Challenging perceptions of disability through performance poetry methods: the ‘Seen but Seldom Heard’ project

This paper considers performance poetry as a method to explore lived experiences of disability. We discuss how poetic inquiry used within a participatory arts-based research framework can enable young people to collectively question society’s attitudes and actions towards disability. Poetry will be considered as a means to develop a more accessible and effective arena in which young people with direct experience of disability can be empowered to develop new skills that enable them to tell their own stories. Discussion of how this can challenge audiences to critically reflect upon their own perceptions of disability will also be developed.     

Explaining Family Change and Variation: Challenges for Family Demographers

Twenty years ago, the National Institute of Child Health and Human Development (NICHD) issued a request for proposals that resulted in the National Survey of Families and Households (NSFH), a unique survey valuable to a wide range of family scholars. This paper describes the efforts of an interdisciplinary group of family demographers to build on the progress enabled by the NSFH and many other theoretical and methodological innovations. Our work, also supported by NICHD, will develop plans for research and data collection to address the central question of what causes family change and variation. We outline the group's initial assessments of orienting frameworks, key aspects of family life to study, and theoretical and methodological challenges for research on family change. Finally, we invite family scholars to follow our progress and to help develop this shared public good.     

Attitudes as an Expression of Knowledge and “Political Anchoring”: The Case of Nuclear Power in the United Kingdom

Attitudes toward the use of nuclear energy pose fundamental issues in the political debate about how to meet future energy needs. Development of new nuclear power facilities faces significant opposition both from knowledgeable individuals who display an understanding of the risks attached to various forms of power generation and those who follow strict politically based ideological dogmas. This article employs data from a 2005 Eurobarometer survey of UK citizens to examine the influence of both political preferences and knowledge in explaining support of nuclear power. Findings reveal that attitudes about nuclear power are highly politically motivated while the influence of knowledge about radioactive waste is dependent upon beliefs about the consequences of nuclear energy use. Perceptions of being informed about radioactive waste and trust in sources providing information about radioactive waste management also predict attitudes toward nuclear power generation.     

Challenging Endings: First Year MSW Interns’ Experiences with Forced Termination and Discussion Points for Supervisory Guidance

Every year, students prematurely end their work with some clients due to the completion of their internship, rather than the client’s achievement of goals and thus a more natural endpoint of treatment. It is important to understand students’ experiences with forced termination to provide them with the necessary knowledge, skills, and support to optimally manage this complex phenomenon. This paper reviews the social work literature on forced termination arising from the ending of students’ internships and presents, in their own words, the experiences of four first-year MSW interns with forced termination. Finally, based on the literature and as borne out by these students’ experiences, some areas for discussion and reflection between interns and their supervisors in handling forced termination are offered. Caroline Rosenthal Gelman, Ph.D., is an Assistant Professor at New York University’s School of Social Work. She received her M.S.W. in 1991 from the University of California, Berkeley, and her Ph.D. in 1998 from the Smith College School for Social Work. Phyllis Fernandez, Nathalie Hausman, Sarah Miller and Michael Weiner received their MSW in 2004 from New York University’s School of Social Work.     

A Collaborative Approach to Infant Research: Promoting Reproducibility,Best Practices,and Theory‐Building

The ideal of scientific progress is that we accumulate measurements and integrate these into theory, but recent discussion of replicability issues has cast doubt on whether psychological research conforms to this model. Developmental research—especially with infant participants—also has discipline‐specific replicability challenges, including small samples and limited measurement methods. Inspired by collaborative replication efforts in cognitive and social psychology, we describe a proposal for assessing and promoting replicability in infancy research: large‐scale, multi‐laboratory replication efforts aiming for a more precise understanding of key developmental phenomena. The ManyBabies project, our instantiation of this proposal, will not only help us estimate how robust and replicable these phenomena are, but also gain new theoretical insights into how they vary across ages, linguistic communities, and measurement methods. This project has the potential for a variety of positive outcomes, including less‐biased estimates of theoretically important effects, estimates of variability that can be used for later study planning, and a series of best‐practices blueprints for future infancy research.     

Infants' First Words are not Phonetically Specified: Own Name Recognition in British English‐Learning 5‐Month‐Olds

By the end of their first year of life, infants’ representations of familiar words contain phonetic detail; yet little is known about the nature of these representations at the very beginning of word learning. Bouchon et al. ( 2015 ) showed that French‐learning 5‐month‐olds could detect a vowel change in their own name and not a consonant change, but also that infants reacted to the acoustic distance between vowels. Here, we tested British English‐learning 5‐month‐olds in a similar study to examine whether the acoustic/phonological characteristics of the native language shape the nature of the acoustic/phonetic cues that infants pay attention to. In the first experiment, British English‐learning infants failed to recognize their own name compared to a mispronunciation of initial consonant (e.g., Molly versus Nolly) or vowel (e.g., April versus Ipril). Yet in the second experiment, they did so when the contrasted name was phonetically dissimilar (e.g., Sophie versus Amber). Differences in phoneme category (stops versus continuants) between the correct consonant versus the incorrect one significantly predicted infants’ own name recognition in the first experiment. Altogether, these data suggest that infants might enter into a phonetic mode of processing through different paths depending on the acoustic characteristics of their native language.     

Handling your Baggage in the Field Reflections on research relationships 1

This paper explores some of the benefits of pursuing difficult, antagonistic, research relationships in the context of biographical interviewing methods that are sensitive to spatial relationships. It argues that confronting sources of tension between researchers and informants and being more open about the emotional baggage we bring to the field as researchers yields more rigorous fieldwork with more insightful results. The argument is developed from a particularly difficult research relationship: an encounter between the author and a British expatriate diving instructor living in Hong Kong. The broader context of the research is the production of white privilege through migration and the operation of global/postcolonial landscape.