour market earnings. It is recognised that power and equality within the home are to some extent derived from the relative contribution of partners to the family income. It is shown that women are economically dependent on men even in the early stages of their partnership before children and that this dependence is greater among women with children.     

Rescuing lesbian camp

This paper explores the limits of lesbian camp as it is currently conceived within Lesbian Studies. I argue, in what I hope is a rather circuitous way, that a reliance on repudiative models of identity formation fixes gender as complementary and sexuality as oppositional, irrespective of intention. In this context, I imagine instead what it would take to theorize femininity itself as camp, and femme subjects as ideal for working this through at the level of praxis.     

Non‐accidental injury and bone fragility disorders: the need for a multidisciplinary perspective

A case is presented of a child who was initially diagnosed with osteogenesis imperfecta following a skull fracture. However, she later presented with multiple fractures and soft tissue injuries which were considered to be due to non‐accidental injury. It can be perplexing distinguishing accidental and non‐accidental injury in children where a bone fragility disorder has been suspected. A combination of a careful review of the history, a thorough examination and expert review of the radiology is imperative. DNA testing can be helpful. Multidisciplinary case review, taking into account the social history and any concerns professionals have about the family, is invaluable in informing a difficult diagnosis. In this context, there is a definite role for other agencies in challenging the diagnosis or exclusion of non‐accidental injury. Professionals should be willing to challenge the exclusion of non‐accidental injury when such exclusion is not evidence based. Copyright © 2009 John Wiley & Sons, Ltd.     

“I Feel Like More of a Man”: A Mixed Methods Study of Masculinity,Sexual Performance,and Circumcision for HIV Prevention

Ethnographic studies from numerous societies have documented the central role of male circumcision in conferring masculinity and preparing boys for adult male sexuality. Despite this link between masculinity, sexuality, and circumcision, there has been little research on these dynamics among men who have been circumcised for HIV prevention. We employed a mixed methods approach with data collected from recently circumcised men in the Dominican Republic (DR) to explore this link. We analyzed survey data collected six to 12 months post-circumcision (N = 293) as well as in-depth interviews conducted with a subsample of those men (n = 30). We found that 42% of men felt more masculine post-circumcision. In multivariate analysis, feeling more masculine was associated with greater concern about being perceived as masculine (OR = 1.70, 95% CI: 1.25–2.32), feeling more potent erections post-circumcision (OR = 2.25, 95% CI: 1.26–4.03), and reporting increased ability to satisfy their partners post-circumcision (OR = 2.30, 95% CI: 1.11–4.77). In qualitative interviews, these factors were all related to masculine norms of sexually satisfying one’s partner, and men’s experiences of circumcision were shaped by social norms of masculinity. This study highlights that circumcision is not simply a biomedical intervention and that circumcision programs need to incorporate considerations of masculine norms and male sexuality into their programming.     

Caught Between Love and Money: The Experiences of Paid Family Caregivers

This paper considers the experiences of family home care providers, paid an hourly wage by California’s In Home Supportive Services program to care for disabled or elderly relatives. These caregivers are unique in that they provide care in what Arlie Hochschild calls the “third sector” of social life, where norms and responsibilities tied to work and family intersect. Drawing on in-depth interviews and ethnographic observations of family home care providers, we find that providers perceive their paid caregiving as deviant behavior that violates social norms surrounding family care, i.e. that people should not be paid for the care of kin. Family caregivers manage the norm violation associated with their carework by offering “accounts” that 1) emphasize the tasks and skill associated with caregiving and 2) by framing their carework as a public good that benefits the larger community. These accounts allow family providers to distance themselves from the norm violation of receiving a wage for care and to reconstruct their actions in a positive light.     

‘Back to our Roots?’ Re-visiting psychoanalytically-informed baby and young child observation in the education of student social workers

While there is a well-established literature on psychoanalytically-informed baby and young child observation in social work education, little has been published recently. This paper reviews the rationale for its use, evaluating its impact on students’ learning in the light of contemporary policy and practice contexts facing social work education. Analysis of feedback gained from a recent cohort, identifies three ways in which learning through baby and young child observation contributes: firstly, students encounter and learn about the complexity of child development from the direct experience of observing and secondly, observing facilitates the development of important skills for practice; students’ ‘use of self’. Thirdly, through observing, students describe how they develop the capacity to take-up and sustain a professional role. Well-structured teaching and learning through observation is therefore shown to provide a rigorous, theoretically-grounded contribution to the training of university-based social work students entering this complex and challenging professional field.