Becoming a Race-Conscious Social Studies Teacher: The Influence of Personal and Professional Experiences

In this interpretive case study the researchers examined the beliefs of 13 self-identifying race-conscious secondary social studies teachers from diverse racial or ethnic, gender, and school-context backgrounds. The researchers found that the teachers' beliefs and views of practice were generally aligned with the main assertions of critical race theory. The teachers described their personal and professional experiences as a major influence on their race-conscious beliefs and views of practice. Moreover, teachers in diverse contexts described having to learn how to navigate the different racial experiences of the students in their classrooms, while teachers in racially segregated contexts (predominately White, Black, or Latino) emphasized the importance of teaching their students about others. Finally, despite the teachers' regular integration of race-related issues into their required and elective courses, they expressed a desire to have more opportunities to teach about race.     

Predicting Follow‐up Outcomes in Emotionally Focused Couple Therapy: The Role of Change in Trust,Relationship‐Specific Attachment,and Emotional Engagement

Emotionally Focused Couple Therapy (EFT), an evidence‐based couple therapy (Johnson, Hunsley, Greenberg, & Schindler, 1999), strives to foster lasting change through the creation of secure attachment bonds in distressed couples. Although studies have demonstrated lasting change in follow‐up (Wiebe et al., in press), research is needed to investigate predictors of long‐term outcomes. Our goal was to investigate predictors of long‐term outcomes in relationship satisfaction. Relationship satisfaction was assessed across 24 months in a sample of 32 couples who received an average of 21 EFT sessions. Decreases in attachment avoidance were most predictive of higher relationship satisfaction across follow‐up. These findings support the theoretical assumption that EFT helps couples foster lasting change in relationship satisfaction through the facilitation of secure attachment bonds.     

Back to Square One: Socioeconomic Integration of Deported Migrants

This paper addresses the issue of socioeconomic integration of forced return migrants, focusing on the Maghreb countries. Starting from the hypothesis that the return has to be prepared, I tested whether a disruption in the migration cycle (such as deportation) increases the individual's vulnerability and affects his integration from both a structural and sociocultural point of view, using the 2006 Migration de Retour au Maghreb (MIREM, or Return Migration to the Maghreb) survey. I found that forced returnees are more vulnerable to negative labor market outcomes compared to voluntary returnees. The absence of forced returnees from the labor market, or their underperformances, creates a net loss for the origin country and also incentives to re‐migrate. The negative effect is statistically significant not only immediately after return, but also in the long run, at survey time. Forced return is also significantly and negatively correlated with sociocultural integration, reflecting a marginalization of deported migrants in their home environment, which may act as a re‐emigration incentive.     

The Epistemic Culture of Homebrewers and Microbrewers

Homebrewing and microbrewing have been growing in popularity during the last few decades. One way this phenomenon can be analyzed is through the culture of knowledge production. We use the subfield of science and technology studies (STS) to examine homebrewing and microbrewing in this light. Early STS was interested in the social construction of scientific facts within daily practices of scientists. Through these early studies, STS revealed not only the process of scientific fact creation but also existence of “epistemic cultures.” Our study investigates the epistemic culture of homebrewers and microbrewers. Analysis of this epistemic culture was accomplished through use of in-depth interviews with homebrewers and microbrewers at several regional sites. Three major themes emerged from the data: home space as lab; the art and science of beer brewing; and brewing as “friendship”. These themes establish a foundation for understanding the shared epistemic culture existing between homebrewers and microbrewers.     

Adaptation of the short version of the Psychological Capital Questionnaire (PCQ-12) into Spanish / Adaptación al español de la versión reducida del Cuestionario de Capital Psicológico (PCQ-12)

Psychological capital (PsyCap) has been a topic of increasing interest in the last decade. However, there is a lack of validated instruments in Spanish to map PsyCap and its consequences for individuals’ well-being. Consequently, the goal of this study is to adapt the 12-item short version of the Psychological Capital Questionnaire (PCQ-12) to the Spanish context by analysing its internal consistency and reliability, factor solution and external validity. Results indicated that the PCQ-12 exhibited good Cronbach’s alpha (.87) and omega coefficient (.93) values in a sample from a vehicle inspection company (n = 798). As expected, results also revealed that a second-order factor structure provided the best fit. Moreover, PsyCap is associated with increased job engagement (β = .579; R²_adjusted = .333), decreased job burnout (β = ?.409; R²_adjusted = .166), and lower psychological distress (β = ?.349; R²_adjusted = .121) (all p < .01), which provided additional support for using the PCQ-12 in the Spanish context. Implications for theory and practice are discussed.     

Creativity in social work education and practice: reflections on a Survivor Arts Project

This article, written by survivor artists, practitioners and academics (each moving between these different identities and associated voices), will explore a creative arts approach to social work (SW) education within the context of service user and carer involvement. In addition to building upon a developing literature base, the writers will draw upon their own experience and the experience of other service user and carer contributors as well as student and practitioner feedback. In doing so, this article will seek to analyse some of the ways the creative arts can be harnessed as a tool for a more radical, creative and critical approach to professional education and how this in turn can help develop more empathic, critically self-reflective and creative (in the broadest sense of the word) practitioners. In critiquing the more traditional service user and carer involvement approach, this article will attempt to show how the more innovative approach of the Survivor Arts Project can move us beyond an arguably more limiting ‘expertise through experience’ model. In outlining an emancipatory model which recognises the relevance of lived experience and places this within the context of survivor movements, focusing also on the skills and insights survivors bring to SW education, this article will detail the ways we can work towards developing a more vibrant and dynamic learning environment which values our life stories and recognises our strengths as well as the many different and overlapping identities which place us along a continuum that connects our lives and informs our practice.     

Laying the foundation for a global body of knowledge in public relations and communications management

An internationally recognised body of knowledge is both possible and necessary for the future success and professionalisation of public relations. Through extensive content analysis of 31 credential schemes, education frameworks, and scholarly articles produced across six continents, the Global Alliance for Public Relations and Communications Management has developed a foundational list of knowledge, skills, abilities and behaviours (KSABs), which entry and mid/senior-level practitioners across the world should possess. This study and list of KSABs is laying the foundation for development of an internationally accepted framework which professional associations and academic institutions across the world will be able to use to benchmark professional credentials and curriculum outcomes.     

Young Mothers’ Experiences of Receiving the Baby Bonus: A Qualitative Study

The year 2014 marked the abolition of the Baby Bonus and its replacement with a substantially reduced parenting payment. While often criticised as “middle-class welfare,” or publicly denounced due to its purported misuse by disadvantaged mothers, this paper argues that the Baby Bonus provided valuable financial assistance to families experiencing high financial stress. To investigate young women's experience of receiving the Baby Bonus, 19 semistructured interviews were conducted with young mothers in Melbourne who had recently had babies. Many were experiencing financial stress and this payment provided much needed financial support for the basic costs arising from having a baby. Several mothers perceived work as a luxury that was out of reach due to high childcare costs relative to their earning capacity and therefore saw Paid Parental Leave as a further privilege unavailable to them. Our results suggest that while the concerns of policymakers to achieve the best use of scarce resources are critical, it should also be acknowledged that the policy change may have serious implications for many young mothers and may exacerbate disadvantage, and young mothers’ sense of alienation, ultimately leading to greater inequalities.     

Financially Overextended: College Attendance as a Contributor to Foreclosures During the Great Recession

Although subprime mortgage lending and unemployment were largely responsible for the wave of foreclosures during the Great Recession, additional sources of financial risk may have exacerbated the crisis. We hypothesize that many parents sending children to college were financially overextended and vulnerable to foreclosure as the economy contracted. With commuting zone panel data from 2006 to 2011, we show that increasing rates of college attendance across the income distribution in one year predict a foreclosure rate increase in subsequent years, net of fixed characteristics and changes in employment, refinance debt, house prices, and 19-year-old population size. We find similar evidence of college-related foreclosure risk using longitudinal household data from the Panel Study of Income Dynamics. Our findings uncover a previously overlooked dimension of the foreclosure crisis, and highlight mortgage insecurity as an inadvertent consequence of parental investment in higher education.