Infant feeding and post-neonatal mortality in Derbyshire,England, in the early twentieth century

This paper examines influences on post-neonatal mortality in Derbyshire (England) in the early twentieth century, by applying multivariate hazard analysis to a rare individual-level data set. The data allow detailed patterns of breastfeeding and weaning to be examined. The role of feeding is given special attention as a mediator between mortality and the other environmental, social, and demographic factors considered. Twins and illegitimate children were more likely to have been hand-fed, but this could explain only a small fraction of their increased vulnerability. Artificial feeding was associated with increased risks of death from diseases was predominantly the result of the greater likelihood of congenitally weak children being hand-fed. Most of the variation in post-neonatal mortality, particularly from respiratory disease, was explained by environmental influences - population density, altitude, and the presence of mining.     

On the Modernity of Traditional Contraception: Time and the Social Context of Fertility

Many studies of fertility implicitly equate temporal management, biomedical contraception, and “modernity” on the one hand, and “tradition,” the lack of intentional timing, and uncontrolled fertility on the other. This article questions that equation, focusing on the widespread use of periodic abstinence in southern Cameroon. Drawing on field data and the Cameroon Demographic and Health Survey, the article investigates how local concepts of timing shape both contraceptive choice and the evaluation of methods as “modern” or “traditional.” Cameroonian women prefer periodic abstinence because they perceive it as “modern,” a modernity tied both to the social context in which it is taught and to its unique temporal form. By contrast, Depo‐Provera, pills, and the IUD are seen as less‐than‐modern, because they are less exigent of temporal control. The reliance on a behavioral, rather than technological, contraceptive method parallels the experience of the European fertility transition. Cameroonian women draw on a complex social repertoire in making contraceptive choices; methods are preferred or rejected not only on the basis of their efficacy in averting pregnancy, but also because of their correspondence to models of legitimate social action. Reproductive practices may have social motivations that are unrelated to fertility per se.     

A decomaosition of trends in poverty among children of immigrants

Poverty levels among all children in the United States have tended to fluctuate in the past 30 years. However, among the children of immigrants, child poverty increased steadily and rapidly from about 12% in 1970 to 33% in the late 1990s before declining to about 21% in 2000. Using 1970, 1980, 1990, and 2000 Public Use Microdata Samples data, we identified key factors that underlie the fluctuations in immigrant child poverty from 1969 to 1999 and the divergence from children of natives. We found that roughly half the absolute increase in immigrant child poverty can be linked to changing conditions in the U.S. economy that make it more difficult to lift a family out of poverty than 30 years ago. These changes occurred disproportionately among children of parents with lower levels of education, employment, and U.S. experience but not among racial/ethnic minorities. Poverty risks among various racial and ethnic groups converged over time. The relative increase in poverty for immigrant versus native children owes largely to the divergence between immigrant and native families in racial/ethnic composition, parental education, and employment.     

Differences Between Men and Women in Social Relations, Resource Deficits, and Depressive Symptomatology During Later Life in Four Nations

This article examines gender differences in social relations and resource deficits in France ( N = 553), Germany ( N = 516), Japan ( N = 491), and the United States ( N = 514). These data, from regionally representative samples, indicate few gender differences in quantity or quality of social relations, but that women are more likely than men to experience widowhood, illness, and financial strain. In all countries, more deficits and more negative social interactions are associated with higher levels of depressive symptoms. Interestingly, among women in France and Japan but not among men in any country, quality of social relations offsets the negative consequences of resource deficits. Findings suggest that quality of social relations may have important implications for helping people, particularly women, cope with resource deficits common in late life.     

Essential elements of implementing a system of concurrent planning

In efforts to preserve foster children’s biological families and to promote the formation of alternative families in some situations, legislative efforts to promote ‘permanency’ have been gaining pace since the late 1990s. One policy and practice tool, concurrent planning (CP), simultaneously allows for the pursuit of reunification and adoption. This article examines six counties in California (USA) and their efforts towards implementation of the components of CP. Researchers used qualitative methods to explore policies and practices of CP. Key informants include social workers, social work supervisors, attorneys and judges. The study identifies and describes seven elements determined to be essential to the complete and successful implementation of CP. Implications for agency practice and family outcomes are discussed.     

Going to Camp Together: Lighting the Group Work Fire in a New Generation

This article describes the structure and process of Group Work Camp, an experiential training program sponsored by the International Association for Social Work with Groups (IASWG). The purpose of this 3-day event, which offers workshops and activities in a camp environment, is to transmit the skills, culture, and philosophy of social work with groups to students and new professionals. Camp also aims to connect participants to the group work community through interaction with skilled and enthusiastic professionals and educators. Participants live together as a large group and engage in ever-changing small groups. They learn primarily by experiencing group membership in the present moment, reflecting on this experience, and then discussing its implications. As the Chinese proverb says, “Tell me and I will forget. Show me and I will remember. Involve me and I will understand.” In the course of this experiential learning process participants develop strong connections with peers and mentors and become familiar with IASWG, a resource for support and stimulation that will be invaluable as they pursue group work practice in an environment likely to isolate them from group work peers. The article ends with a discussion of the implications of this model for group work education, supervision, and practice.     

Patterns of Social Support in the Middle Childhood to Early Adolescent Transition: Implications for Adjustment

Children's social networks often include close family members, extended family members, and friends, but little is known about interindividual differences in the patterning of support from these sources. In this study, we used person‐oriented analyses to differentiate patterns of support for children undergoing the transition to adolescence. Social network and adjustment data were collected for an ethnically diverse sample of 691 fourth‐ and sixth‐grade children, with a two‐year follow‐up. Cluster analyses identified one pattern of support from both close family members and friends, a second pattern of support from both close and extended family members, and a third pattern of support primarily from close family members alone. Participants receiving support from close family in combination with either extended family or friends were better adjusted than were those without multiple support resources. The results suggest that a meaningful typology of children's social networks can be developed.     

Civic Socialization in Public and Fundamentalist Schools*

Objective. Critics of schools governed by fundamentalist religions are concerned that these schools will not socialize students to the attitudes and values appropriate for citizens of a pluralistic liberal democracy. Among these values are support for democratic norms, political tolerance, moral reasoning and autonomy, duty to community, and acceptance of nontraditional lifestyles. This article examines the empirical basis for the critics' concerns. Methods. Using difference‐of‐means tests and multivariate regression, we compare students in the 10th and 12th grades attending regular public and fundamentalist Christian schools. Results. The 10th‐grade comparisons of the two sets of students confirm many of the expectations of critics of fundamentalist schools. By the 12th grade, however, the students in fundamentalist schools have surpassed students in regular public schools on many of the desired attitudes and values, but the fundamentalist school students remain less accepting of nontraditional lifestyles. Conclusion. For the most part, fundamentalist Christian high schools do as well or better than regular public schools in socializing their students to the values appropriate to citizenship in liberal democracies.