Measuring Nonverbal Bias Through Body Language Responses to Stereotypes

Although research has demonstrated the manifestation of racial bias by measuring overt attitudes and behaviors, there has been little examination of the subtle nonverbal cues that may also characterize such bias. The present study investigates implicit racial bias by analyzing nonverbal behaviors of individuals shown video of a criminal suspect whose ethnic identity is manipulated to be Black or White. Participants appeared significantly more uncertain about what they were saying when describing the White suspect than when describing the Black suspect. Participants were also more likely to display “open” posture when describing the Black suspect but “closed” posture (e.g., crossed arms) when describing the White suspect. The results indicate that biases in attitudes and beliefs might be reliably detected and measured through body language. The findings are discussed in terms of how nonverbal behaviors may reveal more subtle forms of prejudice and miscommunication. Contextual correlations between specific nonverbal behaviors and affective states are also discussed.     

Asymmetrically fair rules for an indivisible good problem with a budget constraint

We study a particular restitution problem where there is an indivisible good (land or property) over which two agents have rights: the dispossessed agent and the owner. A third party, possibly the government, seeks to resolve the situation by assigning rights to one and compensate the other. There is also a maximum amount of money available for the compensation. We characterize a family of asymmetrically fair rules that are immune to strategic behavior, guarantee minimal welfare levels for the agents, and satisfy the budget constraint.     

An Empowerment Approach in Teaching a Class about Autism for Social Work Students

Social workers are being asked to respond to the rapidly increasing number of individuals and families affected by Autism Spectrum Disorders (ASD). However, the curricula in schools of social work have limited content on disabilities. This article describes a course which prepares social work students for work with individuals with ASD through an empowerment approach in an ever-changing socio-cultural and political environment. This approach changes the focus of disabilities from a narrow perspective on particular services and rehabilitation to a broader concern with human rights, social inclusion and quality of life. The article describes the development of the course in collaboration with a university disability program, the areas of emphasis for the course (family focused, interdisciplinary, lifespan) and the multiple modes of delivery. The implications of teaching the course as an elective or as integrating it further into the curriculum are discussed.     

Love is Not All You Need: A Revolutionary Approach to Parental Abuse

This case story is a composite of similar family situations where the parents were at risk of harm from their teenage children and commonly the father/step‐father has moved out of home leaving the mother to parent the children on her own. Several of these cases involved physical threats to the lives of the parents. These referrals occurred in a Child, Adolescent and Family Mental Health Service and a Family Therapy NGO between 1985 and 2005. This approach is offered as a complement to the widely published ‘non‐violent resistance’ approach of Haim Omer and his colleagues. We hope it goes some way to address what Lavi‐Lavavi et al ( 2013 , Journal of Systemic Therapies, 32(4), 79–93). describe as ‘the mother's plight’:

The plight of the mother continues to present a major challenge… We are also seeking ways to allow the mother more breathing space, help her to disengage from abrasive conflicts, acknowledge her contribution and sacrifice, and provide her with vantage points that may help her recognize and enhance small improvements. Hopefully, these measures will enable women to evolve from unacknowledged victims to pillars of the family’ (p. 92).

     

Promoting Fathers' Engagement With Children: Preventive Interventions for Low‐Income Families

Few programs to enhance fathers' engagement with children have been systematically evaluated, especially for low‐income minority populations. In this study, 289 couples from primarily low‐income Mexican American and European American families were randomly assigned to one of three conditions and followed for 18 months: 16‐week groups for fathers, 16‐week groups for couples, or a 1‐time informational meeting. Compared with families in the low‐dose comparison condition, intervention families showed positive effects on fathers' engagement with their children, couple relationship quality, and children's problem behaviors. Participants in couples' groups showed more consistent, longer term positive effects than those in fathers‐only groups. Intervention effects were similar across family structures, income levels, and ethnicities. Implications of the results for current family policy debates are discussed.     

The potential of a couples approach to employment assistance: results of a nonexperimental evaluation

We present findings from a nonexperimental evaluation of an employment program in which both partners in young, low-income, primarily African-American couples simultaneously participated. Mothers participating in the couples program had larger immediate gains in employment and earnings and decreases in TANF receipt following their exit from the program relative to mothers who received employment assistance as individuals. Fathers showed similar although weaker results. These immediate benefits appeared to be driven by higher rates of program completion among couples’ participants. Couples in which both partners completed the program experienced the largest quarterly earnings gains, and couples with greater earnings’ gains were more likely to still be together one year after the program ended. Mothers’ earnings gains eroded in the two years following program completion and many reported new pregnancies and problems with child care. We suggest directions for future programs and encourage future studies to consider the range of mechanisms associated with a couples focus, including potential motivational benefits and unintended consequences.

Work–family conflict: The importance of differentiating between different facets of job characteristics

This review study clarifies the relationships between job characteristics and work–family conflict (WFC) by differentiating among three facets of job characteristics: latent, perceived, and enacted. To date, research linking job characteristics to WFC has not distinguished the facets of job demands and job resources in this way. Such distinctions are important as a means of understanding the affective, behavioural, and cognitive processes involved in determining how and when job characteristics relate to WFC. Our review of 115 studies showed that perceived job characteristics have been most commonly explored in relation to WFC, whereas latent and enacted job characteristics have been hardly examined. While these findings may not be surprising, our contribution lies in reviewing the literature through the lens of these categories. Based on the findings, and through highlighting examples in the extant literature, we argue that understanding job characteristics in terms of both how they are perceived and enacted by workers will provide a deeper insight into the mechanisms underlying the relationship between job characteristics and WFC. In order to inform evidence-based interventions, future research must uncover the dynamic mechanisms underpinning the connection between job characteristics and WFC through a focus on enacted job facets and the cognitive, affective, and behavioural processes involved.     

Caught in the Cross Fire: Children’s Right to Education During Conflict — The Case of Nepal 1996–2006

The article focuses on the impact on children, schools and education during the 10 year conflict in Nepal and raises questions for further research on schooling in the post‐conflict era. The article is based on research undertaken as part of a British Council funded Higher Education Link. Focus group discussions and interviews were conducted with school children, parents, teachers and community leaders between 2004 and 2006 and draws on informal discussions and observations with NGOs and teachers in the post‐conflict period, including NGOs visual methods to enable children’s voices to be heard in the peace process.